Volume Two - Academic Conferences

Instrumental Distance Learning in Higher Music Education
Karin Levinsen 1 , Rikke Orngreen 1 , Mie Buhl 1 , Marianne Løkke Jakobsen 2 and
Jesper Andersen 2
1 Danish School of Education, Aarhus University, Denmark
2 The Royal Danish Academy of Music, Denmark
kale@dpu.dk
rior@dpu.dk
mib@dpu.dk
marianne.jakobsen@dkdm.dk
jesper.andersen@dkdm.dk
Abstract: This brief paper presents a research proposal based on an investigation of the complex challenges
and potentials of using video conferencing in connection with teaching and learning processes in the domain of
higher music education. A historical outline of the research and development project is provided, followed by the
preliminary findings of the initial activities. These findings have led to further research questions that would be
relevant to explore in future.
Keywords: eLearning, video conferencing, multimodality, teaching, design for learning
1. The project
In 2009 the Royal Danish Academy of Music (RDAM) launched an innovative development project on
distance learning in which instrumental teaching takes place in a new video conference environment
featuring advanced technological equipment. The aim is to develop a sustainable teaching practice at
RDAM that provides excellent competence building opportunities for teachers and technicians.
RDAM provides instruction in a broad range of types and styles of music and the majority of courses
offered are aimed at performance at the highest level. In addition to instrumentalist and vocalist
programmes, RDAM offers specialized courses within music teaching, composition, conducting,
church music, and recording. RDAM also offers a three-year bachelor programme and a two-year
master's programme in which students specialize in a particular field. Following their master's degree,
students may continue to an advanced two-year postgraduate diploma programme, which concludes
with a public debut concert.
RDAM sees video conferencing as a means to expand the academy’s international cooperation, to
share expertise and to establish networks and new performance spaces for joint high profile master
class teaching. Therefore, in connection with the project, RDAM relies extensively on international
cooperation with partners such as the Manhattan School of Music (MSM), the Sydney Conservatory
of Music and the Eastman School of Music, University of Rochester
The research perspective of the project was established in early 2011, when RDAM contacted the
research programme ICT and media in a learning perspective at Aarhus University (AU), Faculty of
Arts. The combined research and development project rests on the assumption that implementation of
video conferencing as a teaching methodology is a process of organizational change and adjustment
that challenges traditional pedagogy and the everyday practices of students and teachers.
The project is in an early stage. In May 2011, RDAM submitted an application to the Danish Ministry
of Culture for additional support to further the project. The goal is large-scale application in early
2012. However, the initial activities have already produced areas of interest for further studies and
experiments.
2. The research literature and key concepts
Literature on video conferencing relates primarily to surgery and nursing, areas that depend on high
visual quality. Marrow et al. (2002) argue that video conferencing scaffolds students’ reflexivity and
ability to solve problems. Maruping & Agarwal (2009) list advantages such as immediate feedback, a
repertoire of multimodal sign systems and sense modalities, synchronous communication and social
closeness. One large, solitary quantitative study finds that video conferencing is pedagogically neutral
compared to traditional teaching (Cavanaugh 2001). Hedestig and Kaptelinin (2005) find that
breakdowns are unavoidable. They argue that rather than trying to eliminate breakdowns, video
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