Supporting students in music technology higher education to learn computer programming

Type: journal article

Authors: David Moore

Abstract
This article examines methods for supporting students in music technology-related higher education to learn computer programming. The central argument made in this work is that using collaborative activities and encouraging regular reflective writing can benefit novices in their programming. To support this argument evidence from the teaching and learning literature will be presented along with primary research findings by the author. The research findings indicate that the collaborative activities and reflective writing exercise employed on an audio programming module were successful in supporting novices and helped to promote a more active learning environment with evidence of deeper learning and engagement in programming concepts.

URL: http://openurl.ingenta.com/content/xref?genre=article&issn=1752-7066&volume=7&issue=1&spage=75

Associated tags
metadata ▸ material ▸ Max/MSP
metadata ▸ contribution ▸ Evaluation
metadata ▸ year ▸ 2014
technological dimension ▸ applications ▸ Desktop
technological dimension ▸ input technologies ▸ Mouse, keyboard
technological dimension ▸ system outputs ▸ Audio
musical dimension ▸ activities ▸ Creating
pedagogical dimension ▸ learning theories ▸ Constructivism
pedagogical dimension ▸ users ▸ Conservatory, university
pedagogical dimension ▸ venues ▸ Classroom