Final Final Post

     The disciplines are something that we discussed into great detail this semester. Well, because that’s what this class was about– creating your discipline and learning the extent of which they can be used and viewed. The importance of these disciplines have shown me that every one should be upheld with a positive attitude, going told with he idea that we should expand our knowledge to the greatest extent. The history of the disciplines, the OER available, and disciplinarily/multidisciplinary/interdisciplinary are all things that I want to take with me into the future.  

     Disciplines began to be categorized into fields long ago, but has had its best first development in Greek times. Greek philosophers roamed the earth, as they roamed across the astral imagination of the endless plains of our thoughts. The fact of the matter is this: the basic concepts of upholding certain studies above others help gave root to the countless disciplines we know and see today. It all started with theories and questions. Disciplines took early root with basic concepts, such as: mind and body, and differentiating math from English from music (especially in Athens and Sparta). During this renowned time for thought and expansion on what our minds know, they even categorized music as its own powerful subject to be taught, being as important as math and science. Back then they believed that empowering the people was crucial, a lot like today’s views. Many of the ideals that were conveyed and theorized back then still hold true today. Especially in the context of education. Giving knowledge to the people is important, and humanizing individuals is a right– power to the people, and knowledge is power. 

     From the reading  “Tech and IDS: A Short Reflection on Three Readings, by an IDS Major”, by Ayla Steere, “The unlimited resources available to scholars for advanced grow and development in learning, is remarkable.” Steere speaks the truth. Alongside with those old Greek philosophies on education, the outcome of structuring disciplines, and the endless knowledge of OER that are becoming available, people nowadays have the power. OER caught my eye this semester, and let me tell you why. The virtual web, a place where anybody can talk to anybody, anybody can ultimately find information on anything. I want to keep with me that knowledge and remember that I am fortunate to have the availability to access OER resources. They are at my disposal, and will return to them frequently.

    Disciplinarily: concerning or enforcing discipline. Interdisciplinary: relating to more than one branch of knowledge. Multidisciplinary: combining or involving several academic disciplines or professional specializations in an approach to a topic or problem. The difference between these are small, but the knowledge that can be branched off of these words is limitless. I’ve learned that many things in life are a combination of multiple disciplines, and my approach at attempting to learn about something will require me to apply one or more disciplines. The categorization and process of combining disciplines is something that I want to bring with me after this class.

     The disciplines are something that we discussed into great detail this semester. Well, because that’s what this class was about– creating your discipline and learning the extent of which they can be used and viewed. These things discussed are topics that I want to carry with me for the rest of my academic journey, as they will aid me the rest of the way. I made my major with disciplines, and I will continue to do research and those disciplines and many more. I am not limited to the two or three I combined to make my major, but rather now a master of understanding the concepts of disciplines, and how all knowledge revolves around not one, but all. 

Final Post this semester

When I first walked into that classroom, I had no idea what to expect. Interdisciplinary studies… Interdisciplinary studies..? I heard from a friend that this class requires you to do a lot online and that you only met like every other week, but besides that not much. To be honest, I never really thought about what I was gonna learn about in this course… Rather I saw it as an obstacle in my way, between me and graduating with the major that I fantasized about. Looking back, and trying to be unbiased, I probably would’ve guessed that this course was primarily about making your major, and secondly about teaching us how to properly explain to people during the holidays what an interdisciplinary major actually is. On a serious note, I truly had no idea. I kind of had the mindset to let the class explain itself during syllabus week.

The word “Interdisciplinary” itself was just a word that I associated making your own major with. I thought it was a made up word that academic institutions used to sum up majors that students created. Even went as far to assume that it was for those “other” majors, that weren’t nearly as main stream. If I were to define it now, I would first pick it apart. Inter means to integrate or something of the sort, and disciplinary describes what is being integrated– disciplines. So basically, in a traditional definition, interdisciplinary is integrating two or more disciplines. Simple as that.

My understanding of Interdisciplinary studies has overdone change, and my perception goes along with my journey of defining “interdisciplinary”. At first I didn’t really put in the effort to define something that I am yet to engage with. -Rather, didn’t bother to ponder about the philosophy or content with these abstract terms, especially before I was to pursue concrete lessons pertaining to exactly what I was suggested to define. But if I were to define it now, in a traditional definition, and using knowledge that I have learned over the course of the course, interdisciplinary studies means to learn parts of multiple disciplines, in the attempt to be better prepared for a field with variable concentrations, or, in a way, create your own discipline utilizing two that are popular and recognized.

Interdisciplinary relates to my interdisciplinary major by it being interdisciplinary. What I mean is, the interdisciplinary nature of me integrating disciplines together to make my interdisciplinary studies major is very relevant to the introduction to interdisciplinary studies course that is required within my studies. Kidding aside, I feel like the root concept of making a discipline out of acknowledged popular ones is something I experienced and have succeeded at doing. The fact that my plans for my major is interdisciplinary relates to the core purpose of this class. Another concept that relates to my own IDS program or plans is the thought of sharing my own work beyond the classroom. All the way back to one of this classes first readings, from week two, Matthew Cheney describes a relevant issue in his article “Public? Why Public?”. The thought of sharing their work outside the classroom, and have it being meaningful to the student is something I struggle with within my major. Sometimes within my classes I do feel like my work is just work, and I don’t have the passion to inspire the thought to post it publicly or outside the classroom. This goes along with the thought of if I own my domain, or work, if someone grades it– another concept describing the perception of your work not being yours anymore after it is graded. A lot of the time I think that I can’t wait to graduate, because only then will I be able to start making work that will matter towards my career. This is false, I have the opportunity to start that now, and in fact, I am already doing so. I am creating work that I am allowed to use on things like blogs and music libraries, but am not from some underlying psychological misconception.

Interdisciplinary studies matters to universities as it is the “other” category for studies. The point of studying is to further one’s education and prepare them for a career. All the majors that are offered at universities are but the popular ones that people have very developed fields, and usually a wide range of career paths. For example, Music Technology was not a major you could take one hundred year ago. But from that field advancing and becoming more integrated within society, from years of it being popularized, it is now an up and coming major offered at a number of universities. This matters as education shouldn’t be restricting. Just because there are many businesses out there, doesn’t mean that Music Technology should be disregarded. If universities only offered the top handful of popular majors, there wouldn’t be any diversity pushing forward. This matters to the world, as adaption and innovation is what exceeds what has been done. To advance as a society, and as a race, you can’t just all do the same educational and professional path. No. You need to combine different disciplines. You need to do what hasn’t been done much, and add on to it so that you can further our understanding and progress on that matter. Inspire the rest of the world with your unprecedented work. Take the path less traveled.

I hope that I can do just that in the future. Produce music, run my own business, and succeed in a way that the majority doesn’t do. Succeed in the way that most wouldn’t think of. Make people second guess what I’m doing. Inspire others that are willing to take a similar path. I know this is hopeful talk, very broad for actually completing a goal, but the principals of the matter are what will stand true, no matter if I branch off a bit. For IDS, I hope to complete it, and take away the parts from it that will help me in the future. For PSU, I hope to set a precedent for building a major for people in Music Technology. Dr. Pfenninger said that he hasn’t been an advisor for anyone incorporating music technology heavily, so that means I am the first to do so. Business goes along nicely with music technology, so by me doing this it shows that there are more then one path to getting a degree and becoming a digital musician to produce music here at PSU.

When I first walked into that classroom, I had no idea what to expect. Interdisciplinary studies… Interdisciplinary studies..? I heard from a friend that this class requires you to do a lot online and that you only met like every other week, but besides that not much. To be honest, I never really thought about what I was gonna learn about in this course… But I have learned a lot. I learned how to add URLs casually. I learned how to build my own website, and post on it. I learned how to market myself via social media, and use a PLN to learn further. The list goes on. And on. And on.

 

The Things I’ve Learned

Over this semester, the grand ol’ Fall of 2018 adventure that I have ado, I have learned a lot. In my senior year I have gone thru courses that have high CRLs, and because of that I have learned very specific lessons about what to do in my intended career path. I have learned a thing or two from my Interdisciplinary course, but I was instructed not to focus on anything form that.

Dr. Pfenninger taught me that due dates really mean that it is due on that date. Dr. Pfenninger teaches all of the music technology courses at PSU, and on all of his online courses he clearly states “If you miss the submission date you will receive an F for the project and will not receive any feedback. I am treating this like the “Real World” I am giving you specific due dates for tracks”, or some variation to describe the type of content due. This has taught me that in the “real world” you are expected to reach checkpoints by certain times, and especially in this type of work– you are replaceable. I have missed an assignment or two, and he is true with his word… No assignments will be accepted or graded after that due date. The quote above is from my “Music Tech Junior Project” class, in which I am to make a small series of mastered digital scores.

A second thing that I have learned this semester was how to use Logic better, specifically incorporate audio samples to enhance digital tones. Logic is a DAW (Digital audio workstation) that I am taught here at PSU, as well as use at home to produce music. Incorporating new and different ways of creating music shows how I am adapting to the trends of what I want to do, as well as expanding my knowledge on the subject I am specializing in. Dr. Pfenninger responded to one of my assignments with “I still really need the rap to be much more in front of the mix. That is the focal point. Start with that an build the mix around the vocal!”. In this project I was incorporating rap lyrics alongside a mixture of synths and real instruments. His comment shows how I am still learning about this art, and that I am expanding my knowledge by his feedback. The course this is from is my Sound Design class, a class where I incorporate real sounds with digital ones to create an array of music.

These examples of things that I have learned go to show that I am expanding my knowledge here at PSU, and am having a successful semester. Both are very relevant to my major, as I will be required to meet deadlines and make projects that have live audio in them.

 

 

PLN Eportfolio

Twitter, not to be mistaken with Tweeter (what a stock dilemma that caused back in the day), is what I use for my PLN. PLN stands for Personal Learning Network. The personal component is your ability to design it yourself, and have the reins to have it be whatever you desire. The learning aspect symbolizes how you will grow and absorb information based on how you personalize it. The network part is the result of using it, of how you will make connections that will help you in the future. You should personalize it to help you dive into your intended field. I built my PLN on Twitter, and made it by following many music producers and people that post about music related things, like products or trends.

Having a PLN is like an open pedagogy, in its way it connects you to information. It can virtually connect you with relevant resources shows it to be very resourceful, while its parameters being limitless make it very open. Derosa and Jhangiani define open pedagogy as “a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.” Thru my PLN I am able to find many OER and influences to help me throughout my work.

Green and Wiley say “education is, first and foremost, an enterprise of sharing. In fact, sharing is the sole means by which education is effected.” This really goes along with a PLN, as by using a social media to follow or look at others content, you are partaking in the sharing process. Social media is a means to share. Knowledge is meant to be passed on, and improved, maybe even adapted, to fit the means of someone overcoming a problem. Maybe their problem is thinking of a song to make, and the educational resource that helped them is a song they heard with a dank chord progression. If the resource isn’t totally open, let it inspire you, but not make you plagiarize. This all goes along with the saying “it takes a village.” Derosa and Jhangiani say “since the invention of the Internet, copyright law has been “strengthened” to further restrict the Internet’s copying and sharing capabilities. While existing laws, business models, and educational practices make it difficult for instructors and learners to leverage the full power of the Internet to access high-quality, affordable learning materials, open educational resources can be freely copied and shared (and revised and remixed) without breaking the law.You aren’t going to grow in your field if you don’t expose yourself to updates or content about said field. Many of the readings talk about how many resources should be more open and passed along. Social media is a way to do that, and creating a PLN is a way to filter it to fit your means.

My PLN has affected my education by influencing my style of music, as well as update me on products that I interact with. It goes directly along with my major, because it helps me produce my product, as well as help market myself, via social media. Here is an example of someone finding out who I am thru marketing:

Many of the people that I follow on Twitter do the same thing that I am trying to do. Here are a few examples of the posts that I see.

Another way that I have used twitter is to just post about what is going on, to update my progress to my fans. It makes my PLN more entertaining and personal, so people will continue to follow me, as I do to the rest of the community.

Overall I believe that my PLN opens up many doorways to resources, and the way I am using it is helping me greatly. I plan on continuing to use it and looking for nice influences on my work.

You can see some of my tweets by using this handle:

@Kandersander

9/5 Eport Post on Readings 2

In your post, explore how these articles work together to set a scaffold for your IDS education. What do you like about these readings? How do they make you think differently about how you will learn and how you will work this semester? Use quotes from each article to add specificity to your thoughts. Log the URL for this post (not your ePort and not your wp-admin editing page, but the post itself!) in our course spreadsheet.

Many of the readings talked about using online media and domains, and I enjoyed how relevant it was. I am going to have to make a website and post, and these are all issues that are ones I’ll probably have to face and think about. Many of the readings touched upon issues that were controversial in a way, making me think about both sides of the arguments. It is good to think about both sides of the argument. Should I just post whatever I feel? Or should I worry about how my stuff will be monitored by the many bills that are in effect?

There are supposedly “some 170 bills proposed so far this year that would regulate it” (Watters). Could my creativity lead to my posts being too radical or “inappropriate”? I will definitely be thinking of both sides to any online decision, regarding the repercussions and appropriation. I also appreciated the article/thought “Do I own my domain if you grade it?”, because it leads me to think that the instructions defer creativity, by binding the focus of the post itself (Rikard). I am even going to leave the instructions in this post to see if its presence resonates. Not as a protest, but rather as a plain example of that article. On the other hand though, the order itself of having to complete the assignment itself puts many feet in the doorway that probably wouldn’t be there without it. Limiting yes, but at the same time its assuring that something will be done. In a school setting, if you feel like the work that has been assigned isn’t rooted from your curiosity and creativity, why even post it? Cheney sums up these assignments perfectly, by saying  that “For me to give credit to my students’ work, I need them to be public with me, but that does not mean they need to be public to the world”.

On the other hand, about an earlier thought about being controversial, who cares? You are entitled to your thoughts, and for people to respond… it should be a good thing. You’ll get new perspectives. Sure, most of the time, it is only the radical people who end up responding, but by stirring the pot you’ll find things that you didn’t see before.

A certain way to get students to create what they imagine, and not feel railed the whole way is to do something like give them their own web server. Start them early, as Campbell was saying in his article “A Personal Cyberinfrastructure”, “as part of the first-year orientation, each student would pick a domain name” and then they would continue that throughout their college experience. Something like this would work great if students get involved and engage with the tools you’ve enlightened them with.

Overall I believe that you can be public, and as long as you are true to your opinions and what you choose to post, then you do you boo. The response you’ll get you can’t necessarily plan for, but you have a voice. Personalize your posts. Stand out, but acknowledge that you’re responsible for those posts. Understand that and you’ll be fine.

Disciplines 2

Out of the blue the professor decides to take things to the next level. I feel like I’m ready. I know how to use the digital audio workstation. We have done a few practice assignments just like this before. Okay, I’m ready… –Basically what was happening, is that my class is about to embark on a cluster project. Clusters were very new at the time, and I wasn’t sure how this was going to go down. To be honest, I don’t even think that the professors knew exactly what we were going to be getting into.

We were going to score their films. Everything went great the first time we met… The two professors planned for both classes to meet at the same time and place. Then, when we did meet, we all talked and discussed the type of styles we liked to produce from our mediums. The only problem was that many of the groups that were matched up from mingling never talked again. There were no due dates. No assignment to submit at the end of the semester to be graded. Not even a check-in period in the future to see how we were doing.

One thing my professor has always said is that in this discipline, communication is key, especially when you’re dealing with people that don’t really understand yours. McCreedy states in her article that “our society is only starting to get the ball rolling on interdisciplinary communication.” He goes on to expand on that by sharing a story of architects affecting habitats with a damn, because of their lack of knowledge with environmental science. It really shows that you need tot be in touch with the many other factors that are affected by your field.

The things that drew me to the disciplines that I am interested in are experiences such as the one I shared before. To be good at actually partaking in a project with a client I need good business skills. And then, thinking even before that, I need to be good at marketing myself, so that I can even have the opportunity to do my job. What was interesting to Chapman “was thinking about disciplines outside of education and how they interact with each other and in which ways they belong to a social community”. And she shows how there are communities, and how there are interactions between them.

All of the knowledge I’ve developed for disciplines is from experience as well. It is so interesting to see when two fields interact in their natural ways, and combining them (at least to me) is extraordinary. I feel like mastering the combination of two disciplines can be lethal in the job environment (lethal in the good way). In the example of my own experience above, it shows how I failed. I didn’t utilize marketing skills to get a partner for the project. I didn’t even use communication skills to keep up with any of the people I met on that fateless day.

“The academic disciplines of today and the modern concept of disciplinarity are largely the product of developments in the late nineteenth and twentieth centuries” (The History of the Academy and the Disciplines). Just because it is a field of study doesn’t mean that their isn’t more to it. Every field of study impacts more, and needs communication and consideration of other fields to be effective. This is what makes me interested in disciplinary knowledge.

In the end, no projects were collaborated on, and no precedents were made on the cluster system for those two fields. It made me realize that I could have all of the skills in the world for making music, but if I don’t harbor those business and social skills, I won’t make any money. No projects will be up-kept, nor maybe even started.

Interdisciplinary Pros for Learning 2

I believe that interdisciplinary will improve my education by giving me a new lens to it. It is a very different way of looking at this practice. Education is straightforward in a way (well… no… but the way I’m using it in my example is). There is a curriculum, and everybody follows the learning path that it states, even though everyone’s education goal definitely isn’t the same. With interdisciplinary I am making my own route, one that fits my desires. That is what initially attracted me, and that will improve my future by it being exactly what I want to do. I am passionate about this learning, and that will keep me more engaged. The time spent learning is optimal, no time is lost in classes I won’t need– I literally handpicked these courses to fit my end goal. In many majors the classes that are selected sometimes feel like fillers, and that is something I truly wanted to avoid.

An example of optimal application of learning here is a project from the developing phases of Plymouth’s clustering idea. Us Music Tech kids paired up with Film kids to score their films. It is exactly what I’ll be doing in the future. Communicating with clients, collaborating arts to create an end project that we can be proud of. This experience made me see that learning like that this, intertwining disciplines, results in the relevant exploration that is crucial for learning about your job field. I thought that some of them were a little hard to work with, so that was a true wake up call for the real world. To show the relevance of it, I mean, my assignment in this example was ultimately my job. Gregorian states it nicely by stating “it is really just shorthand for saying that the complexity of the world requires us to have a better understanding of the relationships and connections between all fields that intersect and overlap”. Understanding the other fields that you will utilize or be in contact with is necessary for performance, and that’s what you need to learn– how to perform what you’re going to do.

Most jobs, if not all, can arguably only be done by using two or more disciplines. If you are a doctor, you need to dabble in the medical field, alongside be a psychologist to be able to be charismatic to the patients (slightly a joke). If you are a plumber you use physics alongside your trade, understanding the properties and physics stuff of what you put into a household to make sure it works and keeps working.

Nissani agrees with this thought of mastering two or more disciplines together. “To overcome the negative sides of specialization, to retain its vitality, the academy must cultivate interdisciplinary knowledge and research.” By being knowledgeable about multiple sides, I believe the education I receive through interdisciplinary will give me an edge. Ristuccia stated that “Engaging in Interdisciplinary studies has broadened my understanding of entrepreneurship, abstract thinking, metacognition, and love of learning”. I don’t think I could’ve stated that any better for how I feel interdisciplinary is making me feel.

Multidisciplinary is the fruit salad that pulls pieces from here and there. Sure that is nice, but having the full smoothie of multiple fields is something that I would much rather be having. Mastering the arts in a way that you synthesize it into something new and utilizable is innovative and priceless. I don’t want to be looking for what jobs accept my type of degree, I’d rather be looking now for what degrees match my type of job.

The Integration of Integrating

In the scholarly article “Evaluation of Interdisciplinary Teaching Approach in Geography Education”, by Mustafa SAĞDIÇ and Hilmi DEMĐRKAYA, I learned a lot about the process it takes to implement interdisciplinary teaching, and its effects.

Within the first handful of pages it describes the basics, like what interdisciplinary means, and basic introductions to relevant topics, but something that caught my eye was the needs to add more fields. To have a good start off point of interdisciplinary, you need experts in the fields that you’ll be utilizing. So in this case, you need a specialist in geography, but then a different respected specialist in whatever field you are to add in. They go on to add how geography is  the type of course that stands out in the science realm, being different from many other types of sciences, making you realize “the geography classes may be the most suitable classes for interdisciplinary teaching” (SAĞDIÇ, DEMĐRKAYA).

In their findings, they found that a majority of teachers thought that integrating interdisciplinary teachings into geography would be a good  and efficient idea. Regarding the actual practice of adding this into the curriculum wasn’t as easy as imagined, simply due to the teachers not being… well educated enough. Whether it was their practice or knowledge of other fields that restricted interdisciplinary, it didn’t work as planned.  “Majority of geography teachers in the study expressed that they did not receive
training on interdisciplinary teaching”, which raises a good point (SAĞDIÇ, DEMĐRKAYA). Every combination of disciplines is different, so there isn’t one clear way to combine two fields and teach them. If there is a music and technology hybrid, you could make music on a computer. But if you’re combining geography and physics… It is a whole different ballpark.

This article is helpful to my thinking by it showing me the process and statistics about interdisciplinary teaching within an actual example. It shows me the struggles they go thru enacting it, but also the complexities within the varieties of disciplines. Before reading this I thought combining any two disciplines was easy peasy, but now I realize that no two combinations are the same.

 

SAĞDIÇ, Mustafa, and  Hilmi DEMĐRKAYA. “EVALUATION OF INTERDISCIPLINARY TEACHING APPROACH IN …” Http://Web.a.ebscohost.com.libproxy.plymouth.edu/Ehost/Pdfviewer/Pdfviewer?Vid=12&Sid=5921f478-d041-425b-97f9-581a0165ef45%40sessionmgr4007, Electronic Journal of Social Sciences, 2014, spring, www.researchgate.net/publication/273441827_EVALUATION_OF_INTERDISCIPLINARY_TEACHING_APPROACH_IN_GEOGRAPHY_EDUCATION.

http://web.a.ebscohost.com.libproxy.plymouth.edu

 

Open Learning

““Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.” -ROBIN DEROSA & RAJIV JHANGIANI

The openness in education that is developing is extraordinary. As defined above, Open Pedagogy is an innovative resource that allows many people to engage with… well, with resources. It lets them engage with what they need to learn and grow. It took me a while to learn what an open pedagogy is exactly, but from the readings I’ve learned that it is always being revised and adapted, and it expresses the fields and teaching styles for them. I truly think that these types of tools for learning should be encouraged and added on to. To do this it will require the motivation to learn and creativity to implement knowledge.

Another focus on the readings was OER (Open Educational Resources), which I found fascinating. According to David Wiley and Cable Green they have been “widely discussed in recent years”, and like what I said about open pedagogy, I think that these types of tools should be encouraged and practiced. The internet has taken lead on being the medium to really practice these learning practices. “Clearly, the Internet has empowered us to copy and share with an efficiency never before known or imagined”, and we should take advantage of this virtual enterprise– as it is limitless.

If you take anything from this post, take away the fact that open pedagogy and OERs are but two things in the endless world of resources. We should seek out more knowledge and ways to share that knowledge. “Openness is impacting many areas of education—teaching, curriculum, textbooks, research, policy, and others.”