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Edublogging and distributed expertise in music teaching
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Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
The pedagogical potential of edublogging—blogging used as an educational tool and strategy—in music teaching has been previously explored. In this paper, the author reflects on these edublogging experiences as a teacher from a distributed cognition perspective, as opposed to a traditional cognitive perspective, which does not give due recognition to the social and contextual dimensions of knowledge and of the learning process. First, the edublogging scenario in each case will be seen through the lens of distributed cognition in respect of the nature of its learning community, learning environment and learning culture. Then, these instructional endeavours are evaluated against the distributed-cognition ideals. Finally, the relevance and implications for music teachers will be discussed. In particular, the author will propose an approach to teaching music that leverages the potential of edublogging to draw on distributed expertise. Apart from aligning with the current trend in learning theories towards emphasizing distributed cognition, the proposed approach in part also offers a viable solution to the challenge of addressing an increasingly expanding music curriculum that embraces world musics on the one hand, and students with diverse musical backgrounds and interests on the other.
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