The Use of Podcasting in the Music Therapy Classroom Curriculum: a Survey Study Hakeem Leonard

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Electronic Theses, Treatises and Dissertations The Graduate School

2008 The Use of Podcasting in the Music Therapy Classroom Curriculum: A Survey Study Hakeem Leonard

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THE USE OF PODCASTING IN THE MUSIC THERAPY CLASSROOM CURRICULUM:

A SURVEY STUDY

By HAKEEM LEONARD

A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music

Degree Awarded: Spring Semester, 2008

The members of the Committee approve the thesis of Hakeem Leonard defended on

December 10, 2007.

______

Professor Directing Thesis

______Committee Member

______

Committee Member

Approved:

______

Don Gibson, Dean, College of Music

The Office of Graduate Studies has verified and approved the above named committee members.

TABLE OF CONTENTS

List of Tables ...... iv Abstract ...... v

INTRODUCTION ...... 1 REVIEW OF LITERATURE...... 2 PURPOSE ...... 15 SUBJECTS………………………………………………………………………………………16 PROCEDURE…………………………………………………………………………………...17 RESULTS………………………………………………………………………………………..18 DISCUSSION…………………………………………………………………………………...27

APPENDICES...... 34 REFERENCES ...... 40 BIOGRAPHICAL SKETCH…………………………………………………………………….47

iii

LIST OF TABLES Table 1. Subjects Question #1: Number and Percentage of Respondents Based on School Classification...... 16 Table 2. Subjects Question #2: Number and Percentage of Male and Female Respondents ...... 17 Table 3. Quiz Question #1: Implementation is an important part of what AMTA Document? ...... 19 Table 4. Quiz Question#2: What is Standard 4.0 of the AMTA Standards of Clinical Practice?...... 19 Table 5. Quiz Question #3: What phrase of Standard 4.1 is expounded upon in this podcast/reading?...... 19 Table 6. Quiz Question #4: The first article referenced in the podcast/reading was about:……………………………………………………………………………………. 20 Table 7. Quiz Question #5: Which of the following is implied by research regarding Music Therapy practicum students? ...... 20 Table 8. Quiz Question #6: According to the podcast/reading, ‘Involvement’ has been defined by one researcher as: …………………………………………………....21 Table 9. Quiz Question #7: Which of these are observable aspects of involvement?...……...….21 Table 10. Quiz Question #8: What is one simple way the podcast/reading says to involve a group of pre-school children in a hello song?...... ………..………….22 Table 11. Quiz Question #9: The level of client engagement is directly related to:………….….22 Table 12. Quiz Question #10: According to the podcast, ‘Music Involvement’ is used to support what procedure in the hospital pediatric setting?...... 22 Table 13. Reading Rating #1: How would you rate the information in this reading?...... 23 Table 14. Reading Rating #2: How is the length of the reading?...... 23 Table 15. Podcast Rating #1: How would you rate the sound quality of this podcast?...... 24 Table 16. Podcast Rating #2: How would you rate the information of this podcast?...... 24 Table 17. Podcast Rating #3: How is the duration and rate of the podcast?...... 24 Table 18. Perspective #1: Which would you prefer as the main communication vehicle for a classmate or music therapist to share a summary of music information with you?...... 25 Table 19. Perspective #2: Which communication vehicle would you be most excited to produce and most focused in perfecting delivery when assigned to summarize music therapy information for classmates?...... 25 Table 20. Perspective #3: Do you think podcasting would be a beneficial communication tool for students within a music therapy class curriculum?...... 26 Table 21. Perspective #4: Which format (podcast, text, or podcast-text combination) would be best to center a collaborative student blog or wiki around…………………………...26

ABSTRACT This survey compares the recall of music therapy information in audio form versus text form. The researcher uses this information as an introduction to the idea of podcasting in the music therapy classroom curriculum. This survey inquires about students’ past experiences, present knowledge, and future interests and opinions concerning the technology of podcasting, as well as associated technologies of blogs and wikis. Of those registered as members of the American Music Therapy Association, 808 (608 undergraduate, 200 graduate) are listed as student members as of 2006. The researcher sent out one of two similar surveys to these student members. The researcher successfully sent out 357 surveys with 52 responding from a ‘Podcast Group’ for a 14.6% response rate, and 355 surveys with 78 responding from a ‘Reading Group’ for a 22% response rate. Results indicated no apparent difference on recall of music therapy information among those that listened to audio information (Podcast Group) and those that read a text (Reading Group). Of the Podcast Group, 76.9%, and 81% of the Reading Group thought that podcasting would be beneficial to the music therapy class curriculum. Subjects from the Podcast Group and Reading Group also responded that they would rather (1) receive music therapy information and (2) see a student blog or wiki built around a podcast-text combination than either podcast or text alone. The researcher includes information and suggestions about possible applications of podcasting within the music therapy classroom curriculum.

INTRODUCTION A podcast is a digital audio file that can be stored on the Internet and downloaded to a personal computer or to an Mp3 player (Siegle, 2007). Technology, such as computers and audio recording has been used in the profession of Music Therapy in the past. Podcasts are a fairly newer technology which has added more portability, accessibility, and collaborative ability to audio. This portability comes from the prevalence of mp3 players, including iPods, which has been documented in past research, but is not the focus of this paper. The accessibility comes from two sources. In one sense, it is because nearly everyone has a computer, where they can download any audio file, including a podcast. The next and greater level of accessibility comes from a technology associated with podcasting, called RSS (Really Simple Syndication). Explained later in the paper, RSS allows for online information to be collected in one location and notifies a user of a new edition of a podcast, blog, etc. The collaborative ability comes from the usage of podcasts in combination with online text applications like blogs or wikis. This new level of accessibility and collaboration through podcasting are being used in other fields of study. The researcher has produced this paper in light of that information and with the question of the role that podcasting may be able to play in the music therapy classroom curriculum. The focus of the survey is on the comparative recall of music therapy information on a Podcast Group (audio) versus a Reading Group (text). This audio excerpt was produced by the researcher in the semblance of a podcast in length, usage of audio recording equipment and software, and use of computer storage and online syndication. The text is a script version of the audio file. The researcher also sought to discover students past experience and present knowledge of these technologies and their responses concerning the possible future of podcasting and associated technologies in the music therapy classroom curriculum.

REVIEW OF LITERATURE Student-centered learning This study is based on the social constructivist perspective of learning, asserting that knowledge is not only learned individually, but is also greatly affected by collaboration and interaction with peers. It is both generated and sustained by a community of peers (McDonald and Gibson, 1998). In the experience of many students, the traditional way of education has been the lecture style. The professor prepares the lesson while the students take notes and ask a few questions. This “chalk and talk” (Neo, 2007) model of education will also employ overheard projectors with transparencies, handouts, and some question and answer, but overall, it is a teacher -centered type of lesson. “The learning mode tends to be passive and the learners play little part in their learning process” (Neo, 2007). Some schools as well as businesses are striving now to combine this traditional type of learning with new online learning tools. One of the things this achieves is more peer to peer learning (Frauenheim, 2007). Ray Condie speaking on a related article, states “the teacher's role is therefore to support the learners to learn for themselves and to provide opportunities to enable them to develop a sense of ownership of the learning process” (Condie, 2007). Many efforts at collaborative learning break down because, when a group’s task is to turn in one sheet for a grade, the stronger members of the group tend to dominate. This does not allow for true communication between all members of the group. Slavin (1989) states that the elements for success in cooperative learning are (1) group goals- “groups must be working to achieve some goal or earn rewards or recognition” and (2) individual accountability- “the success of the group must depend on the individual learning of every group member”. Slavin stresses the importance of the group goal being for each person to learn something, not for the group to simply do something and turn it in. Only at that point is it in the interest of every group member to spend time explaining concepts to fellow group members. Research has shown that those who learn most in collaborative environments are those who give and receive elaborated explanations (Webb, 1985). The National Foundation for the Improvement of Education (2000) support this research in its view regarding the learning of teachers, recommending that they should take charge of their learning and must have time for collaborative reflection on practice to enable growth in their professional knowledge.

Collaboration through technology Collaboration is becoming a preferred way for many groups of people to work within both educational and professional settings. McIsaac and Gunawardena (1996) reported that new technological tools would affect the way learners gather data and collaborate. More current research confirms the connection between technology and interaction (Dabbagh & Bannan- Ritland, 2005). Engagement Theory accords that collaboration, project-based learning, and non- academic interactions lead to engagement and authentic learning (Kearsley & Shneiderman, 1999). One thing that collaborative learning does is promotes more critical thinking than does individual learning. This result was found amongst technology students in the higher education setting when testing for both “drill and practice” items as well as “critical thinking” items (Gokhale, 1995). There was a significant increase in the higher order thinking. Use of Technology in Education of Therapists, Counselors, and Teachers Technology today is being used more effectively to train therapists, counselors, and teachers. Online discussion has been a greatly used tool in teacher education (Ikpeze, 2007; Maor, 2003; Turbil, 2002; Wang et al., 2003). Online discussion is not created in a vacuum. Individuals create their own work through a synthesis of class material. This was the case in a study by Chinwe Ikpeze (2007), in which graduate students (in-service and pre-service teachers) were formed into small online discussion groups. Students read course materials and wrote two to three pages of reflections. Group members had access to these reflections and would use them as reference for discussion. Group facilitators would synthesize the reflections for group members and create discussion topics based on them. Facilitators. Some researchers have noted the importance of the role of a facilitator in online discussion (Maor, 2003; Turbil, 2002; Wang et al., 2003). Maor made it the facilitator’s role to present a weekly topic, create relevant questions, and provide a synthesis of discussion. Research has shown that politeness (the tendency to agree so as to not be critical) can impede learning in online discussion (Yang, Chen, Kim, Chang, & Cheng, 2005). Facilitators can help to steer groups away from this dilemma. Technology in Music Therapy There is only one small reference implied to computer applications in the AMTA Professional Competencies, which is in the section on research methods where point 23.4 states,

"Perform a data-based literature search"(Crowe, 2004). Bruscia (1986) lists as an additional competency the "Ability to apply modern technology (e.g., computers) to music therapy assessment, treatment, and evaluation" (p. 61). Crowe also states that “The second reason that music therapy students need to be educated in technology relates to the requirements of the National Association of Schools of Music (NASM). Music therapy degree programs must be located in university music programs that hold NASM certification. For university music programs to maintain certification, NASM now requires that all music students be educated in how technology serves music. The article reported that the 2003-2004 NASM Handbook states that students "must acquire," 1. A basic overview understanding of how technology serves the field of music as a whole. 2. Working knowledge of the technical developments applicable to their area of specialization. The Use of Computers. Parker and Graham (1972) were the first to advocate for using computers as retrievers of information in music therapy. They stated that “Scholars in the arts and humanities have made relatively little use of the storage and retrieval capacities of the computer and musicians have practically ignored the entire area until very recently”. Crowe (2004) found six uses of computers in music therapy literature, “including direct use with a client, data collection, equipment inventory, activity file, word processing, and various other general uses related to client and schedule management”. Implementing Technology into the Curriculum One of the past problems with technology in education is actually implementing it into the curriculum. Teachers have noted feeling ill- prepared in incorporating technology effectively into the classroom curriculum (Byrum & Cashman, 1993). Technology has been used in a myriad of ways within the curriculum of university classes. Some programs have used computers to facilitate instruction (Gohagan, 1999). Social work students were engaged by online discussion as a continuation of initial face to face instruction (Ellis, 2007). The World-Wide Web can be used in many ways in the curriculum. When using technology for training teachers, researchers at the Federal University of Rio Grande do Sul chose not to use any shelf-packaged software, but to build their own web-environment (Joia, 2001). They developed activities using Internet services like e-mail, discussion lists, newsgroups, real-time communication, and spaces that allow for group contributions (providing exchanges between students).

Audio and Video Recordings in the classroom. Video has had a positive role in classroom learning. Psychology students on satellite campuses of universities found ‘overall satisfaction’ with digital videotaping (DVT) of lectures (White, 2006). On the negative side, students reported feeling less connected to the lecture when compared to face-to-face or live video-conference modes. In family medicine training programs, trainees and physicians used video recording for learning (Garcia-Campayo, 2002; Schmidt, 1977). The physicians showed significant improvement in recognition and analysis of several key areas of skill. Audio has also been used for enhancement of learning in the classroom. High school Biology students scored better on achievement tests when instructed in an Individualized audio-tutorial (IAT) method (Huppert, 1990). Audio has been compared to other modes of learning. Students with mild cognitive disabilities had significantly higher in curriculum content with the use of audio text versus traditional curriculum (Boyle, 2003). There are positive results from the combination of audio with text. University psychology students who used Virtual Lecture Hall (VLH) - Powerpoint slides with audio clips for later review- for 100 minutes or more scored an average of 15% higher on a second midterm (Cramer, 2007). The students’ perceptions of the VLH were “highly favorable”. Researchers at the University of Michigan are excited about integrating multiple media, including audio, video, and online learning, into the curriculum of science education (Lemke, 2006). What is a Podcast? A podcast is a digital audio file that can be stored on the Internet and downloaded to a personal computer or to an Mp3 player (Siegle, 2007). Podcasts are usually in MP3 audio format. The term podcast comes from iPod, the name of the popular MP3 player Apple developed (Siegle, 2007). People who create podcast content are called podcasters, while those who receive the content are known as subscribers. Subscribers don’t need an MP3 player to listen to podcasts, because most computers allow you to listen to them. Additionally, there is free media player software, such as Apple’s iTunes and Microsoft’s Windows Media Player, which allows you to download and play the files (Siegle, 2007). Podcasts can be downloaded as individual episodes, or, one of the most unique characteristics of podcasts in the ability to subscribe to them. With iTunes, Yahoo! Podcasts, www.podcast.net and others, there are databases of podcasts that someone has the ability to subscribe to. Also, in addition to media players iTunes

and Windows Media Player, the latest versions of Internet Explorer and Netscape are designed with the ability to download RSS feeds and display podcast information (Siegle, 2007). Really Simple Syndication (RSS) is an XML format that allows subscribers to receive podcasts as they change content frequently (Kajewski, 2006). RSS also delivers blogs and other web content that changes frequently. RSS is used for the purpose of collecting information in a single notification locale, when a website, blog, or podcast has been updated (Kajewski, 2006). Ola and Niclas (2005) found that the main benefit of RSS feeds is the quality of pushing information to the subscriber instead of having the subscriber having to seek out information. Pushing information to the learner can be an excellent way for an instructor to “provide course updates, communicate group feedback, or introduce the discussion topic for the week (Ola and Niclas, 2005). RSS is also a way for podcasters to “syndicate” their content for continued distribution. As mentioned earlier, some programs come with RSS capability, and there are other free services such as Bloglines (Kajewski, 2006). Podcasting in education Audio and video recordings have been used in many ways in education. However, podcasting takes audio and video files to the next step. Podcasts are audio or video (also called vodcasts) files that offer the combined benefits of accessibility at any time to anyone with a computer and internet access and the portability of anyone who owns an Mp3 player (Harnessing, 2006; Sprankle, 2006). Podcasting has become a cultural phenomenon through resources like iTunes. The use of podcasting in education is found in research literature. Some institutions have attempted to use iPods and other mp3 players, which can play audio, podcasts, and video, as a learning tool (Madocks, 2006). Some of the mp3 player school initiatives were successful and some were not. Many others have found true educational benefits in the broader application of podcasting (which derives its name from the iPod). A number of different disciplines and professions, including university history and medical programs, are using podcasting as a new way to communicate (Michigan, 2006; Vess, 2006). Purdue University (2006) offers their “Boilercasts” podcast recordings of lectures from more than 70 classrooms. Some universities offer lecture recordings as well as other campus events (Massachusetts Institute of Technology, 2007; University of California at Berkeley, 2007). There are only a few podcasts authored by music therapists that can be found on the internet (Grocke, 2006; Knoll,

2007). Language teachers have recognized the potential in podcasting. Thorne and Payne (2005) hold up podcasts as not only a good means to distribute audio, but suggest that podcasting could “foster a more seamless integration of in-class and out-of-class activity and materials”. Podcasting Integrated Into the Curriculum Much of podcasting in education has been limited to delivery of recorded lectures in a portable, online format (O’Bryan, 2007). The article states, “We believe podcasting has the potential to not only act as a rich source of input and instruction for students ……. but also to transform instruction.” Though this article is dealing with language instruction, the principles apply beyond the area. The University of Wisconsin-Madison (2005) has encouraged teachers to more thoughtfully determine their instructional goals before recording and distributing podcasts. Educators are encouraged to “tightly integrate a podcast into your course content and learning activities”. O’Bryan (2007) and colleagues show three ways in which podcasts can be used in relation to the syllabus or class curriculum. The first is the aforementioned recorded duplication of a lecture or class session. The second is a podcast of additional reinforcement that adds relevant information to class material. The third is making a podcast that is a vital part of the next class, reinforcing as well as preparing with new information. O’Bryan calls these three levels, respectively, restricted, open level (learner control minus integration into curriculum), and the integration level (the preferred level). They go on to give their approach to integration. Podcasts can be integrated into the class in three different ways: (1) summarize a concept from class with examples to facilitate generalization to other strategies learned in class, (2) act as a bridge by both building on material covered in class and (3) brand new material that will be referenced in the next class. O’Bryan noted which podcasts students found most informative based on a survey. Students stated that podcasts that included a demonstration component (how to put class knowledge to use) were more informative than those that summarized or simply expounded on previous concepts. Having students create podcast for classmates may be pedagogically correct in certain courses (Beldarrain, 2006). This is especially true when teachers allow students to suggest topics based on course content. Students can work in research teams, selecting information, writing scripts, and recording a podcast (Warlick, 2005).

Podcasts as a Collaboration Tool via Student Creations Teachers and other individuals have noted that podcasting produces increased collaboration in learning amongst groups such as university students. Podcasting as part of classroom curriculum has caused students to improve presentations, learning outcomes, as well as preparations for classroom discussions (Harnessing, 2006; Sprankle, 2006). Students have expressed that podcasting has made them more excited and motivated in the process of their own, as well as peers’ learning . Stanley (2006) suggests that podcasts can be used, among other things, by students to communicate with other students. Collaboration is not exclusive, but inclusive, of individual responsibility. Stanley reports an increase in “attention to detail and interest” when students produced their own podcasts online. Though podcasting is not a synchronous activity, it will help students feel connected to the learning community (Beldarrain, 2006). Tools to Create Podcast Creating a podcast is not a difficult process. All that is required is a computer and microphone. Microphones. Most laptop computers come with a built-in microphone, and if a computer (desktop or laptop) does not come with one, a microphone can be bought for as low as $20 and can be shared among computers (Seigle, 2007). Lamb (2007) states that buying an inexpensive external microphone may be better than using an internal computer microphone for reasons such as recording far from the computer or when there is unwanted noise in the area. The podcaster may want to buy a more quality microphone if they plan to record a lot of podcasts. Unidirectional microphones are good at cutting out background noise. Superdirectional (shotgun) microphones do well at recording sounds from far away. Nondirectional microphones work well for a small group of people recording at the same time. Another way to record is using a digital audio recorder or adding a recording hookup to an iPod or another Mp3 player (Lamb & Johnson, 2007; Vess, 2006). These recordings can be transferred to the computer and opened in editing software. Editing Software. Audacity (http://audacity.sourceforge.net) provides free audio editing software for Mac, Windows, and Linux (Miranda, 2006; Seigle, 2007). There are many advantages to programs like Audacity. One advantage is that students have no reason to be

worried about small errors, because they can be edited later. Just like highlighting, editing, and modifying text in a word processing program, these skills can be applied to audio editing programs. For Mac users, Apple’s GarageBand comes with any Mac computer and is designed to help users create and distribute podcasts (Lamb & Johnson, 2007). Podcasting Process Select a Format. Most podcasts contain an introduction, body, and conclusion (Lamb & Johnson, 2007). Podcasters can listen to other educational podcasts in order to hear effective and ineffective methods. Podcasts can include audio, sound effects, music, and video. Writing a Script. After selecting format, choosing content, and assigning roles (if produced by multiple people), the script is ready to be written (Lamb & Johnson, 2007). Students want to use a writing process just as if writing a paper, leaving time for editing and revision. Having more than one voice in a recording can make a podcast interesting. Podcasters then can incorporate conversations, skits, and interviews. It is important to keep podcasts short, around 3 minutes long (Lamb & Johnson, 2007). Rehearsal. Podcast should be rehearsed before the final recording (Lamb & Johnson, 2007). Rehearsal can be recorded to review aspects for improvement. Issues on concern may be the quality of the speaking voice, including whether to use a formal or informal tone. The podcaster should listen for words such as ‘like’, ‘you know’, or ‘um’. Listen for the uses of both effective pauses and ineffective long pauses. Loud and soft dynamics in the voice and speed of delivery should also be considered. Editing. Things to consider when editing a podcast include making sure that there is a clear introduction that is able to draw the listeners in and that the conclusion is concise and clear (Lamb & Johnson, 2007). It is important to listen to the volume of the entire program, making sure it is the same throughout, that multiple voices all balanced, and that any background music or sound effects do not overpower voices. Additionally, it is important to check recording and playback levels on the computer such that the file can be heard clearly without turning the volume up to the highest level. Lastly, it is imperative to save the podcast as an MP3 file. Sharing a Podcast. Podcasts need to be store in a location on the Web (Lamb & Johnson, 2007). The podcast must be on a website that creates a description and link so that people can find it. Podcasts sites contain MP3 files and RSS feeds (Seigle, 2007). Many

programs will create a RSS code necessary to run a podcast page on a Website. The PodCastBlaster site (http://www.podcastblaster.com/podcast-feed) has a free online form that writes RSS code to create a podcast. Some other sites are Odeo (http://www. Odeo.com, Podomatic (http://www. Podomatic.com), ListGarden, or Feedburner for “more extensive feed management resources” (Lamb & Johnson, 2007, Stanley, 2006). Stanley (2006) gives steps to create podcasts using Odeo or Podomatic. First, register for an account with a username, password, and e-mail address. Secondly, the user must check the confirmation e-mail and click the link to be taken to the podcast homepage. “From here, you only need to click on one or two buttons ('Record Audio' at Odeo, and 'Post Episode' at Podomatic) to record straight from your browser.” At that point, the users’ audio is published as a podcast automatically. Stanley states that this makes the technical phase of the podcast easy, not having “to bother with finding server space, setting up a blog or establishing an RSS feed”, leaving the user to concentrate on content. On Feedburner, (http://www.feedburner.com) when this publishing process is completed, a web address is provided for the podcast that can also be included as a link on a personal website (Miranda, 2006). Possible Learning Outcomes Podcasting can have a greater value than just recorded lectures, they can “[a]rouse interest or curiosity in a new topic”, “explain connections between new and previous material”, and explain “nuances and intricacies of a difficult concept” and “[b]ring in other people’s viewpoints” (The University of Wisconsin-Madison, 2005). Also feedback may be open and thoughtful instead of “limited to correct/incorrect” (O’Bryan, 2007). O’Bryan found that using podcasts facilitated an extension of class time by allowing students to work on class concepts when outside of the classroom. Classroom Discussion. One of the possible learning outcomes of podcasting in music therapy is the quality of discussion within classes. While using podcasting extensively, university history students reported the benefits of podcasting on classroom discussion (Vess, 2006). Because of the preparation that is necessary prior to developing a podcast and the availability of other students’ podcasts for review, students come into classroom discussion sessions with a strong foundation of knowledge ready for discussion. Students reported being “very energized and inspired by the class discussions, and that the exchange of ideas went beyond what they

normally experienced in classes”. The teacher noted that “freed from having to devote class time to student presentations, students were much more able to enter into the kind of discourse that leads to the development of higher order skills”. The article states that students considered this enhanced discussion to be the most value aspect of the course. This created an increased feeling of community in learning. Knowledge Synthesis. Dan Schmitt (2007) says “Too often, students see their work as a series of individual and somewhat unrelated activities. Seldom do they have an opportunity to do an extended study of a topic. When students create podcasts, they think in episodes. This gives them a much longer view of their research”. Schmitt states that the very nature of podcasting is one of knowledge building and not just rote. He says specifically the podcasting “ideas are not only applied, but synthesized into new content. Podcasting by its very nature is active and constructive.” Social Software: Tools that Accompany Podcasting The internet has opened new doors of computer-aided education with features like global access, self-paced learning, asynchronous teaching, interactivity, and multimedia usage (Sirohi, 2007). Much of today’s online technology is not about the details of the technology, but it is about its capacity to bring people together for collaboration. Electronic discourse has great potential for meeting taking professionals like teachers, therapists, and counselors from isolation, individualism, and competition to cooperation, collaboration, and community (Raywid, 1993). Whether we know it or not, nearly all of us are familiar with first-generation web tools. Many people including teachers and students, use or have used first-generation digital technologies like e-mail, Web quest, instant messaging, web-based groups and threaded messaging boards (Baird, 2007). These have been used as mediums for students and teachers to communicate ideas from the classroom when class is not in session. One criticism of web technologies is that they are devoid of emotion and leave no room for the peripheral connections that are so important when learning through knowledge transfer that happens when real time meets past experiences and knowledge meets discussion meets personalities meets education (Baird, 2007). In short- much is lost in translation in web communication. However, in the past few years, new realities have developed in web technology. What some call “social software” and others call “Web 2.0” or second-generation web tools are now springing hope for not only social networking, but for the

business world and for academia (Baird, 2007; Beldarrain, 2006). The main technologies being used are Weblogs (Blogs), Wikis, and RSS (Rich Site Summary or Really Simple Syndication). Blogs. Blogs allow people to produce individual thoughts while being part of a collective environment. “As students reflect on their own Weblog entries, read Weblog entries of their peers, receive feedback, and network with their community of learners they are creating an environment for knowledge transfer to take place” (Baird, 2007). Blogs are an important collaborative tool, because they allow the authors (bloggers or podcasters) to communicate directly to readers/listeners and vice versa (Guenther, 2005; Richardson, 2006). This is a very important component to connect to educational podcasts. Vess (2006) connected a blog to the podcasts created by her and her students in History class, posting “open-ended questions to generate discussion”. Open ended questions tend to generate answers that lead to more understanding. Webb (1985) found that in group learning, it is not in very “terminal” responses that say only what to do, but “explanations” of how a something happened, that increases learning in both the giver and receiver of the explanation. Many students agree that blogs are a great learning tool and help in collaboration. Yew (2005) found the 79.2% of students surveyed from a class blogosphere at the University of Michigan felt that the use of blogs facilitate more collaboration, because the use of blogs “allows you to see what other people are thinking” and allow students to “share knowledge about difficult topics”. These students also believed that learning was enhanced by these collaborative blogs. 86.3 % of students surveyed believed collaboration caused by blogging enhanced learning, with comments like “understanding of the material improved” as “it allows more knowledgeable students to help clarify the topics the professor discusses”, while 95.5% of students reported that blogs helped them better learn class material (Yew, 2005). Blogs allow for empowerment of individuals in a group and they foster an authentic experience for everyone to participate in a learning community. Campbell (2003) talks about how a blog can be used as a “collaborative effort of an entire class”. It can be used to post ideas in a discussion-based class. It can be used for students to “develop research and writing skills by being asked to create an online resource (i.e. podcast) for others” (Campbell, 2003). Wikis. Wikis are another tool being used by individuals within a group to collaborate on information. A Wiki is a website that allows visitors to add, remove, and edit content (Beldarrain, 2006). It is a collection of web pages that are linked to each other and represent the

collaborative efforts of many authors. The most popular Wiki is Wikipedia, a huge online collaborative encyclopedia. Wikis are thought of as more collaborative, more serious, and permanent than blogs, and may lend themselves more towards educational use (Beldarrain, 2006; Godwin-Jones, 2003). Wikis have been used as a way to facilitate clinical note sharing among residents in a busy medical center (Guenther, 2005). National Geographic has used wikis as a collaborative research tool (Huffman, 2006). Wikis can be instructor-managed or student- managed. Students at Bowdoin College made their own wiki to share their passion for romantic literature and poetry which was highly organized with alphabetical listings in order to find topics (Hamilton & Phillip, 2005). Wikis can also be used to bring instructors and students together. A wiki project of the Auburn University School of Architecture (2006) was used successfully to promote collaboration between instructors, staff, and students. Auditory vs. Visual (Reading) The research literature seems to show that there is no significant difference in recall between audio and visual (printed words) modalities. Print media was found superior over audio only and audio-visual media when 50 participants (35 women and 15 men) watched, listened to, or read a piece of fiction (Furnham, 2001). Medical students were given word-learning and recognition tests in both auditory and visual modes (Brand, 1985). Although the time needed for immediate recall was the same for both conditions, delayed recall time was shorter in the auditory condition. The literature appears to show additionally that recall is better using multiple modalities (esp. audio and print together) over any individual modality. 200 college students were tested with 10 experimental conditions to study the effects of auditory and visual modalities (printed words, uncolored and colored pictures) and various combinations (Gadzella, 1975). The auditory modality was more effective than visual one, but not significantly more than printed words. Additionally, conditions of multiple modalities (i.e. both auditory and printed words together) were significantly higher than single modes. In an examination of the recall accuracy of patients of Traumatic Brain Injury (TBI), it was also found that the use of multiple modalities result in higher accuracy levels than other modalities (Shelton, 2003). 89 females and 19 males, from age 17-36, were tested in 3 different modalities (auditory, printed transcript, and video) concerning a health warning (Corston, 1997). The content was the same in each modality. Recall

was significantly better in both audio and print conditions over video. Also, there was no significant difference between the audio and print conditions. Rationalization of ‘Involvement’ Topic from the Survey Reading/Podcast In the American Music Therapy Association’s (AMTA) Standards of Clinical Practice, Standard IV is about Implementation. According to the 2006 AMTA Member Sourcebook (AMTA, 2006), Implementation is when the Music Therapist delivers services according to the written program plan. Part of Implementation is Standard 4.1, which states the Music Therapist will ‘Strive for the highest level and quality of music involvement consistent with the functioning level of the client’. Quality of Music. Quality of music is very important to the effectiveness of a good music therapy program. AMTA Standard 4.1.1 says ‘The Music Therapist’s provision of music will reflect his or her best abilities as a musician’ (AMTA, 2006). One research study of music therapy practicum students finds that comments by evaluators show that good musicianship is very key to the students’ effectiveness (Darrow, 2001). The study shows further that both objective and narrative data shows that the quality of music takes preeminence over others factors. Other studies look at the effectiveness of live music versus recorded music (Isern 1964; Bailey 1983; Moore 1992). Live music was the chosen method used by therapists in other studies (Baston Malone, 1996; Brotons, 1997). Live music is more motivating toward patient involvement. Hanson found that patients with probable Alzheimer’s Disease were evidenced to show significantly more active participation during live music than taped music (Gfeller & Hanson, 1995). Involvement, Rapport, and Engagement. Though the term involvement is not regularly found in music therapy research literature, it is very present by its relation to terms like ‘rapport’ and ‘engagement’. The need for developing rapport in the treatment process is documented in many music therapy studies (Jones & Cevasco, 2007; Silverman 2003; Williams & Abad, 2005). Rapport is an important consideration when speaking of ‘music involvement’. According to Merriam-Webster’s Medical Dictionary (2002), ‘rapport’ is a relation characterized by harmony, conformity, accord, or affinity. This rapport is gained by the therapist’s ‘involvement’ with the patient or client. Involvement can be defined “as a person’s (therapist’s) expression of interest, enjoyment, and genuine acceptance’ or a patient. (Connell & Wellborn, 1991; Robb, 2000). This

involvement is one of the main things distinguishing music therapy from music as entertainment. Involvement also is a must to be effective in a music therapy session. Darrow (2001) found, when studying how the behaviors of practicum students related to their effectiveness via supervisor evaluation, that comments from evaluations “indicates that students identified as personable or as having rapport with their clients were also viewed as more effective in the practicum setting.” Dr. Sherri Robb (2000) did her research regarding ‘involvement’ with children in the hospital pediatric setting. Hospitals can be a scary place for children. Many of the parents are also experiencing the stress of the situation and may not be able to be with the child due to work or other responsibilities. Children can be left in great need of emotional support. Involvement minimizes the effect of neglectful environments and builds feelings of security and worth in children (Connell & Wellborn, 1991). According to Dr. Robb, two observable aspects of involvement are when: (1) An adult initiates a positive verbal or physical interaction and (2) attention of an adult is focused on the child or a shared activity. Those two aspects are related to both rapport and engagement. She reports that client engagement can be observed by behaviors such as “active physical responses, focused attention, making choices, following directions, and positive affect.” Engagement in a shared activity is not limited to a therapist-child relationship. Dr. Robb’s findings are transferable to other age groups and therapeutic populations. Music therapists work in many other environments that could be considered neglectful to patients or clients. Supportive music settings assist the coping process by “encouraging active engagement and positive interpersonal relationships.” Music is used as an intervention to illicit client engagement in many other settings (Clair, 2005; Holmes, 2006; Jones & Cevasco, 2007; Krout, 2007). PURPOSE The purpose of this study was to discover; What level of knowledge and experience do music therapy students have with technology such as podcasting, RSS, blogs, and wikis? Do students think that podcasting would be beneficial if used as a part of the music therapy classroom curriculum? How do students perform comparatively on a test of music therapy information presented in text versus audio formats?

Which media (audio or text) or combination both do students will be more effective for learning? Do students think they would use more focus in perfecting delivery when making a podcast or writing a text? Which one would they be more excited to produce? SUBJECTS Subject selection included two criteria: subjects must be members of the American Music Therapy Association (AMTA) and must currently or recently have been a university student majoring in music therapy. AMTA was contacted and a request was made via the ‘Mailing Label Request Form’ on the AMTA website to provide the e-mail addresses of all student members. AMTA sent 724 E-mail addresses for the price $.10 per e-mail. Through the use of Surveymonkey.com, email addresses were divided into the two different research groups. A letter of informed consent was sent to each email address, briefly explaining the study, their prospective involvement, and including a link to the survey. In the letter of consent, each student was informed that their participation in the survey would also be taken as their consent (See Appendix A, B). Of the 362 (some e-mail addresses were incorrect or no longer in use) e-mails sent out for each group, Group 1 (Reading) had 78 respondents while Group 2 (Podcast Group) had 52 respondents. Of those who started the survey, 63 students (80.8%) completed from Group 1 and 39 students (75%) from Group 2 survey completed it.

Table 1 Subjects Question #1: Number and Percentage of Respondents Based on School Classification Classification Reading Group Podcast Group # % # % Freshman 0 0% 0 0% Sophomore 3 5.8% 1 1.3% Junior 1 1.9% 8 10.3% Senior 17 32.7% 28 35.9% Graduate Equivalency 12 23.1% 19 24.4% MT-BC/Grad Student 18 34.6% 21 26.9% N/A (Graduate) 1 1.9% 1 1.3% Total 52 100% 78 100%

Table 2 Subjects Question #2: Number and Percentage of Male and Female Respondents Gender Reading Group Podcast Group # % # % Female 66 84.6% 46 88.5% Male 12 15.4% 6 11.5% Total 78 100% 52 100%

PROCEDURE Survey An application was made to the Florida State University Human Subjects Committee, and approval was given for the study. Two similar surveys were used for the two different research groups. The survey for the reading group was comprised of 23 questions within the topics of (1) General Information, (2) General Knowledge of Technology, (3) Reading Excerpt, (4) Quiz from the Reading, (5) Rating the Reading, and (6) Your Perspective (See Appendix C). The ‘Reading Excerpt’ portion was material created to be similar to a podcast script. Respondents read this text and were quizzed on the information as part of the survey (See Appendix E for copy of script). The survey for the podcast group consisted of 24 questions with similar sections, the only difference being the listening, quizzing, and rating of a Podcast instead of a reading. For this, the researcher had to create a podcast, which was the same information as the reading, only it was audio instead of text (See Appendix F). The researcher used a sample of five of his college-aged peers to listen to the audio file and to answer questions about the information. It was found that all the questions were understood and able to be answered with ease. To create the podcast, the researcher synthesized a topic of information from the music therapy research literature into a 3 ½ minute audio file. The audio program Sonar 6, created by Cakewalk, was used to record and edit the audio file. The researcher used an Oktava MK-319 Condensor Microphone in conjunction with Sonar to record the audio file. In order to be turned into a podcast, the audio file was uploaded to Ourmedia.com, which combines with others sites to store a file in web space, to create an RSS tag for the file, and then to provide a link for that file. This link was placed inside the online podcast survey for respondents to listen to during the survey. Both the podcast and the reading surveys were then created using Surveymonkey.com (See Appendix D for podcast survey).

RESULTS Respondents’ answers were collected and analyzed through Surveymonkey.com. General Knowledge of Technology In the Reading Group (RG), 76 respondents answered each of the questions about technology. Fifty-two respondents answered those same questions from the Podcast Group (PG). Of those who had heard of a podcast and subscribed to a podcast, there was a slightly greater percentage [(73.1% to 69.7%) and (76.9% to 73.7%), respectively] for PG over RG. As expected, both groups had a greater percentage of people who owned an mp3 player (80.8% of PG, 77.6% of RG) and had listened to an mp3 or audio file over the computer (98.1% of PG, 97.4% of RG). In deciphering the frequency (daily, weekly, monthly, yearly, or never) and the purpose (academic and/or social) of blog and wiki use, the greatest percentage of people used blogs for social reasons (48.1% of PG, 46.1% of RG) while there was also a great number who did not use blogs for either purpose (42.3% of PG, 42.1% of RG). The ‘monthly’ time frame had the greatest percentage (23.1% of PG, 18.4 % of RG) of blog use frequency among those who used blogs. However, there was a much greater percentage (40.4% of PG, 40.8% of RG) of respondents who never used blogs. Of those that used wikis, the greatest percentage (26.9% of PG, 28.9% if RG) used them for ‘mostly academic’ purposes. However, there was a large percentage (32.7% of PG, 28.9% of RG) of respondents who did not use wikis. Of those that used them, wikis are mostly used on a weekly basis (32.7 % of PG, 36.8% of RG). Quiz from the Podcast/Reading The PG listened to a 3 ½ minute audio file. Of this group, 39 respondents completed the 10 quiz questions about the information in the podcast. The RG group read a text of the same information. Surveymonkey.com was able to randomize the answer choices for each question of the quiz. Of this group, 65 respondents completed each of the 10 quiz questions (with the exception of question 13-answered by 64) about the information in the text. Below is the first question in this section, with the possible answers, and the results from both groups;

Table 3 Quiz Question #1: Implementation is an important part of what AMTA Document? (Correct answer(s) in bold) Choices Reading Group Podcast Group # % # % Code of Ethics 2 3.1% 0 0 Standards of Clinical 63 96.9% 38 97.4% Practice Bylaws 0 0 0 0 Recognition Program 0 0 1 2.6%

The Podcast Group had only a slightly greater percentage of respondents who identified “Standards of Clinical Practice” as the correct answer, as stated in the podcast/reading.

Table 4 Quiz Question#2: What is Standard 4.0 of the AMTA Standards of Clinical Practice? Choices Reading Group Podcast Group # % # % Implementation 59 90.8% 37 94.9% Program Planning 2 3.1% 1 2.6% Assessment 2 3.1% 0 0 Documentation 2 3.1% 1 2.6%

The Podcast Group had a slightly greater percentage of respondents who identified “Implementation” as Standard 4.0 if the AMTA Standards of Clinical Practice.

Table 5 Quiz Question #3:What phrase of Standard 4.1 is expounded upon in this podcast/reading? Choices Reading Group Podcast Group # % # % Highest Level 1 1.5% 0 0 Functional Level 1 1.5% 0 0 Music Involvement 63 96.9% 39 100% Consistent 0 0 0 0

The Podcast Group had a slightly greater percentage of respondents who recalled “Music Involvement” as the correct answer.

Table 6 Quiz Question #4: The first article referenced in the podcast/reading was about: Choices Reading Group Podcast Group # % # % Music Therapy Faculty 2 3.1% 0 0 Professional Music 5 7.7% 1 2.6% Therapists Practicum Students 57 87.7% 37 94.9% Children with Autism 1 1.5% 1 2.6%

The Podcast Group had a greater percentage of respondents who identified “Practicum Students” as the focus of the first-referenced article in the podcast/reading.

Table 7 Quiz Question #5: Which of the following is implied by research regarding Music Therapy practicum students? Choices Reading Podcast Group Group # % # % The proportion of the quantity (amount) of music behaviors to 22 34.4% 17 44.7% talking and physical activity is more important to assessed effectiveness than the quality of the music--[(quantity of music/verbal or physical activities) > quality of music] The quality of music is more important to assessed 22 34.4% 9 23.7% effectiveness than the quantity of music in proportion to other activities-[(quality of music > quantity of music)/verbal and physical activities] Both the quantity and quality of the music are of equal 17 26.6% 5 13.2% concern, because the music (not talking or activity) is the therapy The quality of verbal activity in a session is more important to 3 4.7% 7 2.6% assessed effectiveness than the quality of physical activity-- [quality of verbal activities > quality of physical activities]

Albeit both groups did poorly on this question, the Reading Group recalled better that the ‘quality of music’ is among the most interesting implications (pointed out in the podcast/reading) of research regarding Music Therapy practicum students.

Table 8 Quiz Question #6: According to the podcast/reading, ‘Involvement’ has been defined by one researcher as: Choices Reading Group Podcast Group # % # % To challenge a client to respond through music 11 16.9% 11 28.2% To give a client control over aspects of the 5 7.7% 2 5.1% therapeutic environment To have a client share personal content with a 4 6.2% 2 5.1% therapist To express interest, enjoyment, and general 45 69.2% 24 61.5% acceptance of a client

The Reading Group had a greater percentage of respondents that recalled that ‘Involvement’ has been defined by one researcher as ‘To express interest, enjoyment, and general acceptance of a client.’

Table 9 Quiz Question #7: Which of these are observable aspects of involvement? (mark all that apply) Choices Reading Group Podcast Group # % # % The therapist plays patient-preferred music 23 35.4% 17 43.6% The therapist includes facility staff and family 27 41.5% 18 46.2% members in the therapeutic session A music therapist initiating a positive verbal 58 89.2% 36 92.3% or physical interaction The attention of the therapist in focused on 53 81.5% 29 74.4% the client or on a shared activity

The previous question had two correct answers. The Podcast Group, by a slightly greater percentage, was able to identify “A music therapist initiating a positive verbal or physical interaction” as one observable aspect of involvement. A greater percentage of the Reading group identified “The attention of the therapist in focused on the client or on a shared activity” as the other observable aspect of involvement.

Table 10 Quiz Question #8: What is one simple way the podcast/reading says to involve a group of pre- school children in a hello song? Choices Reading Group Podcast Group # % # % Have each child make up a new word for hello 0 0 0 0 Tell the group to wave to a friend while we 63 96.9% 39 100% sing hello Have each child spell h-e-l-l-o while song is 0 0 0 0 sung Ask children to tell you who someone is in their 2 3.1% 0 0 life they would say hello to

The Podcast Group had a greater percentage of respondents who correctly identified that the answer to the previous question is “Tell the group to wave to a friend while we sing hello.”

Table 11 Quiz Question #9: The level of client engagement is directly related to: Choices Reading Group Podcast Group # % # % The quality of music that is played in the session 9 13.9% 1 2.6% How good the therapist is on instruments such as 1 1.5% 0 0 guitar and piano The effectiveness of the implementation of 54 83.1% 37 94.9% therapeutic goals The diversity of activities that a therapist uses in 1 1.5% 1 2.6% the structure of a session

The Podcast Group had a greater percentage of respondents who correctly identified that the level of client engagement is directly related to ‘The effectiveness of the implementation of therapeutic goals. Table 12 Quiz Question #10: According to the podcast, ‘Music Involvement’ is used to support what procedure in the hospital pediatric setting? Choices Reading Group Podcast Group # % # % MRI 2 3.1% 8 20.5% IV Start 57 87.7% 29 74.4% CAT Scan 2 3.1% 0 0 Transplant Surgery 4 6.2% 2 5.1% 22

The Reading Group had a greater percentage of respondents who identified ‘IV Start’ as the procedure in which Music Involvement is used, according to the podcast/reading. Of the 10 quiz questions covering the information in the podcast/reading, the PG had a higher percentage correct on 6 of 10 questions. However, these results do not appear to be of much difference between groups. Rating of the Text (Reading Group) Amongst the Reading Group, 65 subjects responded to two questions regarding the quality of the reading. The first question concerned both the delivery and the informative level of the material. Those that responded that the reading had a ‘Stale Summary and (was) Somewhat Informative’ were the greatest percentage. Those that responded ‘Fresh Summary and Somewhat Informative’ were a close second. The second question concerned the subjects’ opinion of the length of the text. The respondents clearly said that the length was just right.

Table 13 Reading Rating #1: How would you rate the information in this reading? Information Stale Summary Stale Summary, Fresh Summary Fresh Summary and Already Somewhat and Somewhat and Very Known Informative Informative Informative # % # % # % # % Rating 5 7.7% 28 43.1% 26 40% 6 9.2%

Table 14 Reading Rating #2: How is the length of the reading? Length Too Short Just Right Too Long # % # % # % 3 4.6% 56 86.2% 6 9.2%

Rating of the Podcast (Podcast Group) Out of the Podcast Group, 39 people answered both the 1st and 3rd questions regarding the quality of the podcast, while 38 answered the 2nd question of the three. The first question concerned the sound quality of the podcast. The predominant answer was ‘good’ and the next was ‘great’. The second question concerned the delivery and the informative level of the podcast material. The greatest percentage of respondents were those who chose ‘Fresh Delivery and 23

Somewhat Informative’ and next was ‘Stale Delivery and Somewhat Informative’. The final question of this section was “How is the duration and rate of the podcast?” Most respondents chose ‘Just right’ for rate and duration.

Table 15 Podcast Rating #1: How would you rate the sound quality of this podcast? Sound Poor Needs Okay Good Great Quality Improvement # % # % # % # % # % 0 0% 4 10.3% 5 12.8% 22 56.4% 8 20.5%

Table 16 Podcast Rating #2: How would you rate the information of this podcast? Information Stale Summary Stale Summary, Fresh Summary Fresh Summary and Already Somewhat and Somewhat and Very Known Informative Informative Informative # % # % # % # % Rating 2 5.3% 10 26.3% 20 52.6% 6 15.8%

Table 17 Podcast Rating #3: How is the duration and rate of the podcast? Rate Too Fast Just Right Too Slow # % # % # % 7 17.9% 29 74.4% 3 7.7%

Duration Too Short Just Right Too Long # % # % # % 0 0% 32 82.1% 7 17.9%

Your Perspective The final section of the survey assessed the respondents’ perspectives on the possible benefits of podcasting in the music therapy classroom. Also, the section was concerned with whether podcasting alone, compared with text alone, or the combination of podcast and text together would be preferred. From the Podcast Group, 39 subjects answered each of the four questions, finishing the survey. From the Reading Group, 63 subjects answered each of the four questions and finished the survey. All of these questions are reflective of respondents’ thoughts

after they had done the reading/podcast and relative quiz questions. The 1st question was concerned with respondents’ opinions of which format (podcast, text, or podcast-text combination) was preferred for receiving a summary of music information from a classmate or music therapist. The results show that the podcast-text combination was preferred by PG (33 subjects, 84.6%) and RG (46 subjects, 73%). People who participated in the podcast group preferred its use number.

Table 18 Perspective #1: Which would you prefer as the main communication vehicle for a classmate or music therapist to share a summary of music information with you? Format Podcast Group Reading Group # % # % Text 5 12.8% 12 19.1% Podcast (audio) 1 2.6% 5 7.9% Text and podcast (audio) 33 84.6% 46 73% together Totals 39 100% 63 100%

The 2nd question concerned the respondents’ opinions of which format (text or podcast) they would be (1) more focused in perfecting delivery and (2) more excited to produce. More people identified that they would be excited to produce a podcast among both PG and RG. For the question of being focused in delivery, a greater percentage of PG chose the ‘Text’ format. For RG, a greater percentage chose the ‘Podcast’ format. The choices were opposite the condition in which they participated.

Table 19 Perspective #2: Which communication vehicle would you be most excited to produce and most focused in perfecting delivery when assigned to summarize music therapy information for classmates? Format Podcast Group Reading Group Text Podcast Text Podcast # % # % # % # % Excited to Produce 16 41.0% 23 59.0% 27 42.9% 36 57.1% Focused in Delivery 22 56.4% 17 43.6% 28 44.4% 35 55.6%

The 3rd question concerned whether or not students thought that podcasting would be a beneficial communication tool for students in the music therapy class curriculum. Along with the choices of ‘Yes’ and ‘No’, RG also had the choice of ‘N/A’. This was for those who did not actually experience the podcast within the survey and therefore may have had no knowledge of the possible benefits. There was a high percentage of favoring the benefit of podcasting among both PG and RG groups.

Table 20 Perspective #3: Do you think podcasting would be a beneficial communication tool for students within a music therapy class curriculum? Podcast Group Reading Group # % # % Yes 30 76.9% 51 81.0% No 9 23.1% 5 7.9% N/A 0 0% 7 11.1% Totals 39 100% 63 100%

In the 4th and final question, respondents gave their opinion as to which format (podcast, text, or podcast-text combination) would be best to center a collaborative student blog or wiki around. The results show that the podcast-text combination would be preferred by both PG and RG groups.

Table 21 Perspective #4: Which format (podcast, text, or podcast-text combination) would be best to center a collaborative student blog or wiki around? Format Podcast Group Reading Group # % # % Text 7 18.0% 11 17.5% Podcast (audio) 3 7.7% 0 0% Text and podcast (audio) together 29 74.4% 52 82.5% Totals 39 100% 63 100%

DISCUSSION Rating the Reading/Podcast There were a number of respondents who rated the reading as having a ‘Stale Summary’ and being ‘Somewhat Informative’. However, there were also a number of people who marked that it was a ‘Fresh Summary and Somewhat Informative’. Surveymonkey.com has a tool that gives respondents the option of commenting with an answer. Unfortunately, the researcher did not allow respondents to comment on this question. If done again by this researcher or someone else, it is recommended that the commenting tool be used. This would probably give insight into what determined the difference for respondents between ‘Fresh’ and ‘Stale’. It is interesting, but expected, that a greater percentage of respondents said that the podcast was a ‘Fresh Summary’ than of the text. The majority of respondents felt that the length of the reading and the podcast were just right. This is in accordance with common thought that good podcasts are fairly short (2 to 3 minutes) in length. However, some 18% of respondents thought that the podcast was too long. The podcast in the survey was about 3 ½ minutes, which is a little longer than what some recommend. The same number thought that it was too fast in rate, however about 8% remarked that it was too slow. While most respondents thought the podcast had a ‘good’ to ‘great’ sound, some shared concerns in the comments. Three respondents commented that the podcast could have been louder. One said “I would rather be able to turn the volume down.” Another respondent gave a very thorough analysis, stating “Speaker should talk more slowly and roll bass off the recording to avoid loud pops into the mic(rophone). Information could be simplified and use shorter sentences since we are only listening and not either seeing the speaker live or the words on a page.” These are all things the researcher, or any other podcaster must consider when creating future podcasts. However, the four other comments stated how the sound and even the rate and tone of voice were effective. One respondent expressed, “The speaker rate of speech was effective and clear with a nice tone quality to engage the listener.” Answering ‘Purpose’ Questions What level of knowledge and experience do music therapy students have with technology such as podcasting, RSS, blogs, and wikis? The researcher had only a few expectations of students’ knowledge and experience with technology. So many people have an

mp3 player that one can only expect that there would be a high percentage of ‘yes’ responses to that question. This was the case as nearly 80% of all respondents did own an mp3 player such as an iPod. Podcasting was a little less ‘mainstream’ than the actual mp3 player. There was a high percentage of respondents among both groups who had knowledge of podcasting, however there was also a high percentage who had no experience with subscribing to a podcast. However, nearly all respondents had listened to an mp3 or audio file on the computer in the past. It was expected that respondents would have some common experience using wikis for academic purposes do to the popularity of the online wiki encyclopedia, Wikipedia.org. This was the case, as respondents marked that they used wikis with the highest percentage with the frequency of ‘weekly’ and for the purpose of ‘mostly academic’ and ‘equally social/academic’. There did not seem to be any uniform usage of blogs. Some used blogs daily, weekly, monthly, yearly, and many, not at all. However, there were more that used blogs than not in both groups. Those that used blogs did so for ‘social only’ or ‘mostly social’ reasons. How do students perform comparatively on a test of music therapy information presented in text versus audio formats? One of the main parts of this research was the experimental aspect of subjects being tested on short-term memory of either a text (visual) source or podcast (audio) source. The research that was explored in the review of literature concerning auditory versus visual (printed words) modalities of learning showed no significant difference in recall among the two groups. This trend also held true in this experiment. The first four quiz questions had in common that they were all very simple recall questions. The result was also similar. Both groups did extremely well on the questions as expected, however, the Podcast Group (PG) scored a slightly higher (though not significant) percentage on each one. Question 5 was a bit more difficult. It was also one of recall, however it was not simple. It may have been both hard to understand when listened to or when read. The Reading Group (RG) did better on this question. At this point, one might think that PG, and therefore auditory learning, will perform better on simple recall and RG, and therefore visual learning, does better on complex recall. However, this trend does not follow through among the remaining questions. Questions 6, 8, 9, and 10 were also simple recall questions. These questions showed that neither group appeared to be distinctly better or worse at simple recall questions. Question 7 of the quiz

was a recall question, however it had two correct answers. Neither group stood out as better or worse on this question either. One interesting thing about the subject matter in the podcast/text was the subject of ‘involvement’. Involvement was also related to engagement. This researcher was greatly intrigued by the apparent pervasiveness of the principle of involvement within the profession of music therapy, yet with relatively little research in on it aside from Dr. Sherri Robb (Robb, 2000). Further quantitative research would be very interesting concerning the entire process of rapport building, involvement, and development of engaging behaviors by clients and patients. This researcher thought it was interesting how ‘student-centered learning’ in the classroom, which was one of the main foci of this paper, was a concept that transfers very well to client involvement in therapeutic sessions. One wonders whether more student-centered learning in the music therapy classroom lead to a greater passion and understanding of client involvement and engagement in therapeutic sessions. Which media (audio or text) or combination both do students will be more effective for learning? An overwhelming percentage of people from both groups marked that they would rather receive music information in a combination of podcast-text than either one individually. This result was in accordance with research shown earlier that a combination of audio and text brings better results than either one individually. Most podcasts are therefore connected to text and blogs, and also increasingly with wikis, to give a more effective interface for users to build a community around. Both groups overwhelmingly responded that the podcast-text combination would be better than podcast or text individually. Do students think they would use more focus in perfecting delivery when making a podcast or writing a text? Which one would they be more excited to produce? Probably one of the most interesting responses in the survey was the majority (56.4%) of the respondents from the Podcast Group saying they would be more “Focused in Delivery’ of writing a text than making a podcast. This was another question that it would have been nice to use the Surveymonkey.com commenting tool. However, in the absence of that, it is surprising that students would be more focused when writing a text than when creating a podcast. In this researcher’s opinion, that can be attributed to the fact that respondents are unaware of the preparation that goes into creating a podcast. Subjects are familiar with what it takes to write a

text. However, when creating a podcast one has to make multiple preparations including writing. Podcasters have to take research and synthesize it into a concise text to fit time constraints. That text needs to have the same detail and structure of any short text that one would write. Secondly, not only does one have to proofread the text, they have to practice reading with good pace, volume, tone (engaging), etc. In this aspect alone, the podcaster goes farther than a writer in the number of times they will go over the material to get ready to record it. Additional concerns for podcasters are things such as position of the microphone. It should be noted that the majority of both groups made the choice of being more ‘Excited to Produce’ a podcast. Do students think that podcasting would be beneficial if used as a part of the music therapy classroom curriculum? Despite that there were some unexpected results in the previous question, respondents from both groups overwhelmingly responded that they thought that podcasting would be a beneficial communication tool for student within a music therapy class curriculum. Future Inquiries Into and Uses of Podcasting Podcasts can allow students to share past musical knowledge and wisdom with each other. In the researcher’s experience, many music therapy students come from diverse musical backgrounds. Music therapy students come from different musical disciplines (such as vocal, wind instrumental performance, education, string performance, etc.), as well as from various cultural backgrounds. Seldom is there an ingrained forum that allows students to share musical knowledge with each other. Lipscomb suggests that podcasts can be used “to take students where they otherwise couldn't go” (Lipscomb 2007). For example, in a class like ‘Music Therapy Methods’ on a section that talk about music therapy with children, those with a music education background can create a podcast about integrating techniques from past experiences in music therapy sessions. These kinds of podcasts should allow students to make generalizations that will lead to direct applications by peers in practica experiences, internship settings and beyond. Podcasts used for sharing songs. One of the first attributes that one realizes about podcasts is the listening involved, which is different than much of the learning from reading that students do in classes. Of course, students do hear lectures in the classroom, however the podcast gives the listener the opportunity to listen to something repeatedly. Additionally, when mixed with a blog or wiki, this ‘listening’ becomes collaborative and interactive. Both listening and

interaction are central to music therapy. Both of these elements are likely to be enhanced podcasting-text combination. Guitar classes can be enhanced as students record themselves playing songs while singing (because they are playing copyrighted music, they may have to make sure songs are shared over a web-space in which settings are ‘private’). This will allow the players to receive written feedback on their playing. Students listen to different styles of music, so they will be able to critique and tell the players if the podcast song is an authentic performance or not. Students can tell each other what they did well and share a constructive comment on elements to improve. Also, students can practice songwriting using podcasts. In one high school, history students created music to support podcasts about the war in Vietnam (Lipscomb 2007). One ponders the scenario of students studying the topic of geriatric music therapy having to perform songwriting based on the memories of clients (i.e. from the depression, World War II). The students could submit those songs via podcasts and critique each other’s song writing on criteria such as content, melody, chords, etc. Podcasts can be centered around a particular classroom topic. The Vietnam War example points to another important factor. Students can create podcasts centered around one particular topic. They can each create podcasts concerning different aspects of one topic. In the high school history class (Lipscomb 2007), students began creating vodcasts (video podcasts) to investigate events in Vietnam that they wanted to get a stronger understanding of. To get a good knowledge base, students started the vodcasts after reading a textbook on Vietnam. Using this idea, music therapy students could use podcasting, i.e. when reading a book on the history of people with disabilities in a class like ‘Music in Special Education’. Also, students could take a book like Hanser’s (1999) ‘Music Therapist’s Handbook’ and each take a part of one chapter and synthesize the information for classmates in a podcast. Students are using podcasts to educate each other on different topics. Many times students within a particular classroom are tasked with gathering knowledge on different topics and presenting that to the rest of the class. In this case, many students may not even look at the same material and their only way they are presented with the material is from the information their classmates gather. This kind of project may be done in a discussion-type class such as ‘Music in Counseling’ at Florida State University, where each student has to bring in a current events topic that is talked about under the umbrella of counseling. When used this way, teachers

can use the podcasts from students to create test questions and students can use the podcasts to review (Lipscomb, 2007). This gives students a more vested interest in the learning process. This could also be used in other classes, such as ‘Medical Music Therapy’ when students are assigned to look up different medical procedures and terms. In a ‘Nonverbal Communication’ class, podcasts can also be used creatively. While making podcasts about articles that relate to different topics concerning nonverbal communication, students can explore and critique each other on vocal inflection elements. If taken one step further and made a vodcast (with video), facial expressions, eye contact, posture, hand motions, etc. can be added to the projects. Podcasts allow teachers to empower students. Students are clearly the target group of this study. The theoretical background of this study is that of constructivism and empowering students. This empowerment is centered around student creation, engagement, and involvement. However, it should not be lost all of this that teachers have great roles in the process of student learning via podcasting. Teachers are realizing the power of podcasting in not only assisting, but enhancing the learning of students. Teachers are creating curricula that rely “on the student as the producer to foster an active learning environment” (Vess, 2006). The students referenced in the literature in this study have teachers (Vess, 2006; Lipscomb, 2007) that are engaging with them in the podcasting process. Vess stated creating her own “short, highly interactive materials” for students using the iPod. The job of teachers is the supervision of student productions that derive from the inquiry and engage the imaginations of students (Vess, 2006). Some teachers are now making it a point to receive training in the knowledge of podcasting in order to enhance their classroom curriculum (Dodge, 2006). This paper is from the point of view of a music therapy student using podcast individually. The next step would be for a professor to explore the use of podcasting to supplement their own teaching and hopefully going to the next step; setting up an environment for students to create podcast and enhance their own learning in the music therapy classroom curriculum. The survey seems to suggest and research clearly shows that the combination of audio and text modalities are stronger than either individual modality. Podcasting has been used with the combination of blogging to enhance the classroom curriculum in other classes, including Vess’ (2006) university history class. Music therapy education is very broad and unique, one that is keen on both individual and group learning with an emphasis on knowledge transfer between

various settings. It seems that music therapy can only be enhanced by further research (by students and teachers) and implementation of podcasting in the music therapy classroom curriculum. While the classroom curriculum was the focus of podcast research for this paper, podcasting and other technologies could also be researched further in the practice, assessment, and documentation of music therapy services.

APPENDIX A

Letter of Consent for Podcast Group (Sent Via E-mail)

Subject: Music Therapy Research Survey

Body: Dear Music Therapy Student,

I am a graduate student under the direction of Professor Jayne Standley in the College of Music at Florida State University. I am conducting a research study to determine if podcasting is an effective tool for learning in music therapy. The two experimental conditions of the study are a podcast (audio) group and a no podcast (reading group).

I am requesting your participation, which will involve listening to a 3 ½ minute podcast (audio file) about Music Therapy and filling out a 24-question survey. Some of the questions are general information and some are quiz questions based on what you listened to. The entire process should take you no more than 20 minutes. Your participation in this study is voluntary. If you choose not to participate or to withdraw from the study at any time, there will be no penalty. The questionnaire is anonymous. The results of the study may be published but your name will not be known.

There are no foreseeable risks or discomforts if I agree to participate in this study. Although there may be no direct benefit to you, the possible benefit of your participation is increased knowledge about a principle of the profession of music therapy. Information (email addresses) obtained during the course of the study will remain confidential and discarded upon completion, to the extent allowed by law. Consequently, any link to survey answers and you will no longer exist. If you have any questions concerning this research study, please call me at (***)***-**** or email at [email protected]. You can also contact my major professor, Dr. Jayne Standley at (***)***-**** or at [email protected].

If you have any questions about your rights as a subject/participant in this research, or if you feel you have been placed at risk, you can contact the Chair of the Human Subjects Committee, Institutional Review Board, through the Vice President for the Office of Research at (850) 644- 8633.

Return of the questionnaire will be considered your consent to participate. Thank you.

Sincerely, Hakeem Leonard, MT-BC

Here is a link to the survey: http://www.surveymonkey.com/-----

Thanks for your participation!

APPENDIX B

Letter of Consent for Reading Group (Sent Via E-mail)

Subject: Music Therapy Research Survey

Body: Dear Student,

I am requesting your participation, which will involve reading an excerpt about Music Therapy and filling out a 23-question survey. Some of the questions are general information and some are quiz questions based on what read. The entire process should take you no more than 20 minutes. Your participation in this study is voluntary. If you choose not to participate or to withdraw from the study at any time, there will be no penalty. The questionnaire is anonymous. The results of the study may be published but your name will not be known. There are no foreseeable risks or discomforts if I agree to participate in this study.

Although there may be no direct benefit to you, the possible benefit of your participation is increased knowledge about a principle of the profession of music therapy. Information (email addresses) obtained during the course of the study will remain confidential and discarded upon completion, to the extent allowed by law. Consequently, any link to survey answers and you will no longer exist.

If you have any questions concerning this research study, please call me at (***)***-**** or email at [email protected]. You can also contact my major professor, Dr. Jayne Standley at (***)***-**** or at [email protected].

Return of the questionnaire will be considered your consent to participate. Thank you.

Sincerely, Hakeem Leonard, MT-BC

Here is a link to the survey: http://www.surveymonkey.com/-----

Thanks for your participation!

APPENDIX C

Survey Questions for Podcast Group

Introduction Information 1. What is your educational status? 2. What is your gender?

General Knowledge of Technology 3. Do you know what a podcast is? 4. Have you ever subscribed to a podcast? 5. Do you have an Mp3 player (i.e. iPod, Microsoft Zune, etc.)? 6. Have you ever listened to an mp3 or other audio file over the computer? 7. How often and for what purpose do you use blogs or wikis (i.e. Wikipedia)?

Quiz from Podcast 8. Implementation is an important part of what AMTA document? 9. What is Standard 4.0 of the AMTA Standards of Practice? 10. What phrase of Standard 4.1 is expounded on in this podcast? 11. The first article referenced in the podcast was about: 12. Which of the following is implied by research regarding MT practicum students? 13. According to the podcast, ‘involvement’ has been defined by one researcher as: 14. Which of these are observable aspects of involvement? (mark all that apply) 15. What is one simple way the podcast says to involve a group of pre-school children in a hello song? 16. The level of client engagement is directly related to: 17. According to the podcast, ‘Music Involvement’ is used to support what procedure in the hospital pediatric setting?

Rating the Podcast 18. How would you rate the sound quality of this podcast? 19. How would you rate the information of this podcast? 20. How is the duration and rate of the podcast?

Your Perspective 21. Which would you prefer as the main communication vehicle for a classmate or music therapist to share a summary of music information with you? 22. Which communication vehicle would you be most excited to produce and most focused in perfecting delivery when assigned to summarize music therapy information for classmates? 23. Do you think podcasting would be beneficial communication tool for students within a music therapy class curriculum? 24. Which do you think would be best as a main communication vehicle to center a collaborative (information sharing) student blog or wiki around?

APPENDIX D

Survey Questions for Reading Group

Introduction Information 1. What is your educational status? 2. What is your gender?

General Knowledge of Technology 3. Do you know what a podcast is? 4. Have you ever subscribed to a podcast? 5. Do you have an Mp3 player (i.e. iPod, Microsoft Zune, etc. )? 6. Have you ever listened to an mp3 or other audio file over the computer? 7. How often and for what purpose do you use blogs or wikis (i.e. Wikipedia)?

Quiz from Podcast 8. Implementation is an important part of what AMTA document? 9. What is Standard 4.0 of the AMTA Standards of Practice? 10. What phrase of Standard 4.1 is expounded on in this reading? 11. The first article referenced in the reading was about: 12. Which of the following is implied by research regarding MT practicum students? 13. According to the reading, ‘involvement’ has been defined by one researcher as: 14. Which of these are observable aspects of involvement? (mark all that apply) 15. What is one simple way the reading says to involve a group of pre-school children in a hello song? 16. The level of client engagement is directly related to: 17. According to the reading, ‘Music Involvement’ is used to support what procedure in the hospital pediatric setting?

Rating the Podcast 18. How would you rate the information of this reading? 19. How is the length of this reading?

Your Perspective 20. Which would you prefer as the main communication vehicle for a classmate or music therapist to share a summary of music information with you? 21. Which communication vehicle would you be most excited to produce and most focused in perfecting delivery when assigned to summarize music therapy information for classmates? 22. Do you think podcasting would be beneficial communication tool for students within a music therapy class curriculum? 23. Which do you think would be best as a main communication vehicle to center a collaborative (information sharing) student blog or wiki around?

APPENDIX E

Text/Podcast Script

Please read this excerpt ONCE and answer the following questions.

In the AMTA’s Standards of Clinical Practice, Standard IV is about Implementation. The AMTA is very particular about the words that they choose in their Standards of clinical practice. For example, when you read the Definition for Music Therapy in the Preamble of the Standards, nearly every phrase in that definition is expounded upon and clarified in the information following the definition. With that being said, I want to discuss with you the phrase ‘music involvement’ in standard 4.1. Standard 4.1 reads ‘Strive for the highest level and quality of music involvement consistent with the functioning level of the client’.

All of us are musicians first and foremost, so we know the importance of quality music, but what is involvement. The term ‘Music involvement’ speaks to how our clients become engaged within the structure of our sessions, and it is one of the main things that distinguishes music therapy from many other therapies as well as from music as simply entertainment. Now take a glance at the research literature. One Journal of Music Therapy article authored by Dr. Alice-Ann Darrow and others talks about practicum students. It states that "Analysis of evaluator comments also indicates that students identified as personable or as having rapport with their clients were also viewed as more effective in the practicum setting". I recently talked to graduate student who was involved in a music therapy practicum with preschool-age children. The student played for me a hello song that she had written for the group. I gave her some musical tips, but my main focus was telling her to engage the children. A hello song is more than just a simple song. We have to involve the children in the song. For example, after playing the song, a therapist might say, sing with me, clap with me or wave to a friend while we sing hello. That cue is a very basic level of client involvement. Then when children begin to demonstrate involvement, the therapist would reinforce them with enthusiasm.

In her JMT article, The Effect of Therapeutic Music Interventions of Hospitalized Children in Isolation: Developing a Contextual Support Model of Music Therapy”, Dr. Sherri Robb defines involvement as ‘an adult’s expression of interest, enjoyment, and genuine acceptance of a child’. In generalizing her article to all populations, the observable aspects of such involvement include: (1) a music therapist initiating a positive verbal or physical interaction, and (2) the attention of the therapist being focused on the client or on a shared activity. In conclusion, the combination of the effective, proficient use of music and rapport building involvement leads to client engagement. As many research studies suggest, the level of client engagement is directly related to the effectiveness of the implementation of therapeutic goals. This ‘music involvement’ principle of Standard 4.1 of the AMTA Standards of Clinical Practice can be used as simply and generally as in the ‘hello song’ example shared earlier or as specific as in the procedural support of an IV start in the hospital pediatric setting.

APPENDIX F

Web Address to Podcast (Audio) http://ia340932.us.archive.org/3/items/HakeemLeonardMusicInvolvement/musicinvolve4.mp3

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BIOGRAPHICAL SKETCH

Hakeem Leonard is a graduate student in the College of Music in the department of Music Therapy under the leadership of Dr. Jayne Standley. He is expected to graduate in April of 2008.Mr. Leonard is previously a graduate of Morehouse College in Atlanta, Georgia, where he received a Bachelor of Arts Degree with a major in Music and a concentration in Saxophone Performance. Currently, he is working as a full-time music therapist in the area of private practice. He is the Regional Director of Healing Hearts Music Therapy in Tallahassee, Florida. In the future Mr. Leonard would like to do more research in this area, as well as get more work experience and possibly teach in the field of Music Therapy.