Case Study- Micro-learning

Introduction Microlearning

In the world of instructional design, it is essential to develop learning strategies that prove extremely productive to students and businesses alike. One effective strategy that educators can utilize is microlearning. In microlearning, people receive instructional training in short focused areas. In the music education field, teachers are given the task to educate students in reading, comprehending, and developing performance skills in instrumental and vocal music. With the recent pandemic affecting the entire world, music teachers have been forced to teach content online. As a choral director, it is most difficult to run choir rehearsals in a virtual setting. In terms of research, the best option for rehearsing as a large group is through Zoom. Unfortunately, audio latency issues make rehearsing mediocre at best. However, choral students can still be engaged through music theory in a fun yet systematic way. EarMaster ApS is a Danish company that specializes in music learning software that focuses on various concepts in a sequential structure (2020). The software program, EarMaster, teaches students how to understand music concepts, symbols, ear training, and sight-reading in music education.

Increases student engagement

In the choral classroom, most students already have the desire to learn more about music. With little prior knowledge of the subject, students exhibit epistemic curiosity during rehearsals. In Trends and issues in instructional design and technology, Keller and Deimann discuss epstemic curiosity as a need to fill in “gaps” in one’s knowledge of an area in learning (2018, 80). EarMaster increases student engagement through micro-based learning tools and sequential lessons. Each lesson gives the student a little bit of information at a time. For example, students can choose a lesson on time signatures and simply practice lessons in common time or 4/4. Once they are comfortable with this lesson, they can move on to more advanced time signatures and complex rhythmic patterns. The lessons also build off of one another in their depth and understanding of music theory concepts and terms. Students can clap or tap the spacebar for rhythm training exercises, sing and record the voice for sight-singing examples, and play the interactive music exercises which are game-like in design. Students can also learn more about music content through the online workshops and tutorials.

Students retain more information

As students go through each lesson, they are given little bits of information with direct links in case a student gets lost or confused about a particular music concept. In a way, each lesson reassures the student while they focus on the material. Each lesson also encourages the students through positive reinforcement and motivational learning prompts with the completion of each segment. This sequential method of learning music educational material increases self confidence in the students. In Interface Design for Learning, Dorian Peters reminds us with Benjamin Bloom’s Taxonomy Model, students remember information through analysis, self-evaluation, creativity, application in learning, and comprehending learning concepts (2014, 18). With EarMaster, students analyze the concepts presented in the lessons and tutorials. Through the creative use of the software, students apply their learning in the tutorials provided. As they engage in each lesson, they begin to comprehend the music theory concepts in small doses (microlearning). Students then apply what they have previously learned as the lessons advance in difficulty. After they complete each learning task, they are evaluated or assessed by the teacher and through the software’s internal system. From all of these areas in Bloom’s model, students utilize the auditory, visual, and kinesthetic tools within the EarMaster training to reach maximum student engagement and the retaining of information.

Efficient focus on students’ needs and challenges

Each of the lessons in EarMaster allow the students to set their comprehension level from easiest to more challenging exercises. As a student completes each exercise or tutorial, they move up little by little (microlearning) to the next level until they have obtained mastery in that particular music concept. In Learning Theories: An Educational Perspective, Dale Schunk explains that learners utilize “self-regulation strategies” in learning concepts for the personal attainment of goals (2012, 400). EarMaster is effective this way because the software doesn’t bombard the student with too much information at a time. The other advantage is the students are always in control of their learning in this virtual environment. Being in control of their learning process increases self-confidence. As students develop more self-confidence with their learning experience in the interactive music classroom, they respond with a stronger desire to increase their knowledge at the volitional level. These “baby steps” create an internal desire to learn more about music literacy in a pleasant and interactive way. Students are always given the option to go back and relearn or address a particular area that they have challenges with. With the software, there is no pressure or stress. Rather, EarMasterteaches students music literacy through positive engagement.

Impact in learning through online assessments

Assessments are used in the instructional setting to show results in the progress or impact in learning. In Trends and issues in instructional design and technology, Phillips, Philips, and Nicholas discuss the parameters of an effective learning tool through (ROI) or “Return on Investment” (2018, pp. 97-13). The overall impact using EarMaster can be seen through the assessment tools for educators. Using ROI, teachers can see the effectiveness of the software through student engagement/reaction, learning music concepts, application use with lessons, instructional videos, and online workshops, the overall impact the software has on the student’s comprehension and self-confidence, and low cost for educators. Positive feedback in a creative environment encourages motivational learning in all student learning. Another benefit for students and instructors is the use of assessments in the EarMaster program. Teachers can set up an entire classroom curriculum through the EarMaster software. With this music curriculum, teachers can also create and monitor assessments with each lesson as well as personalize each assessment to create impact learning in the music environment.

References

Deason, C. (2019). IDT520 Strategies for Learner Engagement Case Studies Blog. Retrieved from https://dsiegelfullsail.wixsite.com/idt520

EarMaster Aps. (1996-2020). Retrieved from https://www.earmaster.com

Keller, J.M. & Deimann, M. (2018). Motivation, volition, and performance. In R.A. Reiser, & J.V Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 78-86). New York, NY: Pearson.

Peters, D. (2014). Interface Design for Learning. San Francisco, CA: New Riders, a division of Pearson.

Phillips, J., Philips, P., & Nicholas, H. (2018). Measuring the Return on Investment (ROI) in Technology-Based Learning. Reiser, & J.V Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 97-103). New York, NY: Pearson.

Schunk, D. (2012). Learning Theories: An Educational Perspective. Greensboro, NC: Pearson.