Introduction à iSCORE 18 Octobre 2013

Notre Plan Planifier: Break Doing: Établir des buts et des stratégies Reflecting: Établir des buts et des stratégies Résultats de l’atelier de formation Contexte de iSCORE: une vidéo! Défis rencontrés par les enseignants de musique: discussion Apprentissage autorégulé: phase de Planification Le modèle Démonstration et expérimentation pratique

Notre Plan Planifier: Pause Faire: Reflecting: Apprentissage autorégulé: phase Faire Le modèle Démonstration et expérimentation pratique

Notre Plan Apprentissage autorégulé: phase Réfléchir The model Le modèle Démonstration et expérimentation pratique Enseignant et Paramètres de iSCORE (module de gestion) Soutien et Ressources Prochaines étapes - Mise en œuvre Planning: Break Doing: Réfléchir

Planification Perhaps we can begin by taking a couple of minutes to plan prior to beginning the session. I would like each of you to think about one goal that you have related to your desire to learn about iSCORE. What do you hope to accomplish by attending today’s session?  SMART goals are – Specific, Measurable, Achievable, Realistic, and Timely….

Planification Secondly, in order for you to get the most out of this session, and to help move you towards this goal – think about one strategy that you can do over the course of the next 90 minutes to ensure that you can attain your goal. For example, if your goal for this session is to learn how to use iSCORE to help your students become more reflective musicians, your strategy can be to ask us questions about video recording and playback possibilities. Or, if your goal is to use iSCORE to check in with your students between lessons, then your strategy can be to read the information about sharing and communication through iSCORE.

Résultats de l’atelier de formation Pourquoi l’apprentissage autorégulé est-il important pour les apprenants de musique Comment l’apprentissage autorégulé est-il supporté par iSCORE Quand et pourquoi utiliser iSCORE à un niveau de base Que faites-vous dans iSCORE: expérience pratique Où aller pour obtenir du soutien et des ressources supplémentaires

Le cadre théorique: théorie de l'apprentissage auto-régulé Antécédents de iSCORE Basé sur l'outil précédent, PERLE: Portfolio électronique réflexif pour l’apprentissage des élèves Le cadre théorique: théorie de l'apprentissage auto-régulé Jettons un coup d'oeil a iSCORE http://www.youtube.com/watch?v=IZrEScVr8gI We’ll start by watching a video that summarizes the educational philosophy and research behind the creation and development of iSCORE May I ask – now that you have been introduced to iSCORE, were your original impressions about the software, correct? If not, would you like to go back and revise your goal based on this new understanding? Feel free to modify your goal and strategy at any time during this session.

iSCORE, qu’est-ce que c’est ? Élèves Fournit un environnement d'apprentissage basé sur le Web pour l'enseignement de la musique Met l'accent sur le processus de développement de leur maîtrise de la musique et leur parcours personnel Fournit un réceptacle pour tous les travaux qui sont liés à leur univers musical (i.e., personnel et pédagogique) Fournit un moyen de communiquer avec d’autres élèves de musique pour diminuer le sentiment d'isolement Enseignants Fournit un moyen d'échafauder le développement de l'autorégulation de leurs élèves Fournit un moyen de communiquer et de fournir une évaluation formative entre les cours Permet de suivre les progrès de l’élève au cours d'une période de temps

iSCORE, ce n’est pas….. Un blogue ou un site wiki Youtube GarageBand Microsoft Outlook Pourquoi? Parce qu'il intègre tout ce qui précède dans un seul outil.

Défis rencontrés par les enseignants de musique Quels sont les défis que vous rencontrez avec .... vos élèves? vos parents? Students: Motivation Apathy Getting them to practice Parents: Lack of involvement

Le modèle de l’apprentissage autorégulé Comprendre la tâche Établir des buts Planifier des stratégies Comprendre l’effort requis Croire que vous pouvez le faire S'attendre à un résultat raisonnable Avoir un intérêt intrinsèque Valoriser le processus d'apprentissage The forethought phase involves two major processes. What is the first thing we need to do? task analysis: UNDERSTAND THE TASK goal setting = EXAMPLE: “I want to be healthier” is a good distal goal, but it is too broad to be tackled; You have to break it down: “By June 2010 I will run a 10k in 50 minutes. By March, I will run a 5k in 30 minutes.” Set proximal hierarchical goals (SMART goals = Specific, Measurable, Achievable, Realistic, Timely). strategic planning = decide on strategies you will use. EXAMPLE: “I will take one class at the gym each term; I will look up healthy recipes; I will measure my heart rate each week; I’ll increase my distance/time each week”. 2. self-motivation beliefs: UNDERSTANDING REQUIRED EFFORT self-efficacy = Belief that you have the personal capabilities to learn/do this. outcome expectations = Personal consequences of learning this material. EXAMPLE: I will play each piece through multiple times. intrinsic interest = Valuing of the task for it’s own merits: “speaking another language (Spanish) will allow me to communicate with many more people” learning goal orientation = valuing the learning process for its own merits: “The more fluently I speak the more I enjoy Spanish” Examples: ASK THE CLASS TO SHARE THEIR OWN - Driving/ Losing weight (non-educational). Learners who have this are more motivated to learn in a Self-Regulated way. Schunk & Zimmerman (1994, 1998) 12 12

Explorons! Allez à http://www.rcmusic.ca -- > cliquez sur http://www.rcmusic.ca/ Allez à http://www.rcmusic.ca -- > cliquez sur -- > Entrez les informations de connexion cliquez sur From: www.rcmusic.ca Student Userid: haydenrasberry---gmail.com Password: 7251 Use Bagatelle From: http://209.20.18.61/login/pages/user.php Teacher account: Rupitis1 739winter

Personnalisation de votre iSCORE Let’s start by looking at the ability to Personalize the environment: This popular feature provides the ability for a student (or teacher) to personalize their environment. The premise here is that iSCORE should be a place that students wish to go to…. And like Facebook or other social media –a user has the opportunity to make the space reflect who they are…. by uploading photographs, adding a banner that they may have designed, and adding a welcoming message.

iSCORE: Planifier Just as we did at the beginning of this session, a student can take a couple of minutes to think about what it is they hope to achieve by the end of their practice session, or at home before the next lesson with you. This is referred to as a Task Goal. Task Goals should be SMART goals. Next the student thinks about what they need to do during their practice session to accomplish this goal. They may have multiple strategies or just one. They can select a strategy that they have used previously (show strategy bank at the bottom), or think of a new strategy. New strategies are automatically added to the strategy bank for future use.   Enter a strategy…… Notice there is a schedule in iSCORE, so if a student wants to schedule multiple practice sessions because they feel that practicing a lot will help them attain their task goal – they can use this feature. There are additional features under the planning stage, but let’s start simply and just use these two. Why don’t you try entering the goal and strategy that you set at the beginning of the session? One final comment about this process of SRL - you’ll notice that there is the opportunity for students to set General Goals on their home page. These are larger, more long-term and personally significant goals that they can set as musicians. These should be kept in mind when setting a Task Goal, as each of these smaller goals should be contributing to their larger goals that they may have for their music learning.

Le modèle de l’apprentissage autorégulé Maîtrise de soi Auto-instruction Imagerie Concentration de l’attention Stratégies de travail Auto-observation Auto-enregistrement Auto-expérimentation The next phase, performance, includes two major processes 1. self-control = focus on task and optimize efforts; “staying on track” . Different methods of control include: self-instruction (when learning the word for bread in Spanish: ‘pan’, using the phrase “bread pan”) imagery (imagining a loaf of bread) attention focusing (going somewhere quiet to be able to focus better / turning off TV) task strategies=reducing tasks to essential smaller units like note-taking, or test preparation (associate with other food words) 2. self-observation = thinking about the process self-recording = monitoring yourself - keeping a Learning Log. (How do you spend your time studying Spanish? Maybe you realize that you learn more vocab. words when you practice with a friend?) self-experimentation = changing small aspects and looking for improvements (You test out your hypothesis that you study vocab. better with a friend by measuring to see how many words you have learned by yourself vs. with a friend during the same amount of time). Schunk & Zimmerman (1994, 1998) 16 16

iSCORE: Faire Next we move onto Doing…..which is completion of the actual task at hand - in this case, a practice session. Here a student completes the task and uses strategies such as self monitoring and examination to help accomplish the task successfully. This can be accomplished within iSCORE – or stored in a file and attached to the Work. For example, if a student has composed a musical piece using Audicty, Noteflight – or Garageband , they can attach this file. Also features such as the video annotator can be very powerful to help in this regard.

Le modèle de l’apprentissage autorégulé Auto-jugement Comment vous évaluez-vous? Comment expliquez-vous le résultat? Auto-Réaction Comment vous sentez-vous face au résultat? Comment réagissez-vous face au résultat? Finally when it’s all done, the self-reflection phase includes self-judgment self-evaluation= HOW DO YOU EVALUATE YOURSELF? compare your performance with your earlier performance, or an absolute standard (like a test) – rather than someone else’s performance (“I definitely drive better than my mom!”). causal attribution= HOW DO YOU EXPLAIN THE RESULT? what caused your success or failure? Attributing the performance to the effective use of strategies, not to fixed ability can offer promise of improvement - even in failure. EXAMPLE: I forgot to look at the map, that’s why it took my longer to get where I wanted – not because I am not a skillful driver… self-reaction (how do you react to the result of your efforts to learn?) self-satisfaction/affect = HOW DO YOU FEEL? being satisfied with your progress is motivating. Being dissatisfied undermines desire and efforts to learn. adaptive-defensive responses = HOW DO YOU REACT? Defensively (avoidance = I will NEVER DRIVE AGAIN!) / or Adaptively (adjustment = next time I’ll put the map on the dashboard to make sure I look at it beforehand. Install GPS.) Notice how most of the processes have “self” as a prefix… This is a LEARNER driven process – remember the “proactive” approach in the earlier quote. ASK: What does this say about the teacher’s role?: This implies that even if the teacher could tailor the instruction to every single student’s limitation, this “assistance” might do more harm than good – because it would undermine the student’s knowledge of her/himself and hinder the development self-regulation. Schunk & Zimmerman (1994, 1998) 18 18

Le modèle de l’apprentissage autorégulé The arrows are just as important as the boxes. Why? Why is this a cyclical process? Once an individual has reflected on their performance, they can return to their original goals and revise them based on their judgments about performance. Were they realistic? Or unattainable? They can also revise their work and improve it based on their own assessment and the assessment of others. It is important to link the phases in such a way that learners see the positive cognitive, motivational and behavioural consequences of their efforts – this results in feelings of competence and control. Schunk & Zimmerman (1994, 1998) 19 19

iSCORE: Réfléchir So now we come to the third phase of the process – that of reflecting. Here the student can review their work and their original goal and think about the extent to which s/he met what they had hoped to accomplish…. And if not, why not? Also important is to help the student learn and adjust beliefs about him/herself as a music learner; what are reasonable goals for him/her? What are realistic time frames? What is the right level of complexity in the choice of pieces to play next? This is also useful for you as an instructor because it lets you see what your student is thinking. By externalizing their ideas and understanding, students may reveal a level of mastery or perhaps a misconception that would otherwise be hidden.   Now you try it: Look back on your original Task Goal and Strategy….. have you learned what you were hoping to about iSCORE? If not, why not? Was there another strategy you could have used? Were there other people – such as myself – who could have helped you in some way? Needless to say, this process is very much an iterative one. Goals can be adapted and modified along the way. Strategies can be added or eliminated. Work can be modified following a reflection etc.

Accessing Student Portfolios julia.brook@queensu.ca iscore123! This page is used to access a list of your students (listed by class) with a link to their portfolios. Student portfolios will be in view only mode – but Feedback boxes and the ability to post on their wall will become activated.

Fournir une rétroaction 2) SHOW! Go in as “Teacher” and show T button and how to leave text comment Review steps: - From your teacher homepage, Go into “sharing,” -Click on “Works shared with me” -Click on “Student, iSCORE” -Go to “Work” click on the first project indexed “May 10 Bach Two-Part Invention” -Go to “doing” and hit “play” on the video, ready to make a comment -Type “done” in your lower RH chat box when you’ve made a comment (ME: Go back out to Work and back into the folder) 3) Have teachers watch my screen and watch it go by with their text comments 4) Add Voice comment 5) Add Written Teacher Comment 6) Have someone do a Peer Comment) 7) Show how to SHARE your portfolio Show Filing cabinet if we have time.

Soutien et ressources Enseignants conseillers Courriels de suivi Guide de l’utilisateur d’iSCORE Glossaire des termes et des idées Travaux types d'élèves http://www.iscorenews.com/ iSCORE also has many other features that you can use to connect with your students. You can learn more about how to use these in the user manual “Making Music with iSCORE” and through the follow-up emails we will be sending.   I would like to mention a great resource for ideas and information on iScore. www.iscorenews.com. This website is updated by our iSCORE team on a regular basis and you can ideas on how to use the tool, about contests that we organize for students as well as other news articles about iSCORE. We are adding new materials there on a regular basis to support the users.

Mes Classes username: a_teacher password: 123 http://grover.concordia.ca/eportfolio/iscore_dev.

Liens avec les Classes Only empty classes can be deleted. As long as the class exists, even if the teacher has ‘unlinked’ him/herself from it, the members can continue using iSCORE and sharing between themselves. Requests to join your studio/class can be sent by a student, once both of you have an iSCORE account.

Mes Élèves When viewing students, you can either see a list of all your students Or filter them by class. Removing a student from a class will not delete the student’s iSCORE, it will simply dissociated him/her from the class (i.e. will not be able to share with teacher or other students).

Comptes Élèves: Invitation Another way to get students in your class is to invite them yourself. iSCORE will send an email invitation to join a particular class to email addresses you enter. You will also be able to track whether the student has accepted the invitation or not, in ‘Pending Invites’. TIP: if you want students to share with one another, make sure you place them in the same “class”. Even if you give private lessons and each one of your classes consists of only one student, you can group together students of similar skill level or musical interests, so that they can interact and share with each other.

Prochaines étapes: expérimentation pratique Mise en place des classes Comptes élèves Familiariser les élèves avec iSCORE Comment commencer: Voir sous iSCORE Ideas dans le guide