Final Project

Executive Summary

Week 8

A.   The audience that I will deliver my discussion activity to next week will be the same group that I will distribute the “Good Start” material to. I have secured five volunteers to participate in my course. Each of them has experience in the subject matter and more importantly the resources required to complete the tasks within the unit. There are two discussion activities in the unit that I developed. Both of these activities will be conducted within the LMS Moodle.

B.   I will email the students instructions to access the course, most specifically the good start materials, prior to March 14^th. This will allow the students about a week to complete the unit. The first discussion activity will occur within the first two days of instruction and the critique discussion should occur within the last two days of instruction.  All requirements are to be submitted by March 20^th. I have marked reminders in the course calendar to keep the students on task.

C.  The discussion activities will remain intact within the LMS. Since you have been added with teacher privileges, you should be able to access all discussion posts. I will also have transcripts available of all posts as well as email discussions. I chose not to conduct synchronous discussions within the delivered unit. I was fortunate enough to find five individuals willing to free up time from their busy schedules to complete the unit. Finding a time that we could all meet online simultaneously would be a difficult task, so I’ve opted to go with asynchronous discussions for now.

Assignment 6 (reformatted)

  A.  Provide the URL of your online instruction for delivery: http://csusb-odl.com/moodle188/

      Username: etec

      Password: etec

  B.  State which session you will deliver.

Lesson 7: Sampling

     

  a. State the objective(s) of the session.

      Upon completion of this lesson, students will:

1. Have developed an understanding of what constitutes for a good sampling candidate.

2. Have the ability to extract audio samples and format them to be played on a midi sequencer.

3. Be able to utilize the NNXT Advanced sampling device to sequence sampled audio into an existing composition.

4. Provide well-informed feedback to fellow students.

  b. State how these objectives of the session address the objective(s) of your online instruction.

      1. Students will gain an advanced understanding of one of the essential phases in professional music production and establish a sound foundation of skill sets that are universally desired in the audio engineering. field.

      2. Each student will develop their own original composition, while receiving critiques, technical support and expert advice along the way.

      3. Students will have a thorough understanding of integrating sampled audio into a finished track.

  C.  List documents for "Good Start" delivery and link to the documents.

All available within course

http://csusb-odl.com/moodle188/

Username: etec

        Password: etec

a. Class Description/Expectations

b. Welcome to Digital Music Production

c. Syllabus

d. Schedule/Interaction

e. Additional Resources

f.  Student Survey

g. Technology Checklist

h. Introductory Discussion

  D.  List documents for "Good Start" evaluation and link to the documents.

  a. Rubrics are located within Syllabus

  b. Student Survey

  E.  Describe the audience to whom you will deliver your "Good Start" online instruction in ETEC648.

  a. 5 students who have the materials required for the lesson. I have established a general student account for any classmates who would like to preview the course.

  b. Number of the students if applicable?

      Five.

  c. Deliver in a lab or online?

      Online.

F.  When or roughly when will you deliver activity #1 (Good Start)?

Good Start materials will be delivered on Monday, March 14^th.

Session 6

I have made the changes to my good start material within my actual course so that I don't have to spend additional time reformatting my revisions in html. The majority of the revisions are minor changes within the wording to lighten up the tone a little bit. Below are the newly created rubrics that I will use to evaluate the discussion posts, assignments/project, and overall participation. The discussion posts will factor into the 35% participation portion of the final grade.

Assignment/Project Rubric

Criteria	Outstanding (5 points)	Proficient (4 points)	Basic (3 point)	Below Expectations (2 point)
Creativity	Includes very original, unusual or imaginative musical ideas. Explores and varies at least two musical elements.	Involves some original aspect(s) or manipulation(s) of musical idea(s). Explores and varies at least one musical element.	Musical idea is neither familiar nor a cliché. However, there is no development, variety, or exploration of musical elements.	Musical idea is familiar or a cliché. No variety or exploration of musical elements (range, timbre, dynamics, tempo, rhythm, melody).
Connections	Composition reflects clear connections to previous or current course materials. All devices demonstrated were utilized to produce the assigned audio file.	Composition reflects connections to previous or current course materials. Most of the devices demonstrated were utilized to produce the assigned audio file.	Composition reflects some connections to previous or current course materials. . Some of the devices demonstrated were utilized to produce the assigned audio file.	Composition reflects no connection to previous or current course materials. . Very few to none of the devices demonstrated were utilized to produce the assigned audio file.
Form	Presents at least one complete musical idea. Has a coherent and organized form with a clear beginning, middle, and end. Uses musical elements to organize musical ideas or the form.	Ending feels final. Uses at least one musical element to organize the musical ideas and overall form.	Presents one complete musical idea. However, composition lacks overall completeness. Fails to use musical elements to organize musical ideas or form.	Gives no sense of a completed musical idea. Exhibits no clear beginning, middle or end section. Form appears random rather than organized. Musical elements (range, timbre, dynamics, tempo, rhythm, melody) do not connect well or are not used to organize musical ideas or the form.
Appeal	Strong aesthetic appeal and general impression. Would be enjoyed by many listeners. Keeps the listener interested.	Includes some interesting musical ideas. The general impression is pleasant and moderately effective.	Includes at least one interesting musical idea. Yet, the overall impression is not effective.	Does not present an effective general impression. Musical ideas do not hold the listener’s interest

Discussion Rubric

Criteria	Outstanding (3 points)	Proficient (2 points)	Basic (1 point)	Below Expectations (0 point)
Critical Thinking (Level 1 & II responses)	Accurately interprets all statements, questions, etc.	Accurately interprets some statements, questions, etc;	Misinterprets statements, questions, etc.	Offers biased interpretations of statements, questions, etc.
	Presents the most important strengths and good points, and provides clear suggestions for improvement with references.	Presents important strengths and good points, and provides suggestions for improvement with references.	Presents strengths and good points, and provides suggestions for improvement without references.	Fail to present strengths or/and good points.
Organization	Information and ideas are presented in a logical sequence that flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence that is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can follow with minimum difficulty.	Information and ideas are poorly sequenced (the author jumps around). The audience has difficulty following the thread of thought.
Connections	There are clear connections to previous or current course materials. Sources of the connections are presented clearly.	There are connections to previous or current course materials. Sources of the connections are presented.	There are some connections to previous or current course materials. Sources of the connections are missing.	There is no connection to previous or current course materials.
Timeliness and logistics	All required postings are posted before the deadlines, and the author follows all instructions correctly, e.g. creating a thread name.	The majority of the required postings are posted before the deadlines, and the author follows most instructions correctly, e.g. creating a thread name.	Only some required postings are posted before the deadlines, and the author fails to follow many of the instructions.	Required postings are not posted before the deadlines.
Mechanics	There is no misspelled word or grammatical error in the postings.	There are few misspellings and/or grammatical errors; the readability of the work is minimally interrupted by errors.	There are some misspellings and/or systematic grammatical errors, and the errors distract from the work.	There are many misspellings and/or systematic grammatical errors, and the readability of the work is seriously hampered by errors.

Participation Rubric

Criteria	Outstanding (3 points)	Proficient (2 points)	Basic (1 point)	Below Expectations (0 point)
Class Engagement	Student proactively contributes to class by offering ideas and asking questions more than once per week. Frequently attempts to motivate the group discussion; presents creative approaches to topic.	Student proactively contributes to class by offering ideas and asking questions once per week. Presents relevant viewpoints for consideration by class; interacts freely.	Occasionally makes meaningful reflection on student’s efforts; marginal effort to become involved with the class.	Does not make an effort to participate in the learning community as it develops; seems indifferent or is purposely disruptive to the learning environment.
Connection	All required participation is submitted before the deadlines, and the author follows all instructions correctly. Feedback promotes growth within the class community.	The majority of the required participation activities are submitted before the deadlines, and the author follows most instructions correctly. Constructive feedback is offered.	Only some required participation activities are submitted before the deadlines, and the author fails to follow many of the instructions.	Required participation activities are not submitted before the deadlines and/or author repeatedly fails to follow instructions.

Session 7

I will have two discussion requirements within the course unit that I will deliver. The first of these is an introductory discussion designed to get the students to share a little bit of information on their backgrounds and prior knowledge as it pertains to this course. There are no real guidelines for this initial discussion other than to introduce oneself and provide some background on your experience as it relates to the course subject matter. My objectives for this discussion are as follows:

· Help students identify with one another and recognize the various levels of experience.

· Allow students to gain some background information on one another and share their motives for taking the course.

· Build a sense of community amongst the students.

This discussion activity will need to be completed within the first week of class and will be factored into the participation portion of the overall grade which is 35%. Each week has one discussion activity worth a total of 15 points. These all include level I and level II responses. Level II responses will be expected to be posted within 3 days of the level I response. Therefore the level I responses will need to be posted within the first 4 days of the first week of class and the level II responses should be submitted within 3 days thereafter or by the end of the first week of class.

The second discussion requirement is designed for students to critique one another’s work submitted for that particular lesson. Here the students will critique their own work to initiate the level II responses where their peers will assume the roles of critics. For this discussion the students must:

Level I response

· List the original source of their audio sample and explain why they selected it.

· Describe the biggest challenges that they faced during the lesson and explain how they overcame them.

· Describe how they feel about their composition and explain what they would do differently if they were to do the lesson a second time.

Level II response

· Analyze one student’s composition and discuss its strengths and weaknesses. Be sure to assess if the sampled audio suits the preexisting composition. Provide constructive feedback.

The learning objectives for this discussion are as follows:

· Students will learn to process constructive criticism and use it as motivation for self-improvement.

· Students will establish a support system amongst themselves and learn to utilize one another for their expertise.

· Students will learn how to provide useful feedback and engage in rich conversations while practicing proper netiquette.

The level I response will hold a requirement of 200-500 words and will be due within four days of the week following the assignment due date. The level II response will also have a requirement of 200-500 words and will be due 3 days after the level I due date. This is a much more formal discussion in which I expect the following from my students:

· Students must provide positive feedback and give encouraging recommendations for improvement.

· Students must use proper spelling and grammar.

· Students must practice proper netiquette and provide tactful criticism.

Below is the rubric that I’ve selected. It's the best model that I've seen and is a perfect fit for my course (Look familiar?)

Criteria	Outstanding (3 points)	Proficient (2 points)	Basic (1 point)	Below Expectations (0 point)
Critical Thinking (Level 1 & II responses)	Accurately interprets all statements, questions, etc.	Accurately interprets some statements, questions, etc;	Misinterprets statements, questions, etc.	Offers biased interpretations of statements, questions, etc.
	Presents the most important strengths and good points, and provides clear suggestions for improvement with references.	Presents important strengths and good points, and provides suggestions for improvement with references.	Presents strengths and good points, and provides suggestions for improvement without references.	Fail to present strengths or/and good points.
Organization	Information and ideas are presented in a logical sequence that flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence that is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can follow with minimum difficulty.	Information and ideas are poorly sequenced (the author jumps around). The audience has difficulty following the thread of thought.
Connections	There are clear connections to previous or current course materials. Sources of the connections are presented clearly.	There are connections to previous or current course materials. Sources of the connections are presented.	There are some connections to previous or current course materials. Sources of the connections are missing.	There is no connection to previous or current course materials.
Timeliness and logistics	All required postings are posted before the deadlines, and the author follows all instructions correctly, e.g. creating a thread name.	The majority of the required postings are posted before the deadlines, and the author follows most instructions correctly, e.g. creating a thread name.	Only some required postings are posted before the deadlines, and the author fails to follow many of the instructions.	Required postings are not posted before the deadlines.
Mechanics	There is no misspelled word or grammatical error in the postings.	There are few misspellings and/or grammatical errors; the readability of the work is minimally interrupted by errors.	There are some misspellings and/or systematic grammatical errors, and the errors distract from the work.	There are many misspellings and/or systematic grammatical errors, and the readability of the work is seriously hampered by errors.