As a professional tubist, I have found that the skills I acquired by participating in a tuba/euphonium ensemble (TEE) have helped me in my career. This dissertation explores different aspects of the TEE and how they affect the musicianship and wellbeing of students. Chapter 1 reviews the historical context of TEE, from the earliest like-instrument brass ensembles in the United States to the origins of TEE in American universities. Chapter 2 explores collaborative learning, a practice that is focused on the creation of knowledge rather than outcomes, and how it benefits student wellbeing. This is followed by an explanation of different pedagogical techniques that are useful when teaching a TEE. Chapter 3 discusses the competencies set forth by the National Association of Schools of Music (NASM) and how a TEE course can meet those competencies, followed by a questionnaire sent to tuba/euphonium students and professors around the United States regarding the value of TEE. The results of this questionnaire suggest that TEE is viewed as a valuable part of a collegiate music education. Chapter 4 puts previously stated ideas into practice by outlining necessary steps to running a TEE as an instructor and considering extramusical factors like syllabi and university policies. The dissertation ends with reflections on the benefits of TEE.

This research explores collaborative second language (L2) learning in gamified environments, and specifically examines affordances and limitations of mobile gamified language systems and augmented reality (AR) in supporting collaborative L2 learning. Therefore, this design-based research entailed the development and evaluation of two L2 AR gamified collaborative learning tools, Explorez and VdeUVic. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. The gameplay interactions were designed to take place either in the form of written text or audio and video recordings, encouraging students to practice both oral and written language competencies. Three cohorts of FL2 university students playtested both gamified systems, and 58 students chose to participate in the study. The evaluation of the AR language tools was implemented by means of mixed-method case studies, collecting data of both a qualitative and quantitative nature, through pre- and post- play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. This research examined the learners’ perceptions of their learning experience and in what ways students collaborated to complete the tasks. Additionally, the adaptation of Volet et al.’s (2009) collaborative learning framework permitted the examination of the learners content processing and social regulation during gameplay. The findings suggested the potential of AR gamified environments to facilitate high levels of interaction and collaboration. The analysis showed distinct patterns of collaborative learning across groups and sessions. Additionally, the findings identified patterns in the emergence of learners’ high-level co-regulation, as well as factors that assisted students in sustaining engagement of high-level co-regulation during gameplay. / Graduate

Mobila enheter är idag en stor del av våra liv och har förändrat hur vi gör många av våra vardagsaktiviteter, såsom att läsa en bok eller att se sitt favoritprogram. Detta har också lett till förändringar i våra utbildningar eller mer specifikt hur vi lär oss och lär ut till andra [1]. Den snabba tillväxten av teknologi har haft en stor påverkan på vår utbildning, vilket har lett till en anpassning av både strukturen av utbildningar och dess material [1, 2]. Teknologins utveckling har också möjliggjort den att kombineras med inlärningstekniker, som kollaborativ inlärning. Kollaborativ inlärning är baserat på konceptet att det naturliga sättet att lära sig är genom att kommunicera med varandra [4]. Kollaborativ inlärning är sammankopplat med de sociala aspekterna, där den stora uppgången av sociala plattformar har visat att de kan vara ett nytt och mer modernt utbildningsområde. Interaktionerna på dessa plattformarna har visat sig kunna skapa ett nytt digitalt område av kunskap [29].I denna uppsats så fortsatte utvecklingen av en Android-applikation kallad Vault. Vault är byggd på filosofierna mobile learning, relational learning och parkour. Mobile learning tillåter människor att lära sig var de än befinner sig [3]. I relational learning så existerar inte den traditionella student-lärarrelationen, där alla istället lär sig av varandra genom att dela med sig av sina idéer och erfarenheter [6]. Parkour, vilket även är känt som konsten av rörelse, är en filosofi där människor delar med sig av upplevelser medans de lär sig och hittar nya vägar att visa sina färdigheter [28]. Parkour har även ett fokus på att upprepa vad andra har gjort. Funktionerna som implementerades i Vault var baserade på en applikationsanalys där sociala och kollaborativa plattformar blev analyserade. Det undersöktes sedan hur dessa funktionerna kunde integreras med filosofierna som Vault är byggd på.Vault testades sedan av två idrottslärare under 10 dagar för att utvärdera applikationen med dess nya funktioner där de sedan intervjuades. Målet med intervjuerna var att få information om hur de nya funktionerna påverkade inlärningen samt användarupplevelsen jämfört med den gamla versionen som var producerad av Lindermans uppsats [5]. / Mobile devices is today a big part of our lives and it has changed how we do our everyday activities, such as reading a book or watching our favorite show. This has also caused changes in our education or more specifically how we learn and teach others [1]. The fast growth of technology has had a big effect on our education, which has led to the adaption of both the structure of education as well as the educational materials [1,2]. The development of technology has also allowed for it to combine with learning techniques, such as collaborative learning. Collaborative learning is based on the concept that the natural way to learn is by communicating with each other [4]. Collaborative learning is connected to the social aspects, where the big rise of social platforms have shown that they can be a new and more present-day education area. The interactions on these platforms have proved to be able to help create a new digital area of knowledge [29].In this thesis there was a continuation of development of the Android application Vault. Vault is built upon the philosophies of mobile learning, relational learning and parkour. Mobile learning allows for people to learn at any time wherever they are [3]. In relational learning the traditional student and teacher relationship doesn’t exist, where instead everyone learns from each other by sharing ideas and experiences [6]. Parkour, also known as the art of movement [27], is a philosophy where people share experiences as they learn and find different paths to display their skills [28]. Parkour also have a focus on repeating what other people have done. The features implemented in the further development of Vault was decided by an application analysis where social and collaborative platforms were analysed. It was then examined how these features could be integrated with the philosophies that Vault was built upon. Vault was later tested on two physical education teachers which both had ten days to test out the application with its new features after which a interview followed. The goal of the interviews were to get information about how the new features affected the learning and user experience compared to the old version produced by Linderman’s thesis [5].

This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.

Recent advancements in the cost, availability, and capability of augmented reality (AR) and virtual reality (VR) devices and software are spurring their mass distribution to the public. This fundamental shift in the use of AR and VR predominantly from military and academic research laboratories to the public presents new opportunities and challenges for the design of instructional technology. While studies of AR and VR have been conducted to inform the design of individual instructional products, few studies have focused on computer-supported collaborative learning (CSCL) products in which AR and VR learners work together toward shared learning goals. The museum education industry possesses unique and inherent characteristics that position it as a strong candidate for the development and deployment of CSCL-ARVR products. Tourism locations, such as museums, provide an exemplary environment for advanced learning technology experimentation in which information technology infrastructure and programs of instruction are often already in place and in which many tourists already possess smartphones and or tablets that may be used to mediate location-based educational experiences. The goal was to conduct formative research to develop a tentative instructional design theory that can be used to guide the creation of CSCL-ARVR instructional products. Instructional design theory and software engineering practices were applied to guide the design of a CSCL-ARVR instructional product prototype to support museum education. The prototype, named Co-Tour, was designed and developed to enable remotely-located VR participants to collaborate with AR participants located within a tourism location to jointly navigate the location, examine exhibits and answer questions about exhibits related to a problem-based learning instance. Formative data were collected and analyzed, and the results were used to develop a tentative instructional design theory. Mixed Reality Museum Co-Visit Theory is proposed to inform the design and development of CSCL-ARVR co-visitation experiences for museums. A theoretical framework was developed and was informed by CSCL, game-based learning, social constructivist theory, flow theory, and the construct of camaraderie. Five values supporting the goal were elaborated to guide theory methods production including fostering of collaboration, leveraging of informal learning activities, incorporation of motivational elements, favoring of loose organization, and provision an effective user interface. Future research should focus upon replication towards validation and generalizability of results and upon the broader museum going population.

Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.

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This paper is based on viewing different research on how collaborative learning can affect students in language learning. The paper also addresses how a teacher can assess students effectively during collaborative learning. According to Skolverket (2018), collaborative learning is considered a method that develops students' knowledge individually and groupwise. Today, collaborative learning is very commonly used by Swedish teachers and its effect has been shown to be positive for learning both through practice and research. At an early age, Swedish children are taught to collaborate with their classmates to develop the ability to enhance their knowledge around aspects such as communication, knowledge, and responsibility. To develop students' abilities, the teacher has a big responsibility to make accurate assessments that benefit those involved. In Sweden, it is common to use formative assessment as a standard assessment method and it has been demonstrated through various studies that this is the best method to use in most activities and situations. In this paper, we give an overview of the key factors to enhance knowledge during collaborative learning and the assessment of it.

This is a case study using qualitative methods to analyze how a first semester calculus student named Mark makes sense of the derivative and the role of the classroom practice in his understanding. Mark is a bright yet fairly average student who successfully makes sense of the derivative and retains his knowledge and understanding. The study takes place within a collaborative, student-centered, task-based classroom where the students are given opportunity to explore mathematical ideas such as rate of change and accumulation. Mark's sense making of the derivative is analyzed in light of his use of physics, Mark as a visual learner, the representations he used to make sense of the derivative using Zandieh's (2000) framework for representations of derivatives, and his conceptions of the limit over time. Classroom practice allowed Mark to exercise his agency and explore tasks in ways that were personally meaningful. The findings in this study contribute new details about how calculus students might solve tasks, develop strategies, and communicate with each other.

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