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Connected Learning: An Agenda for Research and Design

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Connected Learning: An Agenda for Research and Design

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This seminal work provides the fundamental framework for understanding connected learning principles and their application in educational settings. Essential for understanding the theoretical basis of connected learning initiatives.

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Mizuko Ito, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S. Craig Watkins

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The Art of Digital Curation: Learning to Create, Share, and Connect in Music Education

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The Art of Digital Curation: Learning to Create, Share, and Connect in Music Education

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Examines practical approaches to digital curation in music education contexts, focusing on creation, sharing, and connection building.

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Here's a short overview of my engagement with sound studies as a music educator in preparation for my participation in the virtual conference Sound, Meaning, Education: Conversations.

I first learned of sound studies in 2005 via a review of Katz's Capturing Sound in the New Yorker. A few years later, when I was teaching at the University of Illinois I met Jonathan Sterne, who was on campus to give a talk on the MP3 book he was then finishing-an encounter that influenced me deeply. I taught Sterne's Audible Past in a doctoral seminar, which helped me start to understand what was, for me, a different way of thinking about sound in human experience.

I began trying to make conceptual sense of the implications of sound studies in a series of essays, including my introductory essay as editor of the section on media in the Oxford Handbook of Music Education, " Music education in the postperformance world." I followed this up with an article focused more on sound recordings, " The shifting locus of musical experience from performance to recording to data: Some implications for music education." The essay draws on short stories by James Joyce and Richard Powers to look at the subjective side of experience with music across time, and for this paper I received the Outstanding Emerging Researcher in Music Education (a pre-tenure paper award by the SMERS conference at the Universtiy of Florida).

I further considered music education and sound studies as a Faculty Fellow at the Illinois Program for Research in the Humanities during the 2012-2013 school year. Part of my output from this time was a basic overview and literature review in the Journal of Aesthetic Education, " Sound studies and music education." I attended the sound studies conference at Oxford in summer of 2014 to meet more of the thinkers and writers in the field.

What was missing in my work at the time was a deeper engagement with music education examples using ideas and approaches from sound studies, and so that was where I turned my efforts. My first significant effort was a piece looking at mediated pedagogy in string education, " Learning with Sound Recordings: A History of Suzuki's Mediated Pedagogy." With Koji Matsunobu I also co-authored a handbook chapter, " Learning from Japanese Vocaloid Hatsune Miku."

Two other pieces in press will appear "online first" in the coming months:
Thibeault, M. D. (in press). "Aebersold's Mediated Play-A-Long Pedagogy and the Invention of the Beginning Jazz Improvisation Student." Journal of Research in Music Education.
Thibeault, M. D. (in press). "John Philip Sousa's Historic Resistance to Technology in Music Learning." Journal of Historical Research in Music Education.

Finally, my current project is supported by the General Research Fund of the Hong Kong Research Grants Council, "Early 20th Century Mediated Pedagogy: An Historical Study of the Emergence of Music Appreciation." I expect to share several outputs from this project in the coming years.

Some of my publications that are informed by sound studies

Thibeault, M. D. (2012b). Music education in the postperformance world. In G. McPherson & G. Welch (Eds.), The Oxford handbook of music education. Volume 2 (pp. 517-529). Oxford University Press.

Thibeault, M. D. (2012c). Ubiquitous music learning in a postperformance world. In C. Benedict & P. K. Schmidt (Eds.), The place of music in the 21st century: A global view (pp. 196-215). National Society for the Study of Education Yearbook, Teachers College Press.

Thibeault, M. D. (2014c). The shifting locus of musical experience from performance to recording to data: Some implications for music education. Music Education Research International, 6, 38-55.

Ruthmann, S.A., Tobias, E. S., Randles, C., & Thibeault, M. D. (2015). Is it the technology? Challenging technological determinism in music education. In C. Randles (Ed.), Music education: Navigating the future (pp. 122-138). Routledge.

Thibeault, M. D., & Matsunobu, K. (2020). Learning from Japanese Vocaloid Hatsune Miku. In J. Waldron, K. K. Veblen, & S. Horsley (Eds.), Oxford Handbook of Social Media and Music Learning (pp. 511-528). Oxford University Press.

Thibeault, M. D. (in press). Aebersold's Mediated Play-A-Long Pedagogy and the Invention of the Beginning Jazz Improvisation Student. Journal of Research in Music Education.

Thibeault, M. D. (in press). John Philip Sousa's Historic Resistance to Technology in Music Learning. Journal of Historical Research in Music Education.

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Music | Virginia Department of Education

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Teaching, Learning & Assessment » K-12 Standards & Instruction » Fine Arts

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Social and digital media available via the internet connects students and young people to each other and to a host of formal and informal educators, providing limitless opportunities to seek and acquire new knowledge and skills. Connected learning is learning that is “highly social, interest-driven, and oriented toward educational, economic, or civic opportunity.” [1]

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Connected learning takes advantage of the vast amount of digital and social media available on the internet and the connectedness of today's culture. It capitalizes on research that has shown that students achieve higher-order learning outcomes when their work is focused on topics that are personally interesting and relevant to them. [ 2] Connected learning also creates peer-supported learning environments, allowing students to learn together (and with experts) through interaction, sharing, and providing feedback. [ 3] In order to succeed in the academic environment, connected learning seeks to provide activities and opportunities that are personally interesting and peer-supported and connect to academic subjects. Advocates argue that traditional models of learning and activities in school may have been too limiting and may not prove productive in an age of lifelong learning. [ 4]

Connected learning is focused on production, taking the diversity of activities and interests that can be pursued through technology and the network of peers and experts available in a connected environment, allowing students to produce, create, experiment, and design. Through this model of learning, students and young people can develop skills and knowledge relevant to their formal education that will be meaningful in future work and social settings. [ 5]

Connected learning advocates highlight its potential to bridge the gap between formal education methods, settings, and interactive, hands-on learning that can happen at home and in other spaces outside of school. [ 6] By leveraging digital technology and social networking that is increasingly accessible across socio-economic backgrounds, connected learning might also help level the playing field between the haves and the have-nots. [ 7]

By encouraging exploration and interaction with resources, connected learning may re-engage learners with some of the fundamental benefits of libraries, including access to a broad range of information and the freedom to learn at one's own discretion. [ 8]

Connected learning happens across learning networks including school, home, libraries, and community centers. [ 9] Connected learning also supports the idea that learners achieve best when learning is reinforced and supported in multiple settings, providing opportunities for libraries to engage other institutions as partners in connected learning environments. [ 10]

In order for connected learning to help level the playing field between the haves and have-nots, students must have regular access to new and emerging technologies and the internet. Libraries that provide access to new technologies and the internet will be better able to integrate themselves into connected learning environments. Those libraries interested in becoming more supportive of connected learning environments will need to ensure that they provide communities with access to these essential components of the learning model.

With a focus on production, connected learning could provide opportunities for libraries to engage communities in the production of new knowledge and resources that could further connect and integrate the community's role in the library.

Connected learning might also serve as a model for faculty, professionals, or even the community by encouraging the use of technology and connection to advance professional development or even community development. [ 11] Connected learning might also inspire teachers to engage librarians as well as authors, administrators, and parents, integrating many different peers into a connected learning model. [ 12]

Nashville Public Library - Studio

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Social and digital media available via the internet connects students and young people to each other and to a host of formal and informal educators, providing limitless opportunities to seek and acquire new knowledge and skills. Connected learning is learning that is "highly social, interest-driven, and oriented toward educational, economic, or civic opportunity."

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Search results for Digital Collections, Music, Available Online

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You are using an outdated browser. Please upgrade your browser to improve your experience.

Connected learning integrates personal interests, supportive relationships, and access to opportunities. It is learning in an age of abundant access to information and social connections that grows from the diverse interests and assets of young people.

Meet Maria: A Connected Learner

Elements of Connected Learning

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Spotlight: YOUmedia Chicago

YOUmedia, a youth digital makerspace in Chicago's main downtown public library, embodies the values and elements of connected learning.

YOUmedia centers on digital media production such as music, art, poetry and journalism. Young people can "hang out socially, mess around with new projects and geek out" in areas of specialization when they want to take the leap. Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.

Youth who participated at YOUmedia saw clear results.

Feeling emotionally and physically safe and a sense of belonging

Becoming more involved in the chosen interests they brought to YOUmedia

Improving in at least one digital media skill

Improving academic skills: better communication with adults and improved writing ability

Understanding more about opportunities available to them after high school

Elements of Connected Learning Environments

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

Educators have been putting connected learning into practice through a wide range of networks and organizations, in both formal and informal environments.

Educator Networks

The National Writing Project, Young Adult Library Services Association and the Consortium for School Networking have embraced the connected learning framework. Click [here] to learn more about connected learning in teaching practice, and [ here ] for connected learning in libraries.

Connected Learning In Action

Programs and organizations designed around connected learning are serving young people around the country and world.

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About Connected Learning - Connected Learning Alliance

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Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

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Connected Learning and Libraries: Three Case Studies | American Libraries Magazine

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Libraries are at the center of a new education methodology: connected learning. Kylie Peppler, assistant professor of learning sciences at Indiana University, Bloomington, presented the program “Connected Learning and Libraries: At the Intersection of the Arts, Media, New Technologies, and Informal Learning.” The session, part of the Association of Specialized and Cooperative Library Agencies’ President’s … Continue reading Connected Learning and Libraries: Three Case Studies →

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Making Music in Your Library | American Libraries Magazine

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A roundup of music apps and related products for libraries.

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Music and Libraries: A Natural Combination

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While attending my state library association’s annual conference this past year, I met a fascinating children’s librarian who spoke very passionately… about her ukulele. She told me I could pick one up and immediately make music. I was skeptical. I’ve always wanted to be musical, but have always sort of failed. I do not have a lovely singing voice (despite many dramatic years in high school show choir). I’ve dabbled in playing instruments —cello, guitar, clarinet, accordion — without mastering a single one. But this lady was convinced, and almost had me convinced, that I could be a ukulele superstar. I couldn’t stop thinking about it. I went home, bought myself a ukulele, and haven’t put it down since! I believe that making music can be one of the most empowering of all human experiences. If you can learn even 2 or 3 chords on a ukulele, you can play…

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Collaborations that work: Making connections between Music Library instruction and Music Theory

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School Library Connection | School Librarians and Music Educators: A Concert for Student Success

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The School Library Connection Archive is an open access learning resource center for school library professionals. It contains webinars, articles, and video courses to enhance your librarian practice.