What is a MOOC? If you've missed the movement, it's a Massive Open Online Course, and I've been studying one these last few weeks. We've been set a few questions this week and I'm finding it tricky to tie them all together, so here they are as individual points. 

- In the MOOC, we were introduced to the Digital Audio Workstation (DAW) or sequencer, which apparently were different things but now are basically the same. Notation software and its capabilities were also discussed. I have a lot of experience with Sibelius (notation software), Garageband, and have also used Soundation in schools that didn't have suitable software available. These are such fabulous tools, especially Sibelius, which is my number one in music technology.
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- We've also had a few videos throughout the MOOC trying to convince us that DJ-producers have "an awful lot of sophisticated musical skills", which they do. 0've chatted with a few colleagues about this who have pointed out that DJ-producers 'produce' music from pre-existing music and my limited experience with DJ-producers is that they are trained at places like artschools or DIY rather than conservatoriums. Regardless of the debate, I am considering buying a Launchpad just to see what it's all about - my kids also like the look of it. See the video below for an example.

- In this week's MOOC, we were also introduced to David Price and his insight into the future of education. I was lucky to hear him back in 2007 when my old employer, the Music Council of Australia, began to work with him and his 'Musical Futures' project is now widely used in Australia. In the MOOC video, Price points out that open learning, where amateurs and experts share knowledge via online environments such as YouTube, is not a future but is something that has already been. I know I've relied on expert/amateur online advice, most recently when I had to remove over 20 'Molly Bolts' from our lounge room walls. I didn't even know the plugs I needed to remove were called molly bolts until I found the videos! I've seen open learning happen a lot in my own studio, where students bring in something they've learnt via YouTube videos, and I also encourage them to share their own performances online. Other open learning happens via places such as this MOOC's Coursera, where top universities can be accessed for free by anyone who has a computer and access to the internet. Some examples of open learning in music include:
- how to play a basic samba
- too many tutorials of how to play on the guitar 'Love Yourself' by Justin Beiber
​- how to conduct a choir
And the page I will need when I buy a Launchpad...
 http://www.musictech.net/2015/06/ableton-live-tutorial-using-novation-launch-control/
In this exciting environment, one of our main jobs now as teachers is to help students develop quality filtering skills so that they recognise a good course or video when they see one.

​- My final point for this post concerns PBL or project-based learning. This type of learning already exists in music as students often undertake large-scale projects when composing, performing, or researching. These are real-life musical activities that require individuality and initiative to succeed. Musicians also work together and learn from each other so are used to solving problems from several different angles. However, the online environment offers so many option for worldwide collaboration across classrooms and technology allows for efficiency in completing projects. Musical projects such as the Virtual Choir demonstrate just how successful the blend of these can be and are leading examples for other subject areas. 

​Technology has always influenced the musical world and redefined parameters for composition, both in the electronic and acoustic music. A simple example within my own world can be seen with keyboard instruments where the smallest harpsichord had 48 keys while the modern piano has 88 keys, widening the range of notes that can be used in a keyboard composition. There is a parallel with this in new technology and much music-making is now easily created using computers and software.
 
As teachers, we can create new opportunities for musical learning through technology and in teacher-speak, the TPACK framework helps us to understand how to incorporate this into the classroom environment. In his book Music Technology and Education: Amplifying Musicality (2015), Andrew Brown discusses three metaphors of technology in music education that fall into the TPACK model:- 'technology as a musical tool'; 'technology as a musical medium'; and 'technology as a musical instrument'.
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‘Technology as a musical tool’ is easily implemented and already widely used in music classrooms across the world. In my own teaching, I've used programs such as Auralia which mimic and extend traditional aural exercises help to increase a student's musical understanding and musical intelligence. ‘Technology as a musical medium’ refers to the type of technology which enables an activity and sometimes has more capability, depending on the student, to capture and convey musical ideas. An example of this is composition which, in Western music, is traditionally notated on paper, but now can be easily (and some say, easier) notated using software such as Sibelius. I prefer pencil and paper but regularly use Sibelius and find that students can get a result quickly with this software. Both of these metaphors have enhanced music education.

In the video below, Stephen Heppell discusses the creative ways that technology has been incorporated into the classroom. Although these are not music-specific, it does give the feeling that anything is possible.

David Price below discusses the way technology empowers learning, including music-specific examples such as collaborating online, creating works for high visibility and removing the 'middle-man', which has had a large impact on the music industry.