The Case of Hybrid LivePBL – Augmenting Music Education with Cross Cultural Practices between China and Nepal
In hybrid approach to teaching and learning, training teacher students can have great opportunities to enable them to learn inclusively and flexibly in their own comfortable settings. Concerning music education, however, the research and development in training music teacher students for the 21st century is still very limited. This paper reports the research led by students, who study music education as their major and are interested in innovating hybrid social practices to enable pre-service teacher trainees to have skills in digital literacy, independent study, critical thinking, problem solving, cross cultures and global employability. LivePBL pedagogy has been explored and applied, i.e., Linking Vocal Education with Project Based Learning. Many researchers have developed augmenting virtual reality by and large as a digital technology solution. Human or student centered hybrid approach to undertake student teaching as social practices online and offline, accessible locally and globally, is relatively novel bythe best of our knowledge. In particular, hybrid LivePBL has solutions to work together with underdeveloped schools that have limited internet or computer access resources. Research and developmental cases are designed and demonstrated to enable students to exchange social practices online and offline between music college at Capital Normal University in Beijing, China and Schools based in Kathmandu, Nepal.
Authors: Yantao Zhou, Tianyang Ren, Nuoxuan Chen, Junjie Li, Kexin Lu, Yuanyuan Li, Ankita Acharya
Published in: London International Conference on Education (LICE-2022)
- Date of Conference: 14-16 November 2022
- DOI: 10.20533/LICE.2022.0005
- ISBN: 978-1-913572-52-5
- Conference Location: Virtual (London, UK)