Volume Two - Academic Conferences

Karin Levinsen et al.
in order to support telepresence. However, this is a complex field and it is not obvious where the limits
between technology, human interaction, pedagogy and mediation are to be drawn. This is the major
research challenge of the project.
5. Future perspectives
Based on these findings the shared goal is to produce knowledge that may enhance the competence
building of teachers and technicians and develop adequate pedagogical theory and practice for video
conference-based music teaching. Methodologically, the project explores how and at what costs and
benefits video conferencing affects teaching and learning processes and investigates whether the
technology allows for new educational forms, for example, peer-to-peer activities among students,
which may expand the educational repertoire.
Due to the nature of the field and the lack of knowledge, future research will be conducted as action
research in which researchers collaborate with the actors in the field where new methodologies are
being developed and new technology is being applied. This means that the research takes its point of
departure in the context and the practice and needs of the participants in the project.
In the autumn of 2011 the project will be further evolved regarding:
Identification of areas suitable for deep empirical studies
Formulation of research question(s)
Research design
The establishment of an international consortium of partners
Already at this stage, RDAM and the researchers involved are convinced that the project will
contribute not only to the implementation of video conferencing at RDAM but also to the development
of general principles of pedagogy for high level music education and teacher competence building in
the globalized community of high performing academies of music. However, the research may
additionally be expected to contribute to a wider area of video conference pedagogy, as the
multimodality and sensitivity that are key issues for conservatories may be explored in ways that may
enhance other uses of video conferencing.
References
Augestad & Lindsetmo (2009) “Overcoming Distance: Video-Conferencing as a Clinical and Educational Tool
Among Surgeons”, World Journal of Surgery 33, pp1356–1365.
Cavanaugh (2001) “The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-
Analysis”, International Journal of Educational Telecommunications 7(1), pp73-88.
Dammers (2009) ”Utilizing Internet–Based Vidoconferencing for Instrumental Music Lessons”. Update 28(1), 17-
24.
Hedestig & Kaptelinin (2005) “Facilitator's Roles in a Videoconference Learning Environment”, Information
Systems Frontiers 7(1), pp71–83.
Marrow, Hollyoke, Hamer & Kenrick (2002) “Clinical supervision using video-conferencing technology: a reflective
account”, Journal of Nursing Management 10, pp275–282.
Maruping & Agarwal (2004) “Managing team interpersonal processes through technology: a task-technology fit
perspective”, Journal of Applied Psychology 89, pp 975–990.
Nissi, O. (2011) Presentation of the Vi-r-Music project at Distance Learning Conference, RDAM August 2011.
See also http://virmusicfinalreport.blogspot.com/p/elearning.html
Orman & Whitaker (2010) “Time Usage during Face-to-Face and Synchronous Distance Music Lessons”, The
American Journal of Distance Education 24, pp 92–103.
Ruhleder & Jordan (2001) “Co-Constructing Non-Mutual Realities: Delay-Generated Trouble in Distributed
Interaction”, Computer Supported Cooperative Work 10, pp 113–138.
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