Reflective-Practice

A third post in the networked music performance series. Technical latency and institutional infrastructure are only part of the problem. This practice-informed account describes one curriculum’s use of progressive tasks, reflection and portfolios without treating observations as measured learning effects.

I treated a design workflow as though it were a complete research methodology. Grounded-theory techniques would have made my analysis of unexpected student responses more systematic. That is a postmortem of this thesis, not a universal verdict against design-based research.