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Technology-Supported
Environments for
Personalized Learning:
Methods and Case Studies
John O'Donoghue
University of Central Lancashire, UK
InformatIon scIence reference
Hershey • New York
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Library of Congress Cataloging-in-Publication Data
Technology-supported environments for personalized learning : methods and case studies / John O'Donoghue, editor.
p. cm.
Includes bibliographical references and index.
Summary: "This book explores the metaphor of anytime and anywhere individual education as well as the idea of tailoring
instruction to meet individual needs"--Provided by publisher.
ISBN 978-1-60566-884-0 (hardcover) -- ISBN 978-1-60566-885-7 (ebook) 1.
Computer-assisted instruction. 2. Individualized instruction. I. O'Donoghue,
John, 1959-
LB1028.5.T426 2010
371.33'4--dc22
2009035434
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Dedication
There is a before and there is an after. There is a day, a moment when, abruptly, one life ends and another
begins. In the blink of an eye, you are where you never desired yourself to be, people unrecognisable to
yourselves, transformed beyond your own understanding. With no going back. This is what happened
to me.
In May I received the news that we all must fear and dread. Without any signs or symptoms I was
diagnosed with cancer. This devastating news is traumatic for the individual, but the effect on my family
is difficult to comprehend.
This book is dedicated to Carole, my beloved wife, who has been my strength, salvation, nurse, men-
tor and eternal soul mate. Life would have been very different for me without her at this present time. I
thank her for her love and loyalty under such difficult times.
Words are insufficient to express my love and affection. Many tears have been shed over the inter-
vening weeks, but with Carole and my children Hannah and Alice we look positively forward. At such
moments, I understood the importance of saying “I LOVE YOU” in time and to give our loved ones the
time that they deserve.
Nothing in life is more important than your family. Give them the time they deserve, because these
things cannot be put off till “some other time.”
Value always what we all too often take for granted, especially as time passes.
John O'Donoghue
Table of Contents
Preface ..............................................................................................................................................xviii
Acknowledgment ............................................................................................................................. xxvii
Chapter 1
Personalisation through Technology-Enhanced Learning ...................................................................... 1
Gráinne Conole, Open University, UK
Section 1
Infrastructural and Cultural Issues
Chapter 2
Breaking the Hierarchy: Democratising the Institutional Web Space .................................................. 16
Beth Granter, University of Sussex, UK
Chapter 3
PLE: A Brick in the Construction of a Lifelong Learning Society ....................................................... 30
Sabrina Leone, Università Politecnica delle Marche, Italy
Chapter 4
Community@Brighton: The Development of an Institutional Shared Learning Environment ............ 50
Stan Stanier, University of Brighton, UK
Chapter 5
eLearning: Institutional Provision and Student Expectations ............................................................... 74
Barbara Newland, Bournemouth University, UK
Maria-Christiana Papaefthimiou, University of Reading, UK
Chapter 6
Personalising Teaching and Learning with Digital Resources: DiAL-e Framework Case Studies ...... 91
Kevin Burden, The University of Hull, UK
Simon Atkinson, Massey University, New Zealand
Chapter 7
Personalised eLearning in Further Education ..................................................................................... 109
Elfneh Udessa Bariso, College of North East London, UK
Section 2
Pedagogical Issues
Chapter 8
The Impact of Interactive and Collaborative Learning Activities on the Personalised
Learning of Adult Distance Learners .................................................................................................. 128
Richard Hall, De Montfort University, UK
Steve Mackenzie, De Montfort University, UK
Melanie Hall, Staffordshire University, UK
Chapter 9
Blogs and the eFlective Practitioner: Professional, not Confessional ................................................ 149
Paul Lowe, University of the Arts London, UK
Margo Blythman, University of the Arts London, UK
Chapter 10
Building Practitioner Skills in Personalised eLearning: Messages for Professional
Development ....................................................................................................................................... 167
Ruth Pilkington, University of Central Lancashire, UK
Chapter 11
Using ePortfolios in Higher Education to Encourage Learner Reflection and Support
Personalised Learning ......................................................................................................................... 185
Susi Peacock, Queen Margaret University, UK
Kate Morss, Queen Margaret University, UK
Alison Scott, Queen Margaret University, UK
Jane Hislop, Queen Margaret University, UK
Lindesay Irvine, Queen Margaret University, UK
Sue Murray, Queen Margaret University, UK
Simon T Girdler, Queen Margaret University, UK
Chapter 12
Personalised Learning: A Case Study in Teaching Clinical Educators Instructional
Design Skills ....................................................................................................................................... 212
Iain Doherty, University of Auckland, New Zealand
Adam Blake, University of Auckland, New Zealand
Chapter 13
Research-Led Curriculum Redesign for Personalised Learning Environments:
A Case Study in the Faculty of Information Technology.................................................................... 235
Len Webster, Monash University, Australia
Patricie Mertova, Monash University, Australia
Kim Styles, Monash University, Australia
Lindsay Smith, Monash University, Australia
Chapter 14
Video-Enriched Learning Experiences for Performing Arts Students: Two Exploratory
Case Studies ........................................................................................................................................ 248
Alberto Ramírez Martinell, Lancaster University, UK
Julie-Ann Sime, Lancaster University, UK
Chapter 15
Enabling Personalised Learning through Formative and Summative Assessment ............................. 268
Neil Andrew Gordon, University of Hull, UK
Section 3
Technological Issues
Chapter 16
“You Can Take Out of it What You Want”: How Learning Objects within Blended Learning
Designs Encourage Personalised Learning ......................................................................................... 285
Debbie Holley, London Metropolitan University Business School, UK
Lyn Greaves, Thames Valley University, UK
Claire Bradley, London Metropolitan University, UK
John Cook, London Metropolitan University, UK
Chapter 17
Into the Great Wide Open: Responsive Learning Environments for Personalised Learning ............. 305
Dirk Thißen, IMC (UK) Learning, UK
Volker Zimmermann, IMC AG, Germany
Tilman Küchler, IMC AG, Germany
Chapter 18
Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP .................. 324
Gordon Joyes, University of Nottingham, UK
Chapter 19
Shared Spaces and ‘Secret Gardens’: The Troublesome Journey from Undergraduate Students
to Undergraduate Scholars Via PebblePad.......................................................................................... 341
Marina Orsini-Jones, Coventry University, UK
Chapter 20
Physical Metaphorical Modelling with LEGO as a Technology for Collaborative
Personalised Learning ......................................................................................................................... 364
Stuart Nolan, Hex Induction, UK
Chapter 21
Using ePortfolios to Evidence Practice Learning for Social Work Students ...................................... 386
Samantha Osborne, University of Kent, UK
Ruben Martin, University of Kent, UK
Louise Frith, University of Kent, UK
Chapter 22
Effective Assignment Feedback through Timely and Personal Digital Audio Engagement............... 409
Anne Nortcliffe, Sheffield Hallam University, UK
Andrew Middleton, Sheffield Hallam University, UK
Chapter 23
Contemporary Music Students and Mobile Technology..................................................................... 429
Thomas Cochrane, Unitec, New Zealand
Compilation of References .............................................................................................................. 455
About the Contributors ................................................................................................................... 493
Index ................................................................................................................................................... 505
Detailed Table of Contents
Preface ..............................................................................................................................................xviii
Acknowledgment ............................................................................................................................. xxvii
Chapter 1
Personalisation through Technology-Enhanced Learning ...................................................................... 1
Gráinne Conole, Open University, UK
This introductory chapter considers the discourse of the concept of personalisation and how it can be
supported through technology-enhanced learning. It looks at the policy rhetoric and considers to what
extent it is realised in practice. The chapter describes a range of illustrative examples of how technolo-
gies are being used to meet the personalised learning agenda.
Section 1
Infrastructural and Cultural Issues
Chapter 2
Breaking the Hierarchy: Democratising the Institutional Web Space .................................................. 16
Beth Granter, University of Sussex, UK
This chapter, inspired by direct experience from working on the development of the University of Sus-
sex’s Student Personal Learning and Social Homepages (SPLASH) project, discusses how ‘Web 2.0’
technologies can be used to make institutional websites more democratic. The SPLASH mashup project
was non-typical in that it intended to create an environment which would be fully customisable by the
learner, so that no content was obligatory. Examples from working on this project are used to illustrate
benefits which can be gained from, and barriers to the uptake of, more open publishing methods and
an organically structured site architecture. Issues affecting learners, tutors, the institution as a whole,
and how the power dynamic between all three may change, are discussed. Parallels are drawn between
teaching methods online and those offline, both traditional and modern.
Chapter 3
PLE: A Brick in the Construction of a Lifelong Learning Society ....................................................... 30
Sabrina Leone, Università Politecnica delle Marche, Italy
The attainment of lifelong learning objectives is being mediated by a complex process of innovation in
education and society, by the integration of institutional actions and by the major role of coordination that
university has assumed. The revolution that technology has engendered in every field has flowed into a
rethinking of knowledge, knowledge management, teaching and learning, networks and the individual.
The knowledge society requires new roles and skills, new forms of communication and a new awareness
as “active citizens”. Consequently, the shifting role of education systems in networked organizations is
decisive in order to support learners in forming diverse personal learning networks to deeply understand
complex fields. This chapter aims to discuss consistency (i.e. solidity and reliability) and effectiveness
(i.e. success, usefulness and value) of a personal learning environment as a new learning space and to
highlight its contribution and relevance to lifelong learning. PLE critical points and approaches will be
discussed exploiting three case studies.
Chapter 4
Community@Brighton: The Development of an Institutional Shared Learning Environment ............ 50
Stan Stanier, University of Brighton, UK
This chapter details the implementation of a university-wide social networking platform “Community@
Brighton” – using the open source Elgg platform and describes the technical, institutional and educa-
tional issues arising from the two years of experience in running the platform. The strategic vision of
providing a social network platform alongside an institutional VLE to provide an integrated Shared
Learning Environment is also explored, including key case studies and discussion on the challenges
such technologies place on existing models of online learning and teaching.
Chapter 5
eLearning: Institutional Provision and Student Expectations ............................................................... 74
Barbara Newland, Bournemouth University, UK
Maria-Christiana Papaefthimiou, University of Reading, UK
Students who have grown up in the digital age have certain expectations for learning in Higher Educa-
tion (HE). “Using a complex mix of virtual and face-to-face environments, personal and institutional
technologies, learners of all ages are developing new working practices around the technologies available
to them. Increasingly, they look for flexibility and openness in the institutional policies and provision
that support their learning.” (JISC, 2007). The divide between the institutional eLearning provision
and the expectations of students who have grown up in a digital world was highlighted through the
UK eLearning benchmarking exercise. Institutional eLearning provision and processes within the HE
sector were investigated and analysed through this exercise, which was led by the Higher Education
Academy (HEA) in collaboration with the Joint Information Systems Committee (JISC). This paper
presents the experience of two UK Universities, Bournemouth and Reading, whose participation in the
benchmarking exercise provides examples of institutional provision. Subsequent Pathfinder funding
enabled them to build on their strengths with projects aimed at narrowing the divide between student
expectations of eLearning and institutional provision. The eRes: Innovative eLearning with e-Resources
project (Bournemouth) encourages students to use quality e-resources in their learning. The “Driving
Institutional Reform: Exploring Change with Technology” (DIRECT) project (Reading) has developed
a framework to transform its internal quality management processes.
Chapter 6
Personalising Teaching and Learning with Digital Resources: DiAL-e Framework Case Studies ...... 91
Kevin Burden, The University of Hull, UK
Simon Atkinson, Massey University, New Zealand
This chapter describes the ways in which individual academics have sought to realise a degree of per-
sonalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital
Artefacts for Learner Engagement). The DiAL-e Framework (www.dial-e.net) is a new conceptual model,
articulated as a paper-based and web-based tool, for designing learning engagements. The policy and
theoretical context, evolution of the framework and the methodology used to utilise the framework with
academic staff seeking to personalise the learning experience is outlined. Details of three case studies
resulting from this early work are described and conclusions drawn as to how such frameworks might
assist staff in thinking about personalised learning scenarios.
Chapter 7
Personalised eLearning in Further Education ..................................................................................... 109
Elfneh Udessa Bariso, College of North East London, UK
Electronic media can contribute to personalisation of learning both in formal and informal contexts.
Efforts are made both at individual and organisational levels in Further Education to harness new tech-
nologies to enhance personal learning experiences. Personalised eLearning supports contents, activities
and collaboration aimed at meeting the needs and wants of the learner (Hill, 2004 & 2008; Coryell &
Chlup, 2007). However, some technology critics argue that there is very little research to support whether
eLearning is an effective approach to minimise the exclusion of disadvantaged groups in society, e.g.
learners of English for Speakers of Other Languages (ESOL) (Webb, 2006). The author contends that use
of technology could act as a barrier to participation in learning. This study was conducted to assess the
extent to which eLearning resources promote integrative/explorative learner-centred Computer Assisted
Language Learning (CALL). This chapter reports on the findings of a qualitative action research project
involving one-to-one interviews with learners (n=12) at the College of North East London (CONEL)
on their deployment of various new technologies (virtual and personal learning environments) in ESOL
studies during the academic year 2007/8. Additionally, three focus group interviews were held including
six learner interviewees each (n=18). Semi-structured interviews were conducted with four colleagues
who actively integrated CALL into delivery of their ESOL sessions. Data was also collected from pro-
gramme reviews, course evaluation reports and a research diary. The results of the study suggest that new
technologies promote personalised learning when applied with careful planning even among learners
who appear to be technophobic or are reluctant to use e-resources. Barriers hindering the integration of
e-resources into the curriculum are discussed and possible solutions are also suggested.
Section 2
Pedagogical Issues
Chapter 8
The Impact of Interactive and Collaborative Learning Activities on the Personalised
Learning of Adult Distance Learners .................................................................................................. 128
Richard Hall, De Montfort University, UK
Steve Mackenzie, De Montfort University, UK
Melanie Hall, Staffordshire University, UK
The adoption across higher education of participatory, collaborative and connective ‘read/write web’
tools and synchronous classrooms has the potential to extend learner engagement and motivation. Em-
bedding these user-centred tools within curriculum practices offers the possibility for a sixth-generation
iteration of distance learning that frames a learner-focused pedagogy. This pedagogy is underpinned by
problem-based activities that pivot around a cycle of needing/wanting, doing, digesting and feedback.
They are supported by a facilitating tutor taking a connectivist approach to stimulate learning. This
chapter highlights both the drivers for this sixth-generation iteration and the subsequent development
of a model know as SCORE 2.0, or Synchronous Community Orientated Reflective and Experiential
2.0. The impact of this model on two cohorts of adult distance learners is discussed, in order to evaluate
opportunities for future pedagogical development.
Chapter 9
Blogs and the eFlective Practitioner: Professional, not Confessional ................................................ 149
Paul Lowe, University of the Arts London, UK
Margo Blythman, University of the Arts London, UK
In a context of mass higher education it can be a challenge to build a reasonable level of personalised
learning into the student experience. This chapter explores the relationship between personalised learn-
ing, reflection and the use of blogs in the building of a collaborative learning community through op-
portunities to build professional identity. The authors outline how the postgraduate programme in the
Media school at the London College of Communication, University of the Arts London uses web 2.0
tools on the photography programme, in particular blogs, in developing reflective practitioners within
a collaborative community of practice. The unique opportunities presented by live blogs in opening up
the process of articulating experience into learning, enhance what the authors characterise as the ‘E-
flective practitioner’.
Chapter 10
Building Practitioner Skills in Personalised eLearning: Messages for Professional
Development ....................................................................................................................................... 167
Ruth Pilkington, University of Central Lancashire, UK
The chapter suggests the implementation of personalised learning within Higher Education raises fun-
damental issues and challenges when developing academic staff to support this form of learning and
explores some of the challenges raised. It discusses the value of personalised learning for professional
development in particular within the context of UK Professional Standards for HE staff. The chapter
uses a case study to illustrate the issues and solutions offered by personalised eLearning and identifies
particular issues of literacy, prior learning and comfort with respect to online delivery that need to be
recognised for both developers and professional learners. The case study draws on a Joint Informations
Systems Committee (JISC) funded project under the RePRODUCE banner and compares findings with
existing traditional means of developing staff, as well as discussing the processes represented and the
contributions that can be made when personalising learning more widely within HE.
Chapter 11
Using ePortfolios in Higher Education to Encourage Learner Reflection and Support
Personalised Learning ......................................................................................................................... 185
Susi Peacock, Queen Margaret University, UK
Kate Morss, Queen Margaret University, UK
Alison Scott, Queen Margaret University, UK
Jane Hislop, Queen Margaret University, UK
Lindesay Irvine, Queen Margaret University, UK
Sue Murray, Queen Margaret University, UK
Simon T Girdler, Queen Margaret University, UK
Personalisation, with its emphasis on learner choice and lifelong learning, challenges educators to pro-
vide an innovative, student-centric educational experience. New technologies have great potential to
support personalisation; however, institutions must review their approaches to assessment and feedback
and their strategies to learning and teaching as well as increasing opportunities for collaborative learning
and extending their external partnerships. This is a significant agenda for any institution. In this chapter,
through the authors’ four case studies drawn from different subject areas in a higher educational institu-
tion, they illustrate how ePortfolios when integrated into the curriculum and combined with reflection
can support personalised learning. The authors’ also discuss the challenges of such an approach includ-
ing lack of learner engagement with the reflective process, an increase in tutor time, restricted learner
access to technology and the need for dynamic ePersonalisation. They offer suggestions for educators
in addressing such issues in order to provide a truly personalised learning experience.
Chapter 12
Personalised Learning: A Case Study in Teaching Clinical Educators Instructional
Design Skills ....................................................................................................................................... 212
Iain Doherty, University of Auckland, New Zealand
Adam Blake, University of Auckland, New Zealand
The authors consider personalised learning in the context of delivering a specialist postgraduate course
– ClinEd 711, ELearning and Clinical Education – at the Faculty of Medical and Health Sciences,
University of Auckland. They describe the pedagogical theory underlying the course design and our
experience of delivering ClinEd 711 with particular reference to the personalised learning process that
the course design facilitated. They present their research results for the student experience of ClinEd
711 and discuss changes made to the course as a result of student feedback. They make reference to the
introduction of student-led modules to further personalise the students’ learning experience. ClinEd 711
is a specialist postgraduate course with low student numbers; with this in mind the authors discuss the
implications of their pedagogical approach for those educators involved in teaching larger classes. They
conclude their paper with a discussion of the role of the educator in personalised learning.
Chapter 13
Research-Led Curriculum Redesign for Personalised Learning Environments:
A Case Study in the Faculty of Information Technology.................................................................... 235
Len Webster, Monash University, Australia
Patricie Mertova, Monash University, Australia
Kim Styles, Monash University, Australia
Lindsay Smith, Monash University, Australia
This chapter provides a case study outlining strategies which represent a starting point in the develop-
ment of a personalised learning environment (PLE). The initial strategies focus on student engagement
in two units run by the Faculty of Information Technology at Monash University, Australia. The case
study looks at changing the approach to a more personalised learning environment in the respective IT
units, and it also outlines how the changes were made based on a meta-analysis research of the Australian
Course Experience Questionnaire (CEQ).
Chapter 14
Video-Enriched Learning Experiences for Performing Arts Students: Two Exploratory
Case Studies ........................................................................................................................................ 248
Alberto Ramírez Martinell, Lancaster University, UK
Julie-Ann Sime, Lancaster University, UK
To close the gap between formal education and professional practice, Higher Education (HE) practitio-
ners need to be aware of the importance of offering realistic learning scenarios where students can profit
from personalised learning opportunities and meaningful learning. In this chapter, the authors study the
extent to which viewing video recordings of the individual performances of dance and music students
benefited the learning process. Evidence was gathered from two groups of undergraduate performing
arts students at a HE institution in the United Kingdom, and from their corresponding teachers, who
independently offered their students a personalised way of accessing visually relevant feedback on
their performances via a virtual learning environment. Results suggest that this access to personalised
learning facilitated critical reflection and learning from experience. It enabled the students to reposition
themselves in relation to their actual performance, fostered their will to learn, and reaffirmed them as
potential professional performers.
Chapter 15
Enabling Personalised Learning through Formative and Summative Assessment ............................. 268
Neil Andrew Gordon, University of Hull, UK
This chapter considers some ways in which personalised learning can potentially be delivered by means
of appropriate assessment and the use of associated technologies. Recognising that for many students,
learning is driven by summative assessment, the chapter considers how by blending summative and
formative assessment, students can be encouraged to develop and take responsibility for their own
learning along with ways in which technology can make this assessment be tailored to the individual
student. The approaches described can support and encourage self-regulated learning – itself an effective
way of providing the more general concept of student-centred learning. The framework of learning that
is engendered – with the use of technology – has the potential to allow an educational pathway which
reflects individual students’ needs and aptitudes, and which can thus provide a form of personalised
learning. This chapter describes some of the relevant theory – which forms the context within which this
work is based and has developed - before then describing two case studies where this blend of formative
and summative assessment is described and analysed. This is followed by a discussion of some of the
more general issues.
Section 3
Technological Issues
Chapter 16
“You Can Take Out of it What You Want”: How Learning Objects within Blended Learning
Designs Encourage Personalised Learning ......................................................................................... 285
Debbie Holley, London Metropolitan University Business School, UK
Lyn Greaves, Thames Valley University, UK
Claire Bradley, London Metropolitan University, UK
John Cook, London Metropolitan University, UK
This chapter shows how a suite of learning objects were developed by the Centre for Excellence in
Teaching and Learning for Reusable Learning Objects (www.RLO-CETL.ac.uk), one of 74 CETLs be-
ing funded by the UK’s Higher Education Funding Council for England. The learning objects were used
to support students within a blended learning context. It shows student personalised learning: learning
that can be any time (in the 24 hour digital world), any place (the university experienced in the home or
workplace), any where (limited only by the students choice and internet access – trains, boats, planes,
global learning). It focuses on two case studies at UK Higher Education institutions that demonstrate any
time, any place learning. London Metropolitan University (London Met) and Thames Valley University
(TVU), have both used and reused learning objects in different contexts. In each case study the back-
ground and the resulting blended learning design is outlined, followed by evaluation data illustrating the
student experience and how the learning design and the learning objects have encouraged personalised
learning. The chapter concludes with the start of the third iteration of use – to facilitate informal learning
‘any where’, through the incorporation of learning objects that can be used on mobile phones.
Chapter 17
Into the Great Wide Open: Responsive Learning Environments for Personalised Learning ............. 305
Dirk Thißen, IMC (UK) Learning, UK
Volker Zimmermann, IMC AG, Germany
Tilman Küchler, IMC AG, Germany
Personalisation is a key requirement to motivate learners to use learning technology and self-paced
content. Whereas most research and technologies focus on personalisation of content, this paper focuses
on the personalisation of the tools and platform technologies for learning. When designing a learning
environment, most organisations worked in the past on their internal business processes and content but
did not focus on what the learner really does with the learning tools the organisation provided to them.
Changing the perspective to the user shows, that they create today “around the organisational solutions”
their own technology-enhanced learning world using a whole set of technologies: Learning management
system (LMS) of the company, learning management system of a further education institution or of a
university, different social network platforms, search engines, open web services in the internet like blogs
or wikis, and a lot more other applications. Therefore the challenge for organisations today is how they
can manage this variety of technologies by also enforcing the creativity and motivation of the users to
personalise and individualise their learning environment. This paper proposes a solution by describing
an architecture for a responsive and open learning environment. It delivers examples and a procedure
how such a solution can be built step-by-step. The approach can be used in schools, higher education
institutions, corporations or further education institutions.
Chapter 18
Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP .................. 324
Gordon Joyes, University of Nottingham, UK
This chapter describes two tools for personalised learning that were outcomes of projects led by the
author for use in educational settings. These are the Virtual Resources for Online Research Training
(V-ResORT) and the Virtual Interactive Platform (ViP) learning tools. The former was designed to
support post graduate research students to develop an understanding of educational research through
an exploration of researcher video narratives. The latter was designed to support online communities
in sharing and critiquing videos of practice. These tools support the development of a learner identity
characterized by proactive participation in construction and reconstruction of knowledge rather than pure
consumption. This involves an engagement with communities of practice which it is argued is central
to personalised learning.
Chapter 19
Shared Spaces and ‘Secret Gardens’: The Troublesome Journey from Undergraduate Students
to Undergraduate Scholars Via PebblePad.......................................................................................... 341
Marina Orsini-Jones, Coventry University, UK
This chapter illustrates a curricular intervention carried out at Coventry University (UK) with under-
graduate students reading English. It explores how the students maximised their use of the tools available
within the ePortfolio software PebblePad. It discusses how the software tools were used to enhance and
personalise the students’ learning experience and engage in the discourse of ‘becoming researchers’ in
the second year module Dissertation Methods and Approaches. It proposes that the use of some ePort-
folio tools helped many students to become critical and to actively engage in their ontological journey
of transition to becoming independent thinkers. However it also reports that some problematic issues
surfaced following the implementation of the curricular action: some students find active learning and
active engagement in the scholarship of research ‘troublesome’. Finally this chapter gives consideration
to how to integrate the lessons learned from this experience into the curriculum for the next cohort of
students.
Chapter 20
Physical Metaphorical Modelling with LEGO as a Technology for Collaborative
Personalised Learning ......................................................................................................................... 364
Stuart Nolan, Hex Induction, UK
LEGO Serious Play is a business development process where users build metaphorical models from
LEGO bricks in order to explore and share their perceptions of various aspects of their working lives.
They model important symbolic elements of their personality, emotions, working practices, organization,
and the relationships between these elements in order to share stories that aid the construction of organiza-
tional knowledge. This chapter reports on trials using LEGO Serious Play with HE students from a range
of subject areas who used metaphorical modelling to articulate their learning autobiographies, current
situations, orientations to learning, and aspirations. The models helped students make informed choices
and helped staff to understand their needs and personalise the learning provision appropriately.
Chapter 21
Using ePortfolios to Evidence Practice Learning for Social Work Students ...................................... 386
Samantha Osborne, University of Kent, UK
Ruben Martin, University of Kent, UK
Louise Frith, University of Kent, UK
The University of Kent is piloting the use of ePortfolios in a number of departments; the School of Social
Policy, Sociology and Social Research took the opportunity to pilot ePortfolios to investigate whether
ePortfolios could improve communication and collaboration between student, placement supervisor and
academic tutors whilst Social Work students are out on work-based placement. Social Work students
are required to complete two reflective practice documents during each of their two placements during
Years 2 and 3 of their degree to assess their competence against a set of National Standards. The chap-
ter will discuss the adoption of a Personalised Learning Environment for recording assessed practice
and how the tools provided can enhance the different categories of users’ experiences both in terms of
reflective practice and personal development. The chapter gives a background to the pilot and describes
the different profiles of each user group which are students, academic staff, practitioners, and other
stakeholders. It will also examine to what extent the pilot is in line with government initiatives such as
the Leitch Review and Burgess Report and research into the use of ePortfolios for reflection; the issues
surrounding the introduction of new technology to non-traditional students and outside organizations;
how technology has changed student and practitioner’s perceptions and expectations in the production
of a collaborative body of evidence; and the future pedagogical implications of using technology with
Social Work students and practitioners.
Chapter 22
Effective Assignment Feedback through Timely and Personal Digital Audio Engagement............... 409
Anne Nortcliffe, Sheffield Hallam University, UK
Andrew Middleton, Sheffield Hallam University, UK
Audio feedback is a method that can provide rich, personal and detailed feedback that can convey more
than the written word. This is particularly achieved through the capturing of the expressive quality of
the speaker’s voice. Audio feedback has the potential to promote student engagement in the feedback
process, as it is not associated with the negative connotations of written feedback. This chapter will draw
upon the growing literature base and recent research. It will indicate how different approaches to using
audio technology can enhance the learning experience and the feedback process through its personal
and timely qualities. The chapter will conclude with guidelines for best practice for implementation of
audio feedback.
Chapter 23
Contemporary Music Students and Mobile Technology..................................................................... 429
Thomas Cochrane, Unitec, New Zealand
Five billion songs, and counting, have been downloaded (completely legally) through Apple Computer’s
online iTunes Store. The iTunes University links free educational content from over seventy tertiary
institutions worldwide, and is now available to New Zealand tertiary institutions. The Internet has revo-
lutionised the delivery and access of media and education – making access to a worldwide audience or
market merely a Google (or iTunes Store) search away! But, what are the real-world practicalities of
this for contemporary music students and teachers today? How can these tools be utilised to facilitate
personalised learning environments. Within this context, this chapter presents and evaluates a mobile
learning case study at Unitec in the Diploma of Contemporary Music on the Waitakere campus.
Compilation of References .............................................................................................................. 455
About the Contributors ................................................................................................................... 493
Index ................................................................................................................................................... 505
xviii
Preface
Technology catalyses changes not only in what we do but in how we think. It changes people’s awareness
of themselves, of one another, of their relationship with the world.1
Personalised learning seems to have been adopted as the new mantra in education. This is in part due to
the widespread availability of software which purports to support honourable aspects of learning, reflec-
tion, consolidation and extension…. to name but a few. The environment for learning has also radically
changed from didactic taught classroom or lecture based delivery to an environment which empowers
learners to take responsibility for their own learning. Such backgrounds as VLEs, MLEs, LMS and Web
2.0 tools, blogs, WIKIS, social networks all have changed the engagement between learner and teacher,
as well as between learner and learner. This is within a variety of contexts both formal and informal.
The political dimension is also attributable. The UK government is keen that children, pupils and
students will ‘enjoy and benefit from a personal learning experience’. Surely, learning has always been
personal? The way I learn is not the way you learn. This is true of how I experience and assimilate the
learning occurrence in the lecture hall. How I use a blog or social network site as my preferred learning
platform is inevitably and fundamentally different to any other user. The depth and meaning of reflec-
tion on my experience may be due to the rigours of my course and the often imposed assessment pattern
or personal as I want to ‘see’ how and how much I have learnt, understood, or can apply in a variety
of alternative scenarios. Personalisation, learner, pupil or student centredness advocate the use of the
learner’s own predilection, behaviour and activities.
The tension is between the formal institutional assessment regime and methods which are often inco-
herently mapped against the personal, individual learning strategies advocated by misaligned curriculum
ideologies which advocate personalised learning and independent activity based engagement. These do
not nestle comfortably within many institutions who feel it necessary to have generic examinations which
‘test’ against what was learned and remembered during a specific course, module or learning episode.
This is often to the detriment of utilising skills, knowledge and personal learning attributes which can
be assimilated within a future scenario or domain.
The content of this publication highlights the many areas in which practitioners are attempting to
implement learning technologies and reflects themes of current topical interest. Personalising learning and
the learner experience can be supported, enhanced and encouraged by the application and intervention of
technology. However, this must be carefully considered within the realms of what is both possible and
desirable. Internal and external factors also make a significant difference i.e. the institutional impediments
and often unsalable network access, the culture of the institution or environment, the engagement with
and by the students in formal, informal and situated learning. Finally technology, Web 2.0 and increas-
xix
ingly social networks provide an opportunity to delve into additional learning experiences, but these do
need careful consideration if we are not to dilute the value, nature and experience of learning itself.
The book has three main sections: Infrastructural and Cultural Issues, Pedagogical Issues and
Technological Issues. The first section on infrastructure considers aspects related to the major infra-
structural, cultural and organisational changes required, if innovation is going to effect any change in
the institutional regime. It will focus on the role of the student and the tutor in the personalisation of
the learning process. The section on pedagogical issues presents descriptions of the different cases and
ways in which practitioners have attempted to use learning technologies and give personal examples
which illustrate both the potential and dangers of personalised learning technologies. The section on
technological issues will present descriptions of the “tools” that practitioners are using, outline their
strengths and weaknesses and highlight issues that need to be considered when planning to implement
new personalised learning environments.
Whilst the chapters are located within a section, the nature of technological use cannot be so compart-
mentalised - so many of the studies and topics reported here cut across many boundaries, infrastructural
and cultural, pedagogic and technological. The key issues highlighted and discussed include widening
access and participation, student-centred and collaborative learning and the changing role of the tutor/
pupil/ student.
Chapter DesCriptions
This book consists of 23 chapters, written by 47 authors, loosely grouped into the three sections as fol-
lows.
Introduction/ Chapter 1: Personalisation through Technology-Enhanced Learning. Gráinne Conole.
This introductory chapter considers the discourse of the concept of personalisation and how it can be
supported through technology-enhanced learning. It looks at the policy rhetoric and considers to what
extent it is realised in practice. The chapter describes a range of illustrative examples of how technolo-
gies are being used to meet the personalised learning agenda.
section i: infrastructural and Cultural issues
Chapter 2: Breaking the Hierarchy: Democratising the Institutional Webspace. Beth Granter. This chapter,
inspired by direct experience from working on the development of the University of Sussex’s Student
Personal Learning and Social Homepages (SPLASH) project, discusses how ‘Web 2.0’ technologies
can be used to make institutional websites more democratic. The SPLASH project was non-typical in
that it intended to create an environment which would be fully customisable by the learner, so that no
content was obligatory. Examples from working on this project are used to illustrate benefits which can
be gained from, and barriers to the uptake of, more open publishing methods and an organically struc-
tured site architecture. Issues affecting learners, tutors, the institution as a whole, and how the power
dynamic between all three may change, are discussed. Parallels are drawn between teaching methods
online and those offline, both traditional and modern.
Chapter 3: PLE: A Brick in the Construction of a Lifelong Learning Society. Sabrina Leone. The
attainment of lifelong learning objectives is being mediated by a complex process of innovation in edu-
cation and society, by the integration of institutional actions and by the major role of coordination that
xx
university has assumed. The revolution that technology has engendered in every field has flowed into a
rethinking of knowledge, knowledge management, teaching and learning, networks and the individual.
The knowledge society requires new roles and skills, new forms of communication and a new awareness
as ‘active citizens’. Consequently, the shifting role of education systems in networked organisations is
decisive in order to support learners in forming diverse personal learning networks to deeply understand
complex fields. This chapter aims to discuss consistency and effectiveness of a personal learning en-
vironment as a new learning space and to highlight its contribution and relevance to lifelong learning.
PLE critical points and approaches will be discussed exploiting three case studies.
Chapter 4: Community@Brighton: The Development of an Institutional Shared Learning Envi-
ronment. Stan Stanier. This chapter details the implementation of a university-wide social networking
platform ‘Community@Brighton’ - using the open source Elgg platform and describes the technical,
institutional and educational issues arising from the two years of experience in running the platform.
The strategic vision of providing a social network platform alongside an institutional VLE to provide
an integrated Shared Learning Environment is also explored, including key case studies and discussion
on the challenges such technologies place on existing models of online learning and teaching.
Chapter 5: ELearning: Institutional Provision and Student Expectations. Barbara Newland and
Maria-Christiana Papaefthimiou. Students who have grown up in the digital age have certain expecta-
tions for learning in Higher Education. The divide between the institutional eLearning provision and
the expectations of students (who have grown up in a digital world) was highlighted through the UK
eLearning benchmarking exercise. Institutional eLearning provision and processes within the HE sector
are investigated and analysed through this exercise, which was led by the Higher Education Academy
in collaboration with the Joint Information Systems Committee. This chapter presents the experience
of two UK Universities, Bournemouth and Reading, whose participation in the benchmarking exercise
provides examples of institutional provision. Subsequent Pathfinder funding enabled them to build on
their strengths with projects aimed at narrowing the divide between student expectations of eLearning
and institutional provision.
Chapter 6: Personalising Teaching and Learning with Digital Resources: DiAL-e Framework Case
Studies. Kevin Burden and Simon Atkinson. This chapter describes the ways in which individual academ-
ics have sought to realise a degree of personalisation in their teaching practice through their engagement
with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Framework is
a new conceptual model, articulated as a paper-based and web-based tool, for designing learning en-
gagements. The policy and theoretical context, evolution of the framework and the methodology used
to utilise the framework with academic staff seeking to personalise the learning experience is outlined.
Details of three case studies resulting from this early work are described and conclusions drawn as to
how such frameworks might assist staff in thinking about personalised learning scenarios.
Chapter 7: Personalised eLearning in Further Education. Elfneh Udessa Bariso. Electronic media
can contribute to personalisation of learning both in formal and informal contexts. Efforts are made both
at individual and organisational levels in Further Education to harness new technologies to enhance per-
sonal learning experiences. This study was conducted to assess the extent to which eLearning resources
promote integrative/explorative learner-centred Computer Assisted Language Learning (CALL). This
chapter reports on the findings of a qualitative action research project involving one-to-one interviews
with learners at the College of North East London on their deployment of various new technologies in
ESOL studies during the academic year 2007/8. The results of the study suggest that new technologies
promote personalised learning when applied with careful planning even among learners who appear to
xxi
be technophobic or are reluctant to use e-resources. Barriers hindering the integration of e-resources
into the curriculum are discussed and possible solutions are also suggested.
section ii: pedagogical issues
Chapter 8: The Impact of Interactive and Collaborative Learning Activities on the Personalised Learn-
ing of Adult Distance Learners. Richard Hall, Steve Mackenzie and Melanie Hall. The adoption across
higher education of participatory, collaborative and connective ‘read/write web’ tools and synchronous
classrooms has the potential to extend learner engagement and motivation. Embedding these user-centred
tools within curriculum practices offers the possibility for a sixth-generation iteration of distance learn-
ing that frames a learner-focused pedagogy. This pedagogy is underpinned by problem-based activities
that pivot around a cycle of needing/wanting, doing, digesting and feedback. They are supported by a
facilitating tutor taking a connectivist approach to stimulate learning. This chapter highlights both the
drivers for this sixth-generation iteration and the subsequent development of a model know as SCORE
2.0, or Synchronous Community Orientated Reflective and Experiential 2.0. The impact of this model
on two cohorts of adult distance learners is discussed, in order to evaluate opportunities for future peda-
gogical development.
Chapter 9: Blogs and the e-Flective Practitioner: Professional not Confessional. Paul Lowe and
Margo Blythman. In a context of mass higher education it can be a challenge to build a reasonable level
of personalised learning into the student experience. This chapter explores the relationship between per-
sonalised learning, reflection and the use of blogs in the building of a collaborative learning community
through opportunities to build professional identity. A postgraduate programme in the media school at
the London College of Communication, University of the Arts London uses Web 2.0 tools on the pho-
tography programme, in particular blogs, in developing reflective practitioners within a collaborative
community of practice. The unique opportunities presented by live blogs in opening up the process of
articulating experience into learning, enhance what is characterised as the ‘E-flective practitioner’.
Chapter 10: Building Practitioner Skills in Personalised eLearning: Messages for Professional
Development. Ruth Pilkington. The chapter suggests the implementation of personalised learning
within Higher Education (HE), raises fundamental issues and challenges when developing academic
staff to support this form of learning and explores some of the challenges raised. It discusses the value
of personalised learning for professional development in particular within the context of UK Profes-
sional Standards for HE staff. The chapter uses a case study to illustrate the issues and solutions offered
by personalised eLearning and identifies particular issues of literacy, prior learning and comfort with
respect to online delivery that need to be recognised for both developers and professional learners. The
case study draws on a Joint Informations Systems Committee funded project under the RePRODUCE
banner and compares findings with existing traditional means of developing staff, as well as discussing
the processes represented and the contributions that can be made when personalising learning more
widely within HE.
Chapter 11: Using ePortfolios in Higher Education to Encourage Learner Reflection and Support
Personalised Learning. Susi Peacock, Kate Morss, Alison Scott, Jane Hislop, Lindesay Irvine, Sue
Murray and Simon Girdler. Personalisation, with an emphasis on learner choice and lifelong learning,
challenges educators to provide an innovative, student-centric educational experience. New technologies
have great potential to support personalisation; however, institutions must review their approaches to
assessment and feedback and their strategies to learning and teaching as well as increasing opportuni-
xxii
ties for collaborative learning and extending their external partnerships. This is a significant agenda for
any institution. In this chapter, through four case studies drawn from different subject areas in a higher
educational institution, ePortfolios are integrated into the curriculum and combined with reflection to
support personalised learning. The challenges of such an approach are discussed including lack of learner
engagement with the reflective process, an increase in tutor time, restricted learner access to technology
and the need for dynamic ePersonalisation. Suggestions are offered for educators in addressing such
issues in order to provide a truly personalised learning experience.
Chapter 12: Personalised Learning: A Case Study in Teaching Clinical Educators Instructional
Design Skills. Iain Doherty and Adam Blake. This chapter considers personalised learning in the context
of delivering a specialist postgraduate course. It describes the pedagogical theory underlying the course
design and our experience of delivering a course with particular reference to the personalised learning
process that this course design facilitated. Research results for the student experience and discuss changes
made to the course as a result of student feedback are presented. Reference is made to the introduction
of student-led modules to further personalise the students’ learning experience. The course ClinEd 711
is a specialist postgraduate course with low student numbers; with this in mind the implications of our
pedagogical approach for those educators involved in teaching larger classes is considered. The chapter
concludes with a discussion of the role of the educator in personalised learning.
Chapter 13: Research-Led Curriculum Redesign for Personalised Learning Environments: A Case
Study in the Faculty of Information Technology. Len Webster, Patricie Mertova, Kim Styles and Lind-
say Smith. This chapter provides a case study outlining strategies which represent a starting point in
the development of a personalised learning environment (PLE). The initial strategies focus on student
engagement in two units run by the Faculty of Information Technology at Monash University, Austra-
lia. The case study looks at changing the approach to a more personalised learning environment in the
respective IT units, and it also outlines how the changes were made based on a meta-analysis research
of the Australian Course Experience Questionnaire (CEQ).
Chapter 14: Video-Enriched Learning Experiences for Performing Arts Students: Two exploratory
Case Studies. Alberto Ramirez Martinell and Julie-Ann Sime. To close the gap between formal education
and professional practice, Higher Education (HE) practitioners need to be aware of the importance of
offering realistic learning scenarios where students can profit from personalised learning opportunities
and meaningful learning. In this chapter, the extent to which viewing video recordings of the individual
performances of dance and music students benefited the learning process are studied. Evidence is gath-
ered from two groups of undergraduate performing arts students at a HE institution in the UK, and from
their corresponding teachers, who independently offered their students a personalised way of accessing
visually relevant feedback on their performances via a virtual learning environment. Results suggest
that this access to personalised learning facilitated critical reflection and learning from experience. It
has enabled the students to reposition themselves in relation to their actual performance, fostered their
will to learn, and reaffirmed them as potential professional performers.
Chapter 15: Enabling Personalised Learning through Formative and Summative Assessment. Neil
Gordon. This chapter considers some ways in which personalised learning can potentially be delivered
by means of appropriate assessment and the use of associated technologies. Recognising that for many
students, learning is driven by summative assessment, the chapter considers how by blending summa-
tive and formative assessment, students can be encouraged to develop and take responsibility for their
own learning along with ways in which technology can make this assessment tailored to the individual
student. The approaches described can support and encourage self-regulated learning - itself an effective
xxiii
way of providing the more general concept of student-centred learning. The framework of learning that
is engendered - with the use of technology - has the potential to allow an educational pathway which
reflects individual students’ needs and aptitudes, and which can thus provide a form of personalised
learning. This chapter describes some of the relevant theory, which forms the context within which this
work is based and has developed, then illustrates two case studies where this blend of formative and
summative assessment is described and analysed. This is followed by a discussion of some of the more
general issues.
section iii: technological issues
Chapter 16: “You Can Take Out of it What You Want”: How Learning Objects within Blended Learn-
ing Designs Encourage Personalised Learning. Debbie Holley, Lyn Greaves, Claire Bradley and John
Cook. This chapter shows how a suite of learning objects were developed by the Centre for Excellence
in Teaching and Learning for Reusable Learning Objects, one of 74 CETLs being funded by the UK’s
Higher Education Funding Council for England. The learning objects were used to support students
within a blended learning context. It focuses on two case studies at UK Higher Education institutions
that demonstrate any time, any place learning. London Metropolitan University and Thames Valley
University, have both used and reused learning objects in different contexts. In each case study the back-
ground and the resulting blended learning design is outlined, followed by evaluation data illustrating the
student experience and how the learning design and the learning objects have encouraged personalised
learning. The chapter concludes with the start of the third iteration of use - to facilitate informal learning
‘anywhere’, through the incorporation of learning objects that can be used on mobile phones.
Chapter 17: Into the Great Wide Open: Responsive Learning Environments for Personalised Learn-
ing. Dirk Thissen, Volker Zimmermannn and Tilman Küchler. Personalisation is a key requirement to
motivate learners to use learning technology and self-paced content. Whereas most research and tech-
nologies focus on personalisation of content, this chapter focuses on the personalisation of the tools
and platform technologies for learning. When designing a learning environment, most organisations
worked in the past on their internal business processes and content but did not focus on what the learner
really does with the learning tools the organisation provided to them. Changing the perspective to the
user shows, that they create today ‘around the organisational solutions’ their own technology-enhanced
learning world using a whole set of technologies: Learning management system (LMS) of the company,
of a further education institution or of a university, different social network platforms, search engines,
open web services in the internet like blogs or wikis, and a lot more other applications. Therefore the
challenge for organisations today is how they can manage this variety of technologies by also enforcing
the creativity and motivation of the users to personalise and individualise their learning environment.
Chapter 18: Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP.
Gordon Joyes. This chapter describes two tools for personalised learning that were outcomes of projects
led by the author for use in educational settings. These are the Virtual Resources for Online Research
Training (V-ResORT) and the Virtual Interactive Platform (ViP) learning tools. The former was designed
to support post graduate research students to develop an understanding of educational research through
an exploration of researcher video narratives. The latter was designed to support online communities
in sharing and critiquing videos of practice. These tools support the development of a learner identity
characterized by proactive participation in construction and reconstruction of knowledge rather than pure
xxiv
consumption. This involves an engagement with communities of practice which it is argued is central
to personalised learning.
Chapter 19: Shared Spaces and ‘Secret Gardens’: The Troublesome Journey from Undergraduate
Students To Undergraduate Scholars via PebblePad. Marina Orsini-Jones. This chapter illustrates a
curricular intervention carried out at Coventry University (UK) with undergraduate students reading
English. It explores how the students maximised their use of the tools available within the ePortfolio
software PebblePad. It discusses how the software tools were used to enhance and personalise the stu-
dents’ learning experience and engage in the discourse of ‘becoming researchers’. It proposes that the
use of some ePortfolio tools helped many students to become critical and to actively engage in their
ontological journey of transition to becoming independent thinkers. However it also reports that some
problematic issues surfaced following the implementation of the curricular action: some students find
active learning and active engagement in the scholarship of research ‘troublesome’. Finally this chapter
gives consideration to how to integrate the lessons learned from this experience into the curriculum for
students.
Chapter 20: Physical Metaphorical Modelling with LEGO as a Technology for Collaborative Per-
sonalised Learning. Stuart Nolan. LEGO Serious Play is a business development process where users
build metaphorical models from LEGO bricks in order to explore and share their perceptions of various
aspects of their working lives. They model important symbolic elements of their personality, emotions,
working practices, organization, and the relationships between these elements in order to share stories
that aid the construction of organizational knowledge. This chapter reports on trials using LEGO Seri-
ous Play with HE students from a range of subject areas who used metaphorical modelling to articulate
their learning autobiographies, current situations, orientations to learning, and aspirations. The models
helped students make informed choices and helped staff to understand their needs and personalise the
learning provision appropriately.
Chapter 21: Using ePortfolios to Evidence Practice Learning for Social Work Students. Samantha
Osborne, Ruben Martin and Louise Frith. The University of Kent is piloting the use of ePortfolios in a
number of departments and took the opportunity to investigate whether they could improve communica-
tion and collaboration between student, placement supervisor and academic tutors whilst students are
out on work-based placement. The chapter discusses the adoption of a Personalised Learning Environ-
ment for recording assessed practice and how the tools provided can enhance the different categories
of users’ experiences both in terms of reflective practice and personal development. The chapter gives
a background to the pilot and describes the different profiles of each user group which are students,
academic staff, practitioners, and other stakeholders. It examines to what extent the pilot is in line with
UK government initiatives such as the Leitch Review and Burgess Report and research into the use of
ePortfolios for reflection; the issues surrounding the introduction of new technology to non-traditional
students and outside organizations; how technology has changed student and practitioner’s perceptions
and expectations in the production of a collaborative body of evidence; and the future pedagogical im-
plications of using technology with Social Work students and practitioners.
Chapter 22: Effective Assignment Feedback through Timely and Personal Digital Audio Engage-
ment. Anne Nortcliffe and Andrew Middleton. Audio feedback is a method which can provide rich,
personal and detailed feedback that can convey more than the written word. This is particularly achieved
through the capturing of the expressive quality of the speaker’s voice. Audio feedback has the potential
to promote student engagement in the feedback process, as it is not associated with the negative conno-
tations of written feedback. This chapter draws upon the growing literature base and recent research. It
indicates how different approaches to using audio technology can enhance the learning experience and
the feedback process through its personal and timely qualities. The chapter concludes with guidelines
and suggestions for best practice for the implementation of audio feedback.
Chapter 23: Contemporary Music Students and Mobile Technology. Thomas Cochrane. Five billion
songs, and counting, have been downloaded (completely legally) through Apple Computer’s online
iTunes Store. The iTunes University links free educational content from over seventy tertiary institutions
worldwide, and is now available to New Zealand tertiary institutions. The Internet has revolutionised the
delivery and access of media and education - making access to a worldwide audience or market merely a
Google (or iTunes Store) search away! But, what are the real-world practicalities of this for contemporary
music students and teachers today? How can these tools be utilised to facilitate personalised learning
environments. Within this context, this chapter presents and evaluates a mobile learning case study at
Unitec in the Diploma of Contemporary Music on the Waitakere campus.
ConClusion
Technology and the Web are valuable resources, enriching the educational resources we provide already.
The key is providing appropriate environments and then reinforcing the experiences with concrete activi-
ties. It is important that eLearning is recognised as a supplement to the personal interaction provided by
lecturers, teachers, parents and peers, not a replacement.
Technology provides opportunities never before available - such as remote global communication and
file sharing, reflection, consolidation, collaboration and exploration, simulation and active independent
individualised learning. Yet school, college and university departments are in danger of sabotaging -
through incomplete and, in some cases, detrimental implementation plans - the power of technology to
transform the teaching and learning process.
The twenty-three chapters included in this book were selected from a large number of submissions.
They cover vastly different subjects, group sizes and institutional types - music to social, whole class
to individual delivery and engagement, large universities to small departments, undergraduate to post
graduate. They are driven by the passion of the staff involved to ‘make a difference’, not by simply
using technology, but by applying technology in an innovative way to enhance, enrich and extend the
learning in which our students are involved.
The book presents case studies, research findings, developments and interventions which will pro-
vide guidelines and benchmarks with which the reader will be able to see how, why and where their
own implementation of technology is either struggling or ‘not making a difference’ within the context
of personalised learning.
My fervent hope is that this book will make a difference to the many classrooms of computers and
technology which increasing pervade and saturate our educational institutions and the lack of ‘real’ or
meaningful learner engagement provided by this intrusion.
John O’Donoghue
2009
xxvi
enDnote
1
Turkle, S. (1984). The Second Self: Computers and the Human Spirit. New York: Simon and
Schuster.
xxvii
Acknowledgment
I would like to thank IGI Global for affording me this opportunity to edit this book. It has reinforced my
concerns for the intransigence of educational communities to change. Equally it has reassured me that
change is possible, driven by the passion, enthusiasm and excitement of an increasing band of innova-
tors. Forty seven of them present their findings here in twenty three chapters. I thank them all.
I also thank all the referees who provided constructive and comprehensive reviews of all the chapters.
They work anonymously in the background, but their tireless effort is much appreciated.
Many thanks to the team at IGI Global, in particular Joel Gamon and Kristin Roth, who have answered
my queries, provided advice, guidance and support and patiently tolerated my inability to always keep
to the schedule.
Finally I must again thank all the authors for the excellent contributions. They have shared their work,
failures and successes. Email is wonderful and this publication would not have been possible without it.
The disadvantage of such a medium is that it does not provide me with the personal opportunity to thank
you all for contributing to a book which will hopefully enlighten, support and encourage colleagues to
venture into the technology supported learning and teaching arena.
John O’Donoghue
2009
1
Chapter 1
Personalisation through
Technology-Enhanced Learning
Gráinne Conole
Open University, UK
introDuCtion (NSF, 2008; DfES, 2006; Becta, 2008; European
Commission, 2008). This chapter will consider the
There is a growing awareness that one-size-fits-all discourse of the concept of personalisation and how
approaches to school knowledge and organisation it can be supported through technology-enhanced
are ill-adapted both to individuals’ needs and to learning. This introduction will look at the policy
the knowledge society at large. To move beyond rhetoric and consider to what extent it is realised
uniform, mass provision can be described as “per- in practice. It will describe a range of illustrative
sonalisation” of education and of public services examples of how technologies are being used to
more widely.1 meet the personalised learning agenda.
This quote is the introduction to an OECD
(Organisation for Economic Cooperation and a starter for ten… Definitions
Development) publication (OECD, 2006) that il- of personalisation
lustrates the growing importance being placed on
the concept of personalised learning. This is evident What is personalisation? Although this seems to be
in the increasing reference to this and related terms a deceptively simple and common term, its usage
in national and international policy documents in an educational context is complex and subtle.
Dictionary definitions of the word ‘personalise’
DOI: 10.4018/978-1-60566-884-0.ch001 include ‘to endow with personal or individual
Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
Personalisation through Technology-Enhanced Learning
qualities of characteristics’,2 or ‘design or produce enabling learners to adapt the pace and depth of
(something) to meet someone’s individual require- study. [pg. 26]
ments.’3 It means many different things. A key role of learning professionals is to ensure
Indeed the personalisation agenda (like the that programmes of learning are geared to the
technology-enhanced learning agenda) raises needs of individuals and provide the right level of
profound questions about the nature of educa- challenge. Technology-based tools can improve
tion. This chapter will consider the ways in which assessment for learning by providing ways in
personalisation and personalised learning are which learners can demonstrate and share their
referenced from three perspectives: in policy achievements, as well as providing information on
discourse, in terms of technical developments progress. Combined with tailored content and re-
and pedagogically. It will provide a general, yet sources, there are greater opportunities for a more
comprehensive, overview of the field; looking both differentiated learning experience where learners’
at the vision and the challenges that attempting to needs are better understood and met. [pg.26] …
adopt a personalised approach raise. an understanding of how the use of technology
The increased interest in the concept of per- supports more personalised approaches to learn-
sonalised learning can in part be attributed to ing. [pg. 30]
the fact that policy makers and educationalists And the learner entitlement framework in-
have come to realise that a ‘one-size-fits-all’ ap- cludes the following statement:
proach to education is inappropriate and won’t
meet either individual or societal needs. It aligns Personalised learning which reflects learners’
closely with related policy agendas around the interests, preferred approaches, abilities and
development of the information society and the choices, and tailored access to materials and
concept of lifelong learning and the broader agenda content. [pg. 33]
concerned with living and working in a complex,
modern context. Similarly an EU document on Framework
Policy documents provide a useful rarefied Seven technology-enhanced learning activities
view of how the notion of personalisation is be- has numerous references to personalisation. Ac-
ing seen in an educational context. The policy commodate personalisation to respond to specific
document ‘Harnessing Technology: Transforming learning needs and contexts (mass- individualisa-
Learning and Children’s Services’ sets out the UK tion) pg 3 [The project 80days] will integrate mod-
Government’s plans for using Information and els of adaptive personalised learning and adaptive
Communication Technologies, and has recently interactive storytelling in gaming environments.
been updated by Becta (Becta, 2008). The concept Pg 6 [The project Grapple] aims at delivering a
of personalization is a strong theme throughout technology-enhanced learning environment for
the document: life-long learning, able to automatically adapt to
Critically, learners are making use of technol- personal preferences, prior knowledge, skills and
ogy to support flexible learning stimulated by their competences, learning goals and the personal or
personal use of technology. [pg. 3] Used well, social context in which the learning takes place.
technology enables more effective and more per- Pg 7
sonalised teaching and learning [pg. 11] Making And finally one of the core research questions
such [digital] resources more easily accessible to cited in the National Science Foundation (NSF)
both learners and practitioners will help to ensure report on ‘cyberlearning’ is;
that learners have greater choice and control over
their learning programmes, where appropriate
2
Personalisation through Technology-Enhanced Learning
Figure 1. Putting personalised learning at the centre of policy directives
How can cyberlearning infrastructure be used ing and working in modern society; in part it is
to mediate personalized learning across all the capitalising on the affordances of new technolo-
context in which it happens? Pg 38 gies and how they can be individually appropri-
ated and enable learners to be part of a global,
The power of technology to provide personalisa- connected distributed intelligence and in part it
tion will become greater and greater as we improve is due to a recognition that current educational
the quality of the instructional aspect of the Web- provision is too narrow and restrictive and is not
based course. Pg 42 meeting either the needs of individuals or society
as a whole. This section provides an overview of
Such powerful statements about personalisa- some of these factors.
tion point to a vision of an education system of
tomorrow which utilise technologies in innovative Society
ways to customise and personalise learning, to
equip today’s learners with the range of compe- Giddens, Beck and others point to the radical
tences and skills they will need to face the chal- changes which have occurred in society in the last
lenges of living and working in an increasingly few decades. We live in an increasingly connected,
complex societal context. ‘Networked Society’ (Castells, 2000). Giddens
(2000) outlines the impact of globalisation on all
the Context of Modern education aspects of our lives – from changing societal norms
and values to the blurring of national boundaries
The reasons for the emergence of the concept of and identities. Globalisation feels very real with to-
personalised learning are multifaceted. In part it day’s international concerns over global warming
is a response to addressing the challenges of liv- and the domino effect of the credit crunch around
3
Personalisation through Technology-Enhanced Learning
the world. Beck (1992) warns of the unintended However, although new technologies are be-
consequences of technologies, whilst Virilio ing taken up and used in education, it might be
(2005) warns of our over reliance on technology argued that the impact across the sector is still
and outlines a nightmare dystopian future. relatively marginal with a significant amount
These wider societal forces and trends are hav- of teaching practice predominantly occurring
ing a profound impact on education. They raise through traditional approaches. The barriers for
fundamental questions about what is education in this lack of uptake are complex and are both
a modern context and how should it be delivered. technical and pedagogical. The challenge for the
We are seeing a diversification of life trajectories personalisation agenda is how to identify and
with individuals having multiple career paths. address these barriers.
Traditional high status professions such as law-
yers and doctors are no longer valued to the same Changing Learners and the
extend. Some are choosing alternative lifestyles, Implications for Educational Institutions
shunning the traditional career path. In a world
where content is essentially free (OECD, 2007; Within the wider societal context, recent research
Atkins et al., 2007) and where expertise is a click looking at learners and in particular their use of
away via a google search or a twitter query, what technologies, suggests that their patterns of learn-
is the role of educational establishments? Is formal ing and their attitudes to learning are changing (see
learning and associated accreditation increasingly for example ECAR, 2007; Kennedy et al., 2008;
loosing currency? Conole et al., 2008). Although some of the ideas
attributed to the so called ‘net generation’discourse
Technologies don’t bear close scrutiny, there is an emerging
pattern of changing behaviours. Today’s learners
The pace of technological change and its associ- see technology as core to their learning (Conole et
ated impact on society is phenomenal, as a scan al., 2008); computer and mobile ownership is high
of the NCM horizon reports4 that forecast future (ECAR, 2007). They use the Internet routinely to
technological development testifies. The relent- support their learning; to find information and to
less drive towards ubiquitous and mobile tech- discuss work with peers and teachers. They are
nologies continues, the next stage beyond social comfortable working with multiple representa-
networking and web 2.0 practices is emerging tions, are digitally literate, adopt an experiential
through the power of cloud computing, alterna- and outcomes-focused approach to their learning.
tive realities through virtual worlds and gaming However it is less clear to what extent they are able
technologies offer new forms of social practices to make academic judgements about the material
and interactions. As Pea and Wallis assert users and they find. It is not clear to what extent, if at all,
technologies are co-evolving and new practices they have improved higher order skills such as
are emerging that could not have been envisaged critical analysis and evaluation. Indeed immersion
(cited in NSF, 2008: 13). in such a technologically rich environment may
The affordances of new technologies in well lead to confusion for many students and a
terms of access to rich, multiple representa- need for scaffolding and support to guide them
tions of information and in terms of new forms appropriately in the use of these tools.
of communication and collaboration seem to Technologies have also had an increasing im-
offer exciting possibilities for education and in pact on teachers and others who support learning
particular offer a variety of means of achieving and teaching processes. Conole (forthcoming) pro-
personalised learning. vides a summary of some of the ways in which the
4
Personalisation through Technology-Enhanced Learning
role of teaching has changed in recent decades and with the promise of more flexible, responsive,
how technological developments have impacted and transparent systems of organisation. (OECD,
teaching and educational institutions. She argues 2006:18)
that the teaching role is changing and that many Providing a Government perspective, Miliband
teachers lack the necessary skills to harness the (2006) outlines three challenges in realising the
potential of new technologies and that they are personalisation agenda: excellence and equality,
confused by the bewildering array of technologies flexibility with accountability, and the need to
and the possible ways in which they can be used have a personal focus. He stresses that person-
to support learners. alised learning is not about returning to child-
The teacher-student nexus is also under threat; centred theories of learning, but a more holistic
in an information-rich, web 2.0 world where the approach to education. He then articulates five
focus is on user-generated content, peer dialogue components of personalised learning to guide
and co-construction of knowledge, the notion of policy development:
teacher as ‘expert’ and student as ‘receiver’ makes
little sense. 1. based on the strengths and weakness of
She also argues that educational institutions individual students, through effective use
are ill equipped to capitalise on the potential of of assessment and data
new technologies; working with legacy systems, 2. through development of competences and
unable (or unwilling) to undertake the radical confidence of learners
restructuring that is likely to be needed. 3. by providing appropriate curriculum
choice
perspectives on 4. through adopting a radical approach to the
personalising education organisation of learning and teaching – with
a shift towards a focus on student progress
I want to return to the OECD document on per- 5. by developing an appropriate infrastructure
sonalising learning referenced at the beginning of support – both technical and personal.
(OECD, 2006), as it provides a valuable summary
of both the historical development of the concept Järvelä (2006) reviews the research evidence
of personalised learning, along with some critical associated with personalised learning. She also dis-
reflections from key researchers in the field. tinguishes personalisation from individualisation
Hopkins (2006) provides a review of the foun- and from social learning and sees it as an approach
dations of personalisation, arguing that they are in educational practice and policy where every
partly historical and partly social. The concept learner matters. She outlines seven key dimensions
reflects the growing appetite for learning, and for achieving personalised learning.
links to the moral purpose driving personalisation.
He describes how the concept is in part a reac- 1. The development of key skills. What kind
tion against the traditional educational context: of knowledge will future learning and work
with the limitations of physical space, the lack situations need? Knowledge construction
of innovative uses of technology, the constraints and knowledge sharing form the core pro-
arising from the rigid nature of the curriculum, the cesses of learning, higher order skills (such
problems associated with teaching large classes, as the ability to evaluate, classify, make
and the conservative nature of many educational inferences, define problems and reflect) are
institutions. For Hopkins the challenge is to con- becoming increasingly important.
nect the possibility of truly personalised pedagogy
5
Personalisation through Technology-Enhanced Learning
Through personalised learning, students are 7. Remembering that teachers are key. New
taught to use conceptual and factual knowledge in learning environments require complex
purposeful activities in authentic environments. design. Teachers will need to develop new
pedagogical reflective thinking skills in
2. The improvement of student learner skills. mentoring learning, mediating values and
The increasing importance of teaching learn- social skills as well as evaluating student
ers how to analyse, critique, judge, compare and their own activities.
and evaluate.
3. Encouraging learning through building Creating opportunities for sharing expertise and
motivation. By providing them with moti- discourse around shared texts and data about
vated learning schemas and opportunities student learning. (OCED, 2006: 42)
to work in different learning environments
so they can participate in the type of learn- She concludes by echoing the arguments made
ing activities that promote learning and earlier in this chapter; that we live in a constantly
understanding changing world; on a daily basis we need to make
4. Designing new learning environments for sense of a complex set of symbolic information
collaborative learning. Key in a rapidly and diverse cultural products. This places a heavy
changing society is the need to prepare cognitive load on individuals; ongoing, lifelong
learners to participate in socially organised learning is a critical means of tackling this.
activities. Paludan (2006) postulates on the future of
education, he argues there is something both politi-
How could the collaborative process in person- cally correct and inherently redundant about the
alised learning be regulated in order to favour the concept of personalised learning (OECD, 2006:
emergence of these types of interactions? How can 83) and cautions that in reality we are still a long
technology be designed to enhance personalised way from a personalised education system and
learning environments in ways that increase the that the inertia of current educational systems is
possibilities that such rich interactions occur? a major barrier to achieving the vision.
OCDE, 2006: 35 Leadbeater (2006) concludes by contextualis-
ing personalised learning in the wider UK agenda
5. Devising new models of assessment. of personalisation. He argues that the approach
Realising a truly personalised learning assumes that learners should be actively engaged
agenda will require radically different forms in setting their own targets, devising their own
of assessment with a great emphasis on the learning plans and choosing from a range of
process of learning rather than products. ways to learn.
6. The use of technology as a personal cognitive
and social tool. The need to develop models realising personalisation
that use technology to support individual and through technology-enhanced
social learning activities. ICT can increase learning environments
authenticity and interest, can build virtual
communities, can help share perspectives, There have been many good examples over the
can facilitate use of TEL inquiry and PBL last decade of the use of technology to foster par-
approaches, can provide innovative ways of ticular pedagogical approaches. Scardamalia and
integrating just in time support and interac- Bereiter (2006) through their knowledge forum,5
tion in different learning contexts. developed a innovative system for collective
6
Personalisation through Technology-Enhanced Learning
shared knowledge building. How could such a are beginning to utilise technologies in different
system be enhanced now to incorporate new web ways to support personalised learning.
2.0 practices and support personalisation? Dil-
lenbourg and others (see for example Dillenboug, Appropriating Individual Tools
1999; Dillenbourg et al., 1996) have developed for Personalised Learning
a range of collaborative learning environments,
which blur the boundaries between physical and A number of web 2.0 tools have been used in ways
virtual spaces. How might this be extended to that foster personalised learning. The website for
realise personalised learning – across different Pebblepad7 argues that it is much more than an
devices and in different contexts? A number of ePortfolio. It is a Personal Learning System being
researchers have designed learning environments used in learning contexts as diverse as schools,
to foster a particular pedagogical approach. For colleges, universities and professional bodies; by
example the work of Jonassen, Grabinger and learners, teachers and assessors; for PDP, CPD and
others (see for example Jonassen et al., 1995; L&T. PebblePad has been designed with the learner
Grabinger and Dunlop, 1996) on the development at the centre of the system. It provides scaffolding
of constructivist learning environments and au- to help users create records of learning, achieve-
thentic environments for support problem-based ment and aspiration and has a reflective structure
or scenario learning, such as Stagestruck (Harper underpinning all of its core elements.
et al., 2000) and SBL interactive (Stewart and Hirst (2008) has been exploring the notion of
Brown, 2008). an ‘uncourse’ as the antithesis to tradition OU
The question is what do we now need to do courses where everything that a student needs is
to build on this – to harness new technologies to provided for them. He has experimented with this
foster personalised learning? What new models notion by teaching a course via a blog. His central
do we need that combine the capacities that are argument is that research shows students are en-
needed to adopt a personalised learning approach gaged in a multitude of activities whilst studying
with the affordances of new technologies? and therefore courses should be designed to foster
As part of the broader personalisation agenda and enable this, rather than constrain students to
the term Personal Learning Environments (PLEs) a single, linear, teacher-directed narrative.
has gained currency over the last decade. The
wikipedia entry6 traces the emergence of the term, Individually Constructed PLEs
from early socio-constructivist systems such as
Colloquia through to today’s more commonly Atwell (2007) argues that a PLE is not an ap-
accepted notion of loosely coupled tools, fore- plication, but more of a new approach to using
grounding the social dimensions of learning. technologies for learning. In other words it is
This section will consider some recent exam- comprised of all the different tools we use in our
ples of initiatives that are attempting to leverage everyday life for learning. Leslie (2009) provides
technologies to foster personalised learning. The a link to a collection of representations of different
examples demonstrate how different initiatives PLEs. Looking at the figures what is striking is
are adopting different approaches to enabling the diversity of tools being used and the ways in
personalisation – some offer holistic, but learner- which individuals choose to represent their PLEs.
centred learning environments, others focus on Martin (2007) categorises her tools into three areas:
particular aspects – such as aggregating learning gathering information, processing information and
opportunities via an e-portfolio. This provides a acting on learning. In contrast, Delgrado (2007)
valuable snapshot of how teachers and learners using ELGG as his central focus, with all the links
7
Personalisation through Technology-Enhanced Learning
to the tools linked into his personal profile. Leslie a mechanism for participants to connect with
categorises these into one of four types: tool- leading experts in the field. Because the course
orientated (where the representation emphasises used a range of technologies, participants were
the tools being used), use/action-orientated (where able to personalise the course to suit their own
what the tools are being used for in terms of learn- learning needs and to customised the learning
ing is emphasised), people-orientated (where the materials to suit their own preferred learning ap-
people involved in the network are highlighted) proaches. The course offered an interesting blend
and hybrid/abstract or other (which is a mixture of synchronous and asynchronous tools to support
of other representations). Leslie’s list illustrates different aspects of learning; opportunities to
the multitude of different ways that individuals discuss and reflect via blogs and forums, explora-
are appropriating technologies to suit their own tion of alternative communicative channels such
preferred way of learning. It is also evident that as second life, content aggregation via tagging
PLEs are not static; as users and tools co-evolve through delicious. Reflecting on the experience
so individual PLEs will change. For example, two Siemens concludes:
years after his PLE post, Atwell reflects that the
PLE he described in 2007 had changed (Atwell, Did we change the world? No. Not yet. But we
2008) arguing that it was not so much the shift (and I mean all course participants, not just Ste-
in technologies that was significant but the way phen and I) managed to explore what is possible
in which he is using them. online. People self-organized in their preferred
spaces. They etched away at the hallowed plaque
So whilst before my PLE comprised of a series of of “what it means to be an expert”. They learned
tools for managing learning, for consumption and in transparent environments, and in the process,
for creation, and tools for communication - today became teachers to others. Those that observed
the communication tools are central in managing (or lurked as is the more common term), hope-
my networked and collaborative learning. fully found value in the course as well. Perhaps
life circumstances, personal schedule, motivation
Extending Openness: From Open for participating, confidence, familiarity with the
Content to Open Courses online environment, or numerous other factors,
impacted their ability to contribute. While we
In 2008 Siemens and Downes ran a twelve-week can’t “measure them” the way I’ve tried to do
course ‘- Connectivism and Connective Knowl- with blog and moodle participants, their contin-
edge Online Course’.8 They described the course ued subscription to The Daily and the comments
as a MOOG (Massive Open Online Course). The encountered in F2F conferences suggest they
content, delivery and support for the course was also found some value in the course. http://ltc.
totally free, anyone could join and an impressive umanitoba.ca/connectivism/?p=182
2400 did, although the actual number of very
active participants was smaller (ca. 200). The Adopting a Web 2.0 Approach
course provides a nice example of an extension to Learning: SocialLearn
of the open movement, moving a step beyond the
Open Educational Resource movement to provid- What would a new university look like if we
ing a totally free course. Although designed in a started with a blank sheet of paper, capitalising
fairly conventional format – divided into topics on the very best of what we know about good
and spread over a number of weeks, the course pedagogy coupled with harnessing the potential
exploited a range of technologies and provided of new technologies? This is the question that has
8
Personalisation through Technology-Enhanced Learning
underpinned the development of a new initiative good learning is a combination of four things, i.e.
at the Open University, UK. The SocialLearn learning through:
project is exploring how web 2.0 technologies can
be harnessed for learning. SocialLearn expresses • thinking and reflection
the University’s aspiration to develop a new web- • conversation and interaction
based educational offering with the potential to • experience and activity
achieve significant business growth globally in • evidence and demonstration (see Figure 2)
ways that are consistent with OU values, which
is responsive to future conditions, and which is She goes on to describe a schema which using
cost-effective and scaleable (Walton et al., 2008). this framework as a means of mapping learning
There are four main aspects to SocialLearn. Firstly, principles and argues can such schema can be
each learner will have a learner profile, which used by teachers as a means of designing learn-
records their learning progress and can be used as ing activities and in particular effective use of
a mechanism to share goals, resources and activi- technologies.
ties. Secondly, the project is adopting an open API The previous section describing a range of
(Applications Programming Interface) approach different examples of how technologies are being
allowing developers to integrate with SocialLearn appropriated to support personalisation offer a
to allow the creation of loosely-coupled custom- starting point to begin to develop new pedagogical
ized personal learning environments. Thirdly, the models for personalisation. Is it possible to distil
project is developing a range of specialized learn- from these the essence of personalisation and how
ing applications that aim to facilitate and foster the affordances of technologies can be mapped to
web 2.0 learning approaches. Fourthly, a proof of create a technology-enhanced personalised learn-
concept site. Walton et al. (2008) conclude: ing environment? As Conole (2008) argues, this
is part of a wider problem in terms of capitalis-
SocialLearn is not a proposal to develop yet an- ing on the opportunities of new technologies for
other web-based platform for learning. The vision learning. The closest we have so far are theories
is much broader than that; we see it as an organi- that attempt to take account of the ubiquitous and
sational pedagogical and technical platform for connected nature of new technologies; such as
experimenting with disruptive technologies. connectivism. Siemens argues:
new Models of learning The starting point of connectivism is the individual.
for personalisation Personal knowledge is comprised of a network,
which feeds into organizations and institutions,
The previous section has described some of the which in turn feed back into the network, and
ways in which technologies are being used to foster then continue to provide learning to individual.
personalised learning. However, these practical This cycle of knowledge development (personal
examples are not grounded theoretically, there are to network to organization) allows learners to
no specific learning theories for personalisation. remain current in their field through the connec-
Nonetheless, there is a wide body of research tions they have formed.
generally on what constitutes good learning; from
more didactic instructionally focused theories There is a need to re-conceptualise learning for
through to those emphasising a socio-cultural the mobile age, to recognise the essential role of
perspective. Conole (2008) argues that in essence mobility and communication in the process of
9
Personalisation through Technology-Enhanced Learning
Figure 2.
learning, and also to indicate the importance of Ledda, 2007; Campbell et al., 2007; Johnson,
context in establishing meaning, and the trans- 2004; Guldberg, 2004). Fraser (2006) writing
formative effect of digital networks in supporting about a policy document for the FE sector in the
virtual communities that transcend barriers of UK (DfES, 2006) highlights the following phrase
age and culture. in the report:
Although it can be argued that both of these Increasing personalisation so that individual
theories contain elements of personalisation, as needs and circumstances are built into the design
yet there is no unifying theory specifically around and delivery of education and training.
personalised learning. Until we have such theo-
ries our designs of learning environments that
attempt to foster personalisation are likely to be I’d argue that it is precisely this kind of misguided
atheoretical; there is a danger that they will be assurance - that the scope of individual needs and
technological deterministic. As Järvelä argues – circumstances can be anticipated to the extent that
‘models are needed for the effective use of tech- they can be built in to provision and delivered to
nology to support individual and social learning’ learners - that leads to exclusionary practice.
(OECD, 2006: 11)
In a TLRP commentary Pollard referring to
Counter arguments and the the UK Government’s Personalised Learning
Challenges of realising the Vision welcomes the vision but highlights four particular
challenges (Pollard, 2004). The first is conceptual
Despite the widespread enthusiasm and support – what are the theoretical and empirical founda-
for the concept of personalisation and person- tions for the concept of personalised learning?
alised learning, there are those who are sceptical The second is authenticity – is this really still
of some of the current discourse (see for example more about teaching and curriculum delivery than
10
Personalisation through Technology-Enhanced Learning
learning? The third questions how realistic and accreditations schemes increasingly have
achievable are the plans? And finally, what are the less meaning and individual portfolios gain
risks involved and how can they be managed? prominence - what is the purpose of tradi-
Realising the vision inherent in much of the tional educational institutions?
policy statements on personalisation brings with • There is a mismatch between the policy di-
it a set of challenges; many of which are not ex- rectives on personalisation and actual prac-
clusive to utilising technologies for personalised tice, how do we bridge the gap?
learning, but are equally relevant to the uptake of
technology in educational generally: We would like you to reflect on the issues raised
in this introductory chapter as you read through
• What does personalisation mean in a tech- the case studies, examples and reflections in the
nology-enhanced environment? remainder of the book. The concept of personalised
• How do we take account of a digital divide learning offers an exciting vision of a future of
that is ever narrower but deeper? learning that is truly tailored to individual needs,
• What new digital literacy skills will learn- abilities and interests. Technologies have much
ers and teachers need to capitalise on the to offer in terms of unlocking this potential, but
potential of new technologies to support their use will need to be pedagogical informed.
personalised learning? The chapters in this book give a glimpse of what
• True personalisation will require a radical is possible and a taster of future developments.
rethinking of the curriculum, the inertia
of existing educational systems and cul-
tures may be one of the biggest barriers to reFerenCes
change.
• Personalisation challenges existing norms Atkins, D., Seely Brown, J., & Hammond, A.
about assessment, what should be assessed, L. (2007). A review of the Open Educational
how can learners demonstrate what and Resource movement: achievements, challenges
how they have learnt? How can we shift and new opportunities. Report to the William
from a focus on the products of learning to and Flora Hewlett Foundation. Retrieved Feb-
more on the processes of learning? ruary 8, 2009 from http://www.hewlett.org/
• How can we ensure approaches to person- NR/rdonlyres/5D2E3386-3974-4314-8F67-
alisation are theoretically informed and 5C2F22EC4F9B/0/AReviewoftheOpenEduca-
how do we avoid adopting a technologi- tionalResourcesOERMovement_BlogLink.pdf
cally deterministic approach? Beck, U. (1992). Risk society towards a new
• A key challenge is to produce new peda- modernity. London: Sage.
gogical models which marry the affor-
dances of personalisation with the best af- Becta (2008). Harnessing technology: next gen-
fordances of technologies eration learning 2008-14. Retrieved February
• There is a blurring of the boundaries of 8, 2009 from http://publications.becta.org.uk/
formal and informal education; what is the display.cfm?resID=37348&page=1835
role of personalised learning across these
Campbell, R. J., Robinson, W., Neelands, J.,
contexts?
Hewston, R., & Mazzoli, L. (2007). Personalised
• There is a need for new business models
learning: ambiguities in theory and practice. British
– in a world where content and support is
Journal of Educational Studies, 55(2), 135–154.
potentially free, where formal, traditional
doi:10.1111/j.1467-8527.2007.00370.x
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Personalisation through Technology-Enhanced Learning
Castells, M. (2000). The rise of the network society. ECAR. (2007). The ECAR study of undergradu-
Oxford: Blackwell. ate students and Information Technology. Edu-
cause report, 6. Retrieved from http://connect.
Conole, G. (2008). New schemas for mapping
educause.edu/library/abstract/TheECARStudyo-
pedagogies and technologies. [Retrieved from
fUnderg/45075
http://www.ariadne.ac.uk/]. Ariadne, (July):
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Conole, G. (forthcoming). Stepping over the edge:
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Pollard, A. (2004). Personalised learning – a
1
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search programme. Retrieved February 8, 2009 00.html
from http://www.tlrp.org/documents/person-
2
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alised_learning.pdf definitions/personalisation
3
http://www.askoxford.com/concise_oed/
Scardamalia, M., & Bereiter, C. (2006). Knowl- personalize?view=uk
edge building: Theory, pedagogy, and technology. 4
http://www.nmc.org/horizon
In K. Sawyer (Ed.), Cambridge Handbook of 5
http://www.knowledgeforum.com/
the Learning Sciences (pp. 97-118). New York: 6
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Cambridge University Press. Learning_Environment
Sharples, M., Taylor, J., & Vavoula, G. (2005).
7
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Towards a theory of mobile learning, in R. An-
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drews & C. Haythornthwaite (eds.) The Sage
Handbook of Elearning Research. London: Sage,
pp. 221-47.
14
Section 1
Infrastructural and Cultural
Issues
16
Chapter 2
Breaking the Hierarchy:
Democratising the Institutional Web Space
Beth Granter
University of Sussex, UK
aBstraCt
This chapter, inspired by direct experience from working on the development of the University of
Sussex’s Student Personal Learning and Social Homepages (SPLASH) project, discusses how ‘Web 2.0’
technologies can be used to make institutional websites more democratic. The SPLASH mashup project
was non-typical in that it intended to create an environment which would be fully customisable by the
learner, so that no content was obligatory. Examples from working on this project are used to illustrate
benefits which can be gained from, and barriers to the uptake of, more open publishing methods and
an organically structured site architecture. Issues affecting learners, tutors, the institution as a whole,
and how the power dynamic between all three may change, are discussed. Parallels are drawn between
teaching methods online and those offline, both traditional and modern.
introDuCtion This chapter will draw on experience gained
through the development of the Student Personal
Learning culture is but a slice of culture overall, Learning and Social Homepages (SPLASH) project
and people are becoming more important than at the University of Sussex, which was funded by
institutions in all facets of life. Command and con- JISC under the User-owned technology demonstra-
trol of organizational structures are giving way to tors strand (Granter, 2008). Challenges faced by the
democratizing networks. Learners, workers, all of project included managing negative institutional
us make decisions we previously would have taken attitudes towards critical content being published
to authorities for approval. (Cross, 2008) by students against the University, misconceptions
such as improved online communication being
thought to increase plagiarism, fears of defamation,
DOI: 10.4018/978-1-60566-884-0.ch002 fears that personalisation of the learning environ-
Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
Breaking the Hierarchy
ment would damage institutional branding and between a number of people, often in a networked
fears of certain students’ viewpoints offending environment (Wikipedia, 2008).
other students.
This chapter hopes to address these concerns openness and utopia
and to deliver logical reasoning around how the
benefits of incorporating social media into an Openness is associated with values such as tol-
institutional website outweigh the risks, and how erance, individual freedom, lifelong learning,
in spite of any newly visible criticism, moving participation, empowerment and cooperation,
towards a more open publishing policy online as opposed to typical closed-world values of
will improve the reputation of the institution, as command and control, top-down management,
it will eventually be seen to be more honest and centralized and bureaucratic governance, over-
more trustworthy than those with closed publishing regulation. (Straub, 2008)
policies who operate under a hierarchy of strict
editorial control. Allowing students a voice will Web 2.0 technologies are creating a more demo-
add to the identity of the institution as one with cratic web by allowing anyone to publish content,
confidence in its ability to provide a high standard in comparison to the traditional unidirectional flow
of education and support and as an institution with of information from corporation to user. University
a ‘nothing to hide’ attitude. websites have previously consisted of institutional
Personalisation of the learning environment information being presented for the consumption
addresses the power imbalance in education, im- of their students, potential students, businesses and
proving the ability of students to learn from each all other audiences. A typical University website
other, thereby putting some power into the hands currently consists of reading lists and lecture notes
of the students. Giving students more choice over posted by tutors, promotional information written
the content they receive from the institution in turn by its press and communications division, and
puts extra pressures on the institution to provide departmental web content written by authorised
useful and interesting content; furthermore, the web editors. The offline version of this content
feedback available in the form of usage statistics would be traditional printed prospectus’, standard
will put major pressures on different institutional format lectures and the mainstream press.
units to perform to a high level as they compete While collaborative group work and student
for attention and space. Thus, within the context discussion has been increasingly encouraged in
of a history of corporate control of information, modern teaching, in the form of seminars etc.
projects aiming to create democratic personalised (Terenzini et al, 2001), it is only in the last few
learning environments are likely to find conflict years that the tools have been available which
within the institution itself. could mirror this more democratic style of learning
Although the term ‘Web 2.0’ is already be- online. The mainstream press has been opening up
ginning to be regarded as a dated term, its use its websites via user generated content in the form
here is appropriate because Web 2.0 describes of blogs and forums (and more recently, rich media
succinctly a number of theories and tools aligned (Plesser, 2006)) since the very beginning of the
with a more democratic use of the internet. In the twenty first century - allowing the public to have a
scope of this chapter, Web 2.0 is used to describe voice (Jenny, 2003). University websites seem to
blogging, wikis, forums, user generated content, have limited the use of Web 2.0 tools to the domain
online communities and social media. ‘Social of eLearning, conveniently maintaining complete
media’ here refers to any online tool or space institutional control over public facing content.
which allows communication and/or collaboration Initially conceived as a social networking mashup
17
Breaking the Hierarchy
space, the SPLASH project was intended to create of institutional fears such as these. Individual
more than just an eLearning space – the blogging academics have raised concerns about defama-
aspect can be used as a public publishing platform tion, which they feared a university-endorsed
for any purpose within reason. However, creat- open publishing platform might facilitate. They
ing a very democratic space within an otherwise understood that the tools on the web could already
closed website is not changing the central system, be (and sometimes were being) used to discuss a
but is the equivalent of creating a co-operative tutor negatively – but it was when these same tools
commune in the woods in a city which remains were brought within a university website that the
essentially capitalist, when I believe we should content published through them would have to be
be taking steps to build the online equivalent of recognised and dealt with. The only consolation
an anarcho-syndicalist society; we were able to give was that they could use these
public feedback areas to gain knowledge of how
Anarcho-syndicalists view labour unions as a they might improve their teaching practice, and
potential force for revolutionary social change, in turn respond to dissatisfied students and help
replacing capitalism and the State with a new them with their issues. Of course this will not be
society democratically self-managed by workers. a satisfactory response to tutors who are aware of
(Wikipedia, 2008 (my emphasis)) being unpopular amongst their students.
Instead of mirroring existing societal structures Folksonomy
when building the web, we can choose to build
it as a new utopia. It is my view that when the Political centralization… is a relic belonging to the
utopian model is working online, we are one step social condition marked by industrial capitalism:
closer to achieving utopia offline. a myriad of interdependent industrial productions
that require homogeneity in order for there to be
reputation and Citizen Journalism the predictability that is necessary for the various
manufacturing outputs to be interoperable with
Currently, open publishing platforms such as one another. (Cole, 2008)
Wikipedia, citizen journalism sites such as Indy-
media and online social networking sites such as A strategy similar to political centralisation is
Facebook are flourishing, but there are institutional generally employed when designing, building and
concerns over adopting similar open publishing managing traditional university websites. Hence,
policies within the context of a university website. departmental sections of the whole website must
Educational institutions in general put a great each have a homogeneous semantic structure, not
deal of resources into maintaining their online only to ensure that usability is good across the
reputation as a professional institution. New social site for the end user, but perhaps because we are
media sites which allow users to publish their currently comfortable with this level of structure
own opinions of products and services, such as and control as it mirrors the structure we see in
GetSatisfaction.com, are seen by businesses to be our institutions, and in our society.
threatening as they provide the space for criticism When considering the offline organisation of
which could damage their reputation (Bowles, higher educational institutions, there is often con-
2006). ELearning projects hoping to harness flict between the opinions of students, lecturers and
the educational benefits of Web 2.0 technology central administrative teams – each being under
through wikis, blogs etc., are likely to be con- different pressures and having different needs from
fronted with barriers to their progress as a result the organisation. Hence, the University of Sussex
18
Breaking the Hierarchy
has had four restructures in seven years, much to Within any large organisation, there are likely
the frustration of many staff and students, who feel to be recurring disagreements between the central
their needs are not being met (Hodges, 2008). Since administration and departmental staff over how in-
the structure of an institutional website is likely formation on the institution’s website is organised,
to mirror that of the institution itself, restructures i.e. the information architecture of a site. Locally,
inevitably create a massive workload for web those closest to a particular area of study with
teams, who may be positioned by association as specialist knowledge will naturally want to have
having some responsibility for a new, unpopular, as much control as possible over their content, as
institutional structure, because of their technical they feel they are most qualified to organise it.
responsibility to control the website structure. As However, central teams have the understanding
with many universities, the relationship between that organising content in a uniform manner across
the University of Sussex as an institution and the departments makes browsing easier and is vital
University of Sussex Student Union (USSU) has for good usability of a website (Tidwell, 2005).
historically been less than perfect. As a university There is generally no dynamic interaction between
famous for direct action and its constituency of related items of content housed on separate de-
politically active students, there is often a feeling partmental web pages, that is, inter-departmental
of scepticism still held by USSU members towards links where topics or research cross boundaries
‘The Administration’. Protest marches on Sussex of categorisation rely on the web editors enter-
House, which houses Student Recruitment, the ing manual links which relies on the web editor
Press and Communications Division, Student being aware of related content elsewhere on the
Accounts and the Vice Chancellor’s Office, are site. There is no opportunity for comment, no
not uncommon. Increases in fees at a national automated track-backs for referenced content, no
level, and questions over University finances ability to create new links across subjects through
and management practices at a local level, are tagging. A hierarchy of editorial control operates
often the main causes for protest. In such a time where trained content creators are guided by web
of unrest, and particularly in the culture of protest editors who operate under the control of a PR and
that Sussex remains in today, it should be seen as Communications division.
courageous of the University to open up any of its
public facing web space to its students and staff Traditional hierarchies with their burgeoning
via post-moderation (ability to moderate after bureaucracies and disconnected silos are typical
content has gone ‘live’ on the site). It is yet to be manifestations [of the closed world]. The rise of
seen how any moderation will be handled by those social networking sites, virtual worlds, blogs, wikis
authorised, and how those being moderated will and 3D Internet give us a first idea of the poten-
respond. The Student Union’s Communications tial of the “interactive and collaborative web”
Officer was regularly consulted throughout the dubbed Web 2.0. Now we have the infrastructure
development of the SPLASH project, and the and tools to operate in new ways in open systems.
concerns he voiced were mainly around issues (Straub, 2008)
of moderation, privacy and control. Ensuring that
the student body felt comfortable using the system To overcome any power struggle between
we were building was of course very important departments and central teams over information
to the project, which had to balance the desire for architecture, it is possible to provide multiple ways
the opportunity for free-speech and public debate, of navigating content. A consistent top level and
with concerns over the potential for bullying and secondary level navigation system is certainly nec-
invasion of privacy. essary, and after consulting departments the central
19
Breaking the Hierarchy
team should be able to create this navigation, The majority cannot and should not be rallied for
the main site map and traditional user journeys. discussion around a slogan, a word, or a picture.
Subject specific content can then be placed into But the idea remains the same: they should be able
the most relevant areas and categories, using the to meet around a problem chosen and defined by
institutional taxonomy, as is standard with current their own initiative. Creative, exploratory learn-
web Content Management Systems. In addition, ing requires peers currently puzzled about the
to create a parallel and organic navigation option, same terms or problems. Large universities make
feedback on the information architecture of a site the futile attempt to match them by multiplying
could come through the use of tagging. The content their courses, and they generally fail since they
could be tagged by any individual, which would are bound to curriculum, course structure, and
generate tag clouds made up of subject-specific bureaucratic administration.
folksonomies. People within departments may
then find it easier to navigate content via these tags Illich goes on to envisage a solution in the form
rather than the institutionally defined categories. of a system which did not yet exist at the time of
This more flexible and open approach to content his writing – a computer network where individu-
structure could also account for changes over als make contact for the purpose of discussion
time if this affects the way that the information around a topic chosen by themselves.
needs to be organised. Fears of abuse of such a
system could be reduced via a log-in system so the Knowledge economy
the person tagging is identifiable. Abuses could
also be flagged by other users so the system could A great deal has been written about e-government
be self-policing. and democracy, mainly with regard to American
In addition, the learning effect on students and politics. These studies suggest ways in which Web
staff alike of the opportunity to reorder and recat- 2.0 tools could be used to democratise government
egorise the content they are learning from will not processes via online referendums and increased
only be through the benefit of awareness of new discourse between governing councils and the
connections between topics, therefore enhancing public. In an article on the website Midwest
the solidification of the contents’ meanings in Populist America, Cole uses the well known ex-
the mind, but will also be through the benefit of ample of Nature’s experiment, which proved the
rethinking the learning experience itself – to think equivalence in reliability of the social knowledge
of it not as an experience requiring institutional platform Wikipedia to the traditionally produced
schooling, but one which can come from oneself Encyclopaedia Britannica (Giles, 2005), to support
and one’s community. Attempts at re-educating his argument that “radical democracy – a state that
our society into this frame of mind, where learning is, oftentimes, embodied by Web 2.0 communi-
outside the framework of the traditional institu- ties – is not only a deontological ideal – a social
tional schooling system is validated by all, echoes condition that we should strive to foster, because
Illich’s calls for “deschooling society”, which is it is inherently desirable – but a form of social
based on the theory that, “Most learning happens organization that is pragmatically endowed.” He
casually, and even most intentional learning is goes on to say that “social knowledge produces
not the result of programmed instruction” (Illich, knowledge constructs on a scale that supersedes in
1970). Returning to the topic of folksonomies and volume and quality the knowledge built from tra-
tagging, then, Illich states that, ditional social institutions, such as the Academe”
(Cole, 2008). Although more research is needed
to conclusively prove this statement, the initial
20
Breaking the Hierarchy
studies do seem to support this theory, which is to publish to be provided for them. Increasing
of great concern to those making a career out of numbers of researchers are likely to have their
their expertise. Historically, science is considered own blog or homepage already and this may
to be closely aligned to a ‘pure truth’ and proven reduce the likelihood of some institutions rec-
facts, distanced from opinion and unauthorised ognising the need to provide these services to
or unapproved research. While there should be its staff and students. However, aggregation of
no reason why theories and hypothesis cannot up-to-date content (e.g. via RSS) could be seen
be created more collaboratively and internation- as a valid method of supporting this content. The
ally, using Web 2.0 technologies as a tool to aide opportunity to publish alongside other research-
this process, the whole culture of academia has ers from the same institution is the benefit, not
grown around peer review, citation scores, and specifically the provision of a blogging platform
getting published in respectable journals (Hen- itself. Indeed, many researchers will value the
neberg, 1997). When anyone can self publish and opportunity to choose a platform for themselves
non-traditional open publishing spaces become that suits their needs or is familiar to them. On
respected, the knowledge economy itself becomes the other hand, less experienced users may need
unstable. a platform to be provided by the institution before
In the field of pharmaceutical research for ex- they feel they can ‘trust’ the software. Additionally,
ample, open publishing is likely to pose a problem when an institution aggregates the content of its
with regard to patents and sponsorships. Where researchers, it is providing a recognisable badge
huge finances are required to carry out practical of approval and authority to the work that a pre-
research, methods of production will need to viously independent, self-published researcher’s
remain under strict ownership of the sponsor. blog could not achieve.
Where there are great financial gains to be made
from finding a solution to a problem, collabora- student personal learning and
tion amongst strangers towards a common goal social homepages (splash)
will be rare. In Wallis’ review of the SAPIENS
project (which was set up to provide electronic The SPLASH project provides a simple blogging
versions of Scottish periodicals) he concludes platform to users, alongside an RSS feed output
that electronic publishing is “not cost free and a display where external blogs can be imported
subscription model is necessary to sustain such a and displayed on a user’s SPLASH Profile. A
service” (Wallis, 2004). Although this is a review major concern throughout the project was that the
of the practice of open access to traditional publica- user should keep total control and ownership of
tions and not specifically about open publishing, all of their content, even outside the lifetime of
the two are directly related because all or almost their university membership. To achieve this, the
all open publishing platforms are used to create SPLASH project took a very different shape to
freely available (open access) intellectual property other Personal Learning Environment (PLE) and
(Wikipedia, 2008). ePortfolio projects, by insisting that all content
In Web 2.0 culture, original content may be created by the user, except blog posts, would be
considered more trustworthy than that which has hosted externally. In the case of blog posts which
been rewritten by copywriters and editors. In order constituted the only university hosted, user-
to self-publish such original content, researchers generated content, a large factor in the project
need tools and training for online publishing, plan was that the blog should be easily export-
guidance on the different tones of writing to use able into external blogging systems which allow
in different online spaces, and a definitive place content import such as Wordpress or Blogger.
21
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Georce Terry. Prev. Lege 30Jan74, FUYS9165. NM: piano are 6
Famous Music Corperaticn; 11Sep74;3 EP328801. EP328802. Theme
from Love story; intermediate piano solo. m rancis Lai, arr. Feter
Nero, tcanscribted py Earl Rose. 4 pe Appfl.> au: Paramount
Pictures Ccrporation, employer for hire of Francis Lai; Famous Music
Corporaticn, employer for hire of Feter Nero. Prev. req. 20ct70,
EU2C7221; prev. pub. 18Nov70, EP279711. ¢ on arr.e; Famous Music
Corporation; 12Sep74; EP3288C2. 3765 EP32€803. Think of Christ at
Christmas. SATB. w & m Louis 1. Harris, Jr. 2 pe & Impact Music
Ccmpany; 1Nov73; EP328803. EP328804. Harlem song. Michael
Kricorian, om Miroslav Konecny, arr. Dandelicn Music Company. 4 p.
Freve pube Sep. 1973. NM: acre & Editions Musicales A.G.E.A.,
SeA~RL.G 20Jdun74 (in notice: 1973); EP328804. EP3283805. I'm
coming fome. Mixed (SATE) chorus a cappella or with optional
rhythm acc. @ & m Hale Smith. 8 p. 8 Edward Bb. Macks Music
Ccrperation; 3Sep74; EP326805. EP328806. Trains. w Eddy Raven,
pseude of Edward Futck, m Keisuke Hama. 2 p. Prev. rege 1971.
NM: piano arr. and lyrics. 6G Milene Music, Inc.; 29Aug74; EEI28806.
EP328807. She's the woman and the lady (in my life) w & m Kory
Bourke. Spies: Milene Music, Ince; 29Auqg74; EP328807. EP328808.
© wondrous type! anthem for the feast of the Transfiguration. ‘SATB
choir unacc.e. w: Latin hymn, 15th cent., translated by Neale, m
Reger Petrich. 6 pe. NM: music. © Cxford University Fress, Inc.;
12S5ep74; EP3288C8. EP3288C9. I just didn't have the heart to say
goodbye. Lyric by Hank Williams, @ Hank Williams, Jre 3 Es 9 Fred
Rose Music, InCe; 13Sep74; EP3288C9. EP328810. Just before I said
goodbye. w kon Miller, m Terry Etlinger. 3 pe ce Stone Diamond
Music Corporaticn; 15Jul74; EEF328810. EP328811. Let there be
love. w & @ Lecnard Caston. 3 pe € Stone Diamcnd #usic
Corporation; 29Ju174; EP328811. EP3 28812. Keep it in the family.
w & m Leon Haywood, arr. Howard Ncrman. 4 pe Appl. au: Jim-idd
Music, employer for hire of Howard Norman. Prev. reg. 13Sep73,
EU432076. NM: piano arr. 9% Jim-Edd Music; 19Apc74;
EP32Z28€12. EP328813. Brassmen's tcliday; B flat ccrnet trio with
ccncert band. m Mario Ruiz Armengol, arre Sammy Nestico. 8 fe. &
parts in folder. Apple au: Vogue Music, Inc., emplcyer for hire of
Sammy Nestico. Prev. pub. 11Jun58, EP120949. NM: acre 6 Vogue
Music, Inc.; VWaAug74; EEIZ8813. EP328814. I'm locking for my rib!
w6&ao Thucman Fe. Griffeth, arr. Alice G. € Thurman fF. Griffeth &
13Sep74; EP328814. Hansen. 4 Pe Alice G. Hansen; EP32€315.
Lecking beycnod. Compilation & editing: Ccnncr B. Hall. 160 pe NM:
compilaticn, editing & 85 sonqds. cS James D. Vaughan, Music
Publisher; 1Sep74; EE32€&15. EP328816. : Scott Joplin sagtime
rage; seven fun-to-play fianc transcriptions. Book 2. m Scott Joplin,
compiled, arranged § edited by Jchn We Schaum. WE: 196 These
entries alone may not reflect the complete Copyright Office record
pertaining to a particular work. Contact the U.S. Copyright Office for
information about any additional records that may exist.
3766 Appl. au: ccmpilation, editing & arranging: Schaum
Publicaticns, Inc. NM: compilation, editing é accranging. © Schaum
Puklications, Inc.; 10Sep74; EP32&816. EP328817. Pclish Christmas
carcls; very easy arrangements with chords for piano accordion.
s£nglish translaticn Ly Sister AM. (Celinda,, C.S.S.F. 3rd ed., rev. 16
pe. Add. ti: Polskie koledy. Polish & English. NM: English words. ©
Vitak-Elsnic Ccmpany; 29Aug74; EP328817. EP320818. Heavy on my
mind. w & m William D. Shore. 1p. 6 Bill Shere Publications; 9Sep74;
FP328818. EP328819. Love me (aS you loved him before me w
Richard Errante, m Jchn Jchnson. 1 Pe © Jchn Jchnsen & Fichard
irrante; 21Aug74; £EE328819. EP328820. Lire can have a new
meaning. wom Vaughn Thacker. 3 pe. Kingsmen Publishing
Ccmpany; 17Dec73; EP328820. EP328821. Leck fcr me at Jesus'
feet. wean Squire E. Farsons, Jr. Sipe Hue Kingsmen Publisting
Company; Z1Feb74; EP328821. EP328822. Listen. w& m Eldridge L.
Fex. 3 Pe © Kingsmen Fubliskirg Company; 18kuqg73; EF2Z6E22.
EP3 28823. Glocy road. w& m Conrad Cock. 3p. © Kingsmen
Fublishing Ccmpany; 17Dec73; EF32Z8E23, EP328824, Jesus really
showed His size. wE&om Charles Coxie. 3 p. 6 Kinqsmen Publishing
Ccmpany; 17Dec73; EP328824, EP3288 25. It was love. w & m Hilda
Ruth Hill. 2p. © Kingsmen Publishing Company ; 19Jun73;
EP328825. EP32€826. He was! He is! forevermore. w65o Hilda Ruth
Kill. 2 p. & Kingsmen Publishing Ccmpany; 19Jun73; EP32826.
EP328827. I have fcund scmebody. w 6& m Joaquin Garriscn. 3 p. €
Kingsmen Publishing Company; 18Aug733; =£P328827. EP328828.
He's still living. Parsons, Jr. 3 pe Publishing Ccmpany; EP328826, w
& m Squire E. 9 Kingsmen 15Apr74; EP328829. We shall rise. w & m
Joaquin Garrison. 2 p. © Kingsmen Publishing Company; 18Aug73;
§EP328829. EP328830. it's a miracle. w & w Jcaguin Garrison. 2 p.
© Kinqsmen Futlishing Company; 18Auqg73; EP328830. EP328331.
The Lord's prayer; hymn. am Jatani P. Mambula. With words. (In The
Brethren songbook, nec. 4) Appl. au: The Brethren Press, employer
for hire. NM: music. ¢€ fhe Brethren Press; 15Feb74; EP328831.
MUSIC EP32Z8832. Bread in tke wilderness; hymn. w6o E. ™ Bash,
arr. Donald Rk. Frederick. (In The Brethren scngbook, ne. 11) Appl.
au: Tre Brethren Press, employer for hire of Denald 8. Frederick. €
on accer The Brethren Press; 15Feb74; EP328832,. EP328833. A
Citadel cf peace; hymn. w Patricia Kennedy Helman, m Marlys
Blcugh Swinger. (In The Brethren scnogkook, no. 16) Appl. au: The
Brethren FEress, employer for hire. © The Brethren Press; 15Feb74;
EP328833. EP328834, Ccme on, let's praise Hin. wéom Lanny Wolfe.
7 p. Appl. au: Cimension Music, employer for hire. % Cimension
Music; B8Aug74; ¥EP3286834. EP328835. Promise me nothing. w &
m Paul Huffman & Jcante Keller. 2 p. @ Cyclatron Music; 7Jan74;
§EP328835. EP3288 36. United States of America; anthem. w & m
James Leonard Elsman. 2 p. 6 The Publishing Fecple, Ince; 21Jan74;
EP328836, EP328637. Likerated wcman. w & m James Leonard
Elsmans. 2 p. € The Publishing Eeople, TNCisse 22Jan743;
§EP328837. EP328838. Oh, watercate. w& mw James Leonard
Elsman. 1p. € The Fublishing Feople, Inch: 19Feb74; £P328838.
EP328839. Left-right American parch.e. w6&ao James Leonard
Elsman. 1p.) @)Tke Publishing Fecgple, Ince; 31Jan74; EP328839.
EP328840, You can't fcol the people. « § ao James Leonard Elsman.
1p. °S The Publishing Fecple, Inc.; 12Fek74; EP326840, EP328841.
Life's qetting heavier these days. w & m James Leonard Elsman. 2 p.
€ The Publishing Fecple, Inc.; 19Fekr74; EP328841, EP328842,
1976: Come America's 200th birtiday. w & gw James Leonard
Elsman, mo Lavid & Joe Futch & Joseph E. Hunter. 1p. 6G The
Fublishine Feople, Inc.; 19Feb74; EP328842, EP328843, 1676: Battle
call S.0.S.; narration. w & m James Leonard Elsman, @ Charles
Gabriel. 2 p. add. ti: 1976: Crum and fife battle call. © The
Publishing People, Inc.; 6Feb74; FpP328843. EP326844, Buck-naked.
McDcewell. 2 p. Publishing Ccmpany; m Wilbur Brcwn & Charles ©
Nicetown Music 3Jan74; EPI328844, EP328845, Rednecks need
lovin' too. w Ea Ronal McCown. 2 p. 6G Sawgrass Music Publishers,
Inc.; 23Aug74; §EP228845, EP328846. Love is here. w & m Kenneth
E£. Jones & Reyce Forter. 2 p. € Ma-Ree Music, Inc. & Ferter-Jones
Music, Inc.; 23Aug74; EFI28E46, July-Dec. EP328847, Nashville
anthem. Williams & Tcm Ferryman. Western Hills Music, Inc.;
EP328847. w 6 m Lawton = 2p. 6G 23Aug74;3 EP328848, Give the
world a pill. w & m Lawton Williams, 2 p. € western Hills Music, Inc.;
23Auqg74; EPI328848. EP328849. Thceroughbred lcser. w & m Gary
Sefton. 2 fF. € Open Road Music, Inc.; 23Auq743; EF3S28849.
EP328850. Lcnesome ccowbcy songs. PF. Fustukian. 2 p. Ince;
23Auqg74; w & @ Bryan © Cpen Koad Music, EP328850. EP328851.
The Great American Hereford dream. w & m Jimmy C. Newman &
Gary Sefton. 2p. © Open Road Music, Inc.; 23Aug74; EP328851.
EP328852. Just becavse ycu understand ycur woman. w & m
Kenneth E. Jones & koyce Porter. 2 pf. & Ma-kee Music, Inc. &
Porter-Jones Music, Ince; 23Aug74; £P328852. EP328853. That's
why your wcman needs me. w6& m Jimmy Peters & Elton Williams.
2 p. © Acclaim Music, Inc.; 23Aug74; EP328853. EP326854, Turn
around and say gcodbye. Ww & oO Guy Harden. 2 p. € Open Road
Music, Ince; 23Aug74; EP328e54. EP328855. This world is not my
hcme. Arr. Mary Reeves. 2 pe. With words. & on arr.; Tuckahoe
Music, Ince; 23Aug74; EP328855. EP328856. I'd rather lose you
(than see you cry) w & m John Figqs. 2 p. € Ma-Ree Music, Inc.;
23Aug74; EP 328856. EP328&57. welccme tc the world (you've just
been loved) By Foyce Porter, wé&m Kenneth EF. Jones. 2 pe 9% Ma-
Fee Music, Inc. & Porter-Jcones Music, Inc.; 23Aug74; EEF328E57.
EP328858. It's my scng. w & m Willard Eugene Price. 4 p. Apple au:
arr. Screen Gems-Columbia Publications, employer for hire. Frev. req
13hug73, ; EU425832. QM: arre © Acoustic Music, Inc. & Longstreet
Music; 12Dec73; EP326858. EP328859. Let's keep the memories
warm. wW& Mm Willard Eugene Frice. 4 p. Appl. au: acre Screen
Gems-Columbia Publications, emplcyer for hire. Prev. reg. 4oct73,
EU436719. NM: arr. & Acoustic Music, Inc. & Lonestreet Music;
6Dec73; EP328859. EP328660. What am I gonna do? w& m Jeri Ke
Hull, Jr. 2p. Little Ditty Music, solely owned by Jeri K. Hull, Jr.;
27J5ul74; EE326E60. EP328861. He died for we. w, m & arr. Harold
Loyd Waqcner, m & arr. Helen Nance Church. 3 pe Prev. reg.
280ct71, EU2€8702. 6 Harcld Loyd Wagcner; BAug74; EP328861.
These entries alone may not reflect the compiete Copyright Office
record pertaining to a particular work. Contact the U.S. Copyright
Office for information about any additional records that may exist.
1974 EP328862. Hcemetown. « 6 m Ronrie Henderson. 1
Pp. € Ronnie Henderson; 25Auq74; EP326862. EP328863. I think
I'ma loner. w & m Rennie Henderson. 1p. € Ronnie Henderson;
25kug74; EFI28E63. EP328864. Agape love. w& m James fF.
C'Bryon, arr. Doris Ulrich. 3 p. &G James F. O'Bryon; 15Jun74;
EP3I28864. EP328865. Acadeny award. w 6& m Jimmy Briggs. 2p.
Prev. req. 7Dec73, no. 450112. ©G Avant Garde Music; 21Feb74;
EP328665. EP32E866. Let love stand. aek.ea. Linus Cerh. Music
Corporaticn; w & m John Daniels 2 pe G Interior 21Feb74;
EP3I28866. EP3I2E667. When you're a new born childs. weEo Jokn
Daniels a.k.a. Linus Cefh. 2 p. Preve reg. 7Dcec73, now 450109. @
Interior Music Ccrporation; 2Z21Fek74; EP326867. EP328868. I'm
gonna get there. w & o Mike Stokes, Joe Nathan Thomas & Conald
Wyatt. 2 p. Frev. reg. 14May74, no. 489546. € Interior Music
Corporation; 16Aug74; EF32686%. EP328869. Migration. w & m
Mike Stckes & Joe Nathan Thomas. 2 p. Prev. reg. 1W4may74, no.
489545. & Interior Music Corporation; 16Aug74; FP3288€ES.
EP32887C. Man and child. w& m John Daniels aekea. Linus Ceph. 2
p. Prev. reg. 7Dec73, no. 450108 © Intericr Music Corporaticn;
Z1Feb74; EP32EE70. EP328871. Malfuncticn. w & m Jchn Daniels
aek.ea. Linus Ceph. 2 Pe Prev. req. 7Dec73, now 450106. & Intericr
Music Corporation; 21Feb74; EP328871. EP328872. Skull stcne (te
the bcne) w & m John Daniels a.k.a. Linus Ceph. 3 pe Prev. rea.
7Dec73, no. 450107. © Interior Music Ccrpcration; 21Feb74;
EP328872. EP328873. w & mw John Daniels 2 pe Prev. reg. € intericr
Music Until tomcrrow. a.k.a. Linus Ceph. 7WDec73, no. 450111.
Corporation; Z1Feb74; EP32E673. EP32€874. Well (Phase 1) w & m
Linus Ceph.e. 2 pe @ Interior Music Corporation; 21Febk74;
EE3SZEE74. EP326@75. Well (Ehase 2) w & m Linns Ceph. 2 pe &
Interior Music Corperaticn; 21Feb74; EESZEET5. £P328876. Betcha if
ycu check it oute w6Mm Sonny Sanders, Jim Porter & Sherman
Nesberrye 2 pe € Interior Music Corporaticn; Z6Jun74; EP3I2eE76.
EP326877. Love lights tte way. w Verda Mae Christensen, m &. Paul
Thompscn. PNG @ ke Paul Thempsen; SMar74; £EP328877.
EP3286&78. Put your faith. ws m Cliftcn fF. Hornberger. 3 pe Prev
req. 31Jan72, no.100108 €@ Cliftcn F. Hornkercer; 1émMay74;
EP3I28878. CURRENT REGISTRATIONS EP32€87S. Do it again, Lord.
we, m0 & arr. Lillian Beatrice Cockrell. 3 fF. © Lillian Eeatrice
Cockrell; 15Jul74; EP328879. EP328680. Two gun daddy. w & wt
Marty hKobbins. 1 pe & Mariposa Music, Inc.; 13Aug74; EP328880.
EP32t6 81. She liked tte way I lcved her test. Ww & o Marty
fiobbins. Tepe € Mariposa Music, Inc.; 13A4uq74; EP 328881. EP3
28882. Send ker tome. w & m Larry Locke & Johnny Holland. 1p.
Add. ti: Send him home. € Mariposa MuSic, Inc.; 13Auq74;
EE3288E€2. EP328883. Queen of tke tig rodeo. w6& m Marty
Robbins. 1 pe. € Mariposa Music, Inc.; 13Auq74; EF328883.
EP32&884. Don't stop the honeymecn in my heart. w Gary Michael
Duke, m Tippy Francis Armstrong. 2 pe & Xaigon Publishing
Company, inc.; SMar74; EPS28E84, EP328885. Heaven's qcnna be
like country livin'. w, m & arr. webster Dale Jermyn. 1 fp. € Webster
Dale Jermyn; 31dul74; EF3I2KEES. EP3288 £6. Richard & Rich
Lyons; MconhéeamS. WwW, M & arte Eugene Lyons, Jr. 1 pe SApr74;
EP3I288E6. EP328€&7. Listen to me. w, m & arr. Richard Eugene
Lyons, Jr. 2 pe. & Rich Lyons; SApr74; EP328EE?. EP3288&8. A
Friend whe never fails. w Alice Nine, m Milton W. Smith. 2p. 6
Matchless Kusic; 7Auq74; EP328888. EP32€889. Walking *crogs your
pind. wé& m Nelda Green. 1 £. Add. tis Walkin' "cress your mind. 6
Ear-Three Publishing Ccmpany; 15Apr74; EP326889. EP32889C. lord,
Fave mercy. Adapted w, & a James W. Bixel. 5 pe. NM: music &
adapted words. © Faith and Life Press; 20Mar74; EF3I28890.
EP328891. Ccme, c Blessed. Adapted w, & James &\. Bixel. 4 p. NM:
music & adapted words. ¢€ Faith and Life Fress; 20Mar74 (in notice:
1973); FP328891. EP3 26892. Stay with us. Adapted w, & g@ James
W. Bixel. 8 p. NM: music & adapted words. € Faith and Life Press;
20Mar74; EEP328892. EP328893. The Earth is tke Lord's. & m James
W. Pixel. adapted words. 20Mar74; Adapted w, 8 pe. NM: music & €
Faith and Lite Press; EE328893. EP328894. Late last night. w Marilyn
Wright, o Gene Brooks. 1 fF. Appl. au: Marilyn Wright, employer for
hire. ¢€ Marilyn Woight; 7Aug74; EP328894,. EP328895. As nice as
you. w &m J. Warren Kays. 3D). (With Happy, happy day) © J.
Warren Kays; l6Apr74; EP328895. 3767 EP328896. Serious scnq; a
lament for string orchestra. m Irving “ine. 14 p. © Broude Brothers;
2Jan59; EP328896. EP328897. Golden years, I love you. w 6m Clitus
M. Wickens. 2 p. 8% Universal Music Sales; 1Sep74; EP3286&37.
EP3288S8. My Aunt Josie. w & m Thomas He Anthony & Gene
Pistilli. QU eGilie aie B. Publishing, Ince; 4YMac74; EP328898.
EP328899. When ke lcved we. w & m Kris Kristofferscn. 2 p. 6
Buckhorn Music Publishers, Inc.; 30J3u174 (in notice: 1973);
EP3'2889S. EP32€90C. Praise His name. w & m Daisy Junkin, arr. Bill
Helliman. 3 p. © Daisy Junkin; 13v174; §EP328900. EP328901. My
new birth tith Jesus. w & m Lois Thernhill, arr. Foqer L. Hcrne. SSDs
© on arr; lLcis Thornhill; T2Mar74; EP328901. EP328902. Five
madrical lyrics. Fer SATB, flute, oboe, trumpet, timpani, percussion,
viclcncelle & reheersal pianctorte. w: anonymous & Jchn Dowling, m
Edmund Najera. 35 fe & parts. NM: wusic. © Brightstar Music
Publications; 3¢6Jun74; EP328902. EP328903. 20 progressive
etudes.e. for saxophone. Ccmpiled & edited by Harry Gee. 19 pe.
NM: Compilaticn, editing & music. © Southern Music Company;
9Apr74; EP3z8903. EP328904. Four caprices. m Verne heynclds.
Southern Music Ccnpany; EP328904. For clarinet & piano. 20
Mpesouipariti. UG 22May74; EP328905. 4 Gainsborough. For
percussion quintet. m Thomas Gauger. 47 p. & parts. © Southern
Music Company; 5Jul74; EP328905. EP328906. Scnatae For B flat
clarinet & piano. m Huqo Kauder. Z4 p.& part. Southern Music
Ccmpany; 5Jul74; EP32€906. EP328907. Quintet number 1. m
Edward S. Sclcmon. For brags guintet. 8 p. & part. & Southern Music
Ccmpany; 5Jul74; EP328907. EP3289C8&. Sonata. For oboe &
pianc.e. m Hugo Kauder. 24 p. & part. 6 Southern Music Company;
5Jul74; 5P3289C8. EP328909. Senaten fuer Klavier zu zwei
Haenden. Bd. 1. m Ludwig Van Beethoven, fingering & editing:
Claudio Arrau, revisions: Lethar Hoffmann-Erbrecht. 286 p. NM:
fincering & revisions. © Henry Litolff's Verlag; 30Dec73; EP3289CS.
EP328910. A Letter tc Santa Claus. weéEo Elizabeth Jane Anderson.
2 fp. & Greenback Music, Inc.; 16Sep74; EP328910. These entries
alone may not reflect the complete Copyright Office record
pertaining to a particular work. Contact the U.S. Copyright Office for
information about any additional records that may exist.
3770 EP32S007. Jim Croce in ccncert. 8y Jim Croce,
orchestra arr. Ian Polster. 30 p. 5 Parts in folder. prey. LEGe aS ules
1972; prev. pub. 1972 € 1973. NM: arr. 9 Elendingwell Music, Inc. &
American Broadcasting Music, Inc.; 23Sep74; EP329007, EP3290C8.
Girl, girl, girl. From the Paramount picttre The Education cf Sonny
Carson. w Bob Kessler, o Coleridge-Taylor Perkinscn, arr. George
Terry. Saps Add. ti: Sonny and Virginia. Appl. au: Famous Music
Corporaticn, employer for hire of George Terry. Prev. reg. 8Jul74,
FU5C1745. NM: Elanoracreene Famous Music Corporation & Ensign
Music Corporation; 19Sep74; §P329008. EP329C0C9. Where do I go
(from here)? From the Paramount picture The Education of Sonny
Carson. w Eob Kessler, g Coleridqe-Taylor Perkinson, arr. George
Terry. 6 p. Add. ti: Sonny Carson's theme. Appl. au: Famous Music
Corporation, employer for hire of George Terry, Prev. reg. 8Jul74,
EU501746. NM: piano arr. @ Tapous Music Corporation & Ensign
Music Corporaticn; 17Sep74; EP329009. EP329010. Church organ
methcd; text with exercises & musical examples (various P.D.
compositions arr. for organ) Revision of text & edition of m Fauline
Riddle & Mildred Andrews. 123 Fe Prev. pub. 20Nov72, A394067.
NM: revisions in text, fingering, & editing. @ Carl Fischer, Inc.;
21Jun73; EE329010. EP329011. Ragtime fcr guitar. Easy
arrangements: Claudia Block. 16 p. NM: arrangements. € Edward B.
Marks Music Corporation; 16Auqg74; §EP329011. EP329012)..
Raqtime suite. for brass quintet. ALIr. Arthur Frackenpohl. 20 ¢. 65
Parts in folder. NM: arr. @ Piedmont Music Ccmpany, Inc.; 28Aug74;
EP329012. EP329013. Bicentennial (1776-1976) Band arr. Philip
Gorden. 12 p. & parts in folder. NW: arr. 6G Edward B. Marks Music
Ccrporation; 11Jul74; §FE329013. EP329014,. Scandinavian masters;
syite. band arc. Philip Gordcn. 28 p. & parts in folder. NM: arr. G&
Edward B. Marks Music Corforaticn; 25Jun743; £P329014.
EP329015. Epitaph for this world and time. for three choirs & three
organs. Text selected frcm Revelation, mw Iain Hamiltcn. 87 p. NM:
music 6 added text. @ Theodore Presser Ccmpany; 25Jdun74;
£F329015. EP329016. If it feels qood, dc it. w 5. John Stevenson. 3
—.- Appl. au: arr, Charles hansen Educational Music and Bocks,
emplcyer for hire. Prev. Leg. 260ct71, EUZHE247, NM: Piano & yocal
ace ®& Cae€sar's Music Library, Emerald City Music & larry Cox
Music Ccmpany; T7Jun74; £P329016. EP329017. Tidal wave. 0 Mel
Larson, Jerry Marcellino & Dean Parks. 1 cE. © Stein and Van Stock,
Inc. & Stone Diaagend Music Corperaticn; 25Mar74; £P329017.
MUSIC EP329018,. Rose. w & m@ Janie Bradford § Freddie Gorman.
3 £. € Jobete Music Ccmpany, Inc. & Stone Diamond Music
Corferation; 1WJul74; ££329018. EP329019, No one will kncw. w &
m Leonard Caston. 3 p. & Stone Liamcnd Music Corporation;
2939u174; §p329019. EP329020. Let your hair down. Whitfield. 2 p.
w & m Ncrman Prev. pub. 8Nov73, EP318830. Ne: changed melody.
€ Stone Diamond Music Ccrporation; 6Jun74; EP329020. EP329021,
Dein' that thing. m Gil Askey. 1 Die © Stone Diamend Music
Corpcraticon; 5Sep74; §EP3290z1. EP329022. Fock 'n scul. A. Red.
Brcadman Press; Compiled & arr. buryl 82 p. NM: compilaticn. 3
24May74; EFP329022. EP3 29023. Gcodnigkt and goodmorning.
wé&n John Oates & Daryl Hall, arr. Eoward Ncrman. 3 p. Frev. req.
10Apr72, EU321621; prev. pub. 100ct72, a375044, Nis Edanioy arr.
ne Young ideas Publishing Ccopany 6 Chappell and Company, Inc.;
11Sep743; §P329023, EP329024, Tres cantilencs en blancce. w
Federico Garcia Lorca, m Yvarc-Fmilian Mikhashoff. Méicrcfilm. Add.
ti: White cantilenas. Appl. states all new except words Ey Garcia
Lorca. ¢ Yvar-Emilian Mikhashoff; 15J9u174; EP329024, EFP329025.
3 movements for 7 winds. Themas Dargan. Thomas bargan; m
William Microfilm. ¢€ Willian 1SJun74; §P329025. EP329026.
Scmething cr nothing. w & wm Mick Box, Ken Hensley & Gary Thain,
arr. David Jessie. 4 p. Appl. au: Warner Brothers Publications, Inc.,
employer for hire of David Jessie. Prey. req. 6Jun74, EU4S4434, NM:
piano vccal arr. witk quitar chords. Sydney Bron Music Company,
Ltd.; 30Aug74; EP329026. EP329027, Cold and lonely night. Frem
Here comes the Scn. w, m & SATB acre. Faul Johnson. 8 f£. € bord
MuS2cyinc., na: divisicn of Word, Inc.; 11Sep74; EP3290207/
EP329028, The Beatitudes. SATB. w: Matthew 5: 3-10, 12a, m & arr.
Chris Wcmmack. 8 Pe NM: music & arr. € Word Music, Inc., a divisicn
of Word, Inc.; 11Sep74; EF329C28, EP329029, O brother man. SAB.
yw adapted from John Greenleaf Whittier, m & arr. John Lee, 8 pe.
NM: MUST CALI 6, adaptaticn cf words. @ Word Music, Inc., a
divisicn of Word, Inc.; 11Sep74; £329029. EP329030. Christ the
newborn King. SATB. w Eleanor Ficck, m & arr. Dorothea Brandt. 6 p.
NM: music & arr. G Word Music, Inc., a division of Word, TN Cine
11Sep74; §EP329030. July-Dec. EP329031. Sing! praise! rejoice!
Unison, with eptional trumpet. w Walter Rudd, ao & arc. Lanny Allen.
8 Pe) PaLticnip. Bs 9 Word usic, Inc., a divisicn of Word, Inc.;
11Sep74; £P329031. EP 329032. Christ lives in me. SATB. wWemé
arr. Gene Bartlett, m §& arr. Betty Jean Chatham. 5 ~. Frey, pub.
31Ju174, EP327544, NM: arr. & keybeard acc. ¢€ Norman Clayten
Publishing Ccmpany; 11Sep74; §EE329032. EP329033. To be God's
pecple. Freon the musical God's pecple. w, m6& arr. Charles
F.Brown. 4 p. Prev. pub. 31Ju174, EP3'27553)5)| (Chicn arte; Word
Music, Inc., a divisicn of Word, Inc.; 17Sep74; £F329033. EP329034,
Mccn-eyed woman, w & m Gary Michael Duke. 2p. € Xaigon
Publishing Company, Inc.; 11Sep74; £P329034. EP329035. Reindeer
shuffle. w&o Gary Michael Duke. 1p. € Xaiqon Publishing Company,
Inc.; 11Sep74; §FP329035,. EP329036. A Kind of prayer. w& o
Sherolyn Lee Kilmer. 1 6. & Sherolyn Lee Kilner; 23Sep74;
£P329036. EP 329037. If we could love our brothers. w6a Sherolyn
Lee Kilmer. 1p. @€ Sherolyn lee Kilmer; 23Sep74; §P329037.
EP329038, Smile and praise the Lord. ow & m Sherolyn Lee Kilmer.
1p. € Sherclyn Lee Kilmer; 23Sep74; [P329038. EP329039, Happy
ground. w & m Sherclyn Lee Kilinelrse gilhipeue Sherolyn Lee Kilmer;
23Sep74; £F329039. EP329040, Followers, leaders. lee Kilmer. Taps
Kilmer; 23Sep74; w & m Sherolyn © Sherolyn lee EP329040,
EP329041, Better get ready. Kilmer. 1p, 23Sep74; w & m Sherolyn
Lee © Sherolyn Lee Kilmer; EP329041, EP329042, Heney, don't you
know? By Jinmy Louis, pseud. of James Louis Howard. 4 pP. ¢€
Fifteen Years Music; 23Sep74; EP329042, EP329043. Who will I re
lovin' now? w6o Carmel Taylcr & Aqnes Wilson. 2 p- @ Algee Music
Corporation & Altam Music Corporation; 12Sep74; £P329043.
EP329044, Ycu and me instead. w & m Kevin Farrell. 2 p. € Al Gallico
Mtsic Corporation & Alaee Music Corgperation; 17Sep74; EFI29044,
EP329045. Can't you feel it? w & m Carmol Taylor, George hKichey &
Norris Wilson. 3 pe. & Al Gallico Music Corporation & Algee Music
Ccrferation; 12Sep74; EP329045. EP329046, Dark city dusk. Lyrics:
Richard Errante, m Jchn Jchnson. 1 Pe & John Jchnson & Sichard
Errante; 23Sep74; EP329046. These entries alone may not reflect
the complete Copyright Office record pertaining to a particular work.
Contact the U.S. Copyright Office for information about any
additional records that may exist.
1974 EP329047. The-Hall cf famous lcsers. wv &Mm Grace
Lane &€ George Weiss. 3 fF. ©& Easy Listening Music Ccrporaticn;
12Sep74; EE329047. EP329048,. Jesus, Thou tender little cne;
Christmas mctet. For five-part chorus of mixed vcices (SAITE) a
cappella. English text, arr. & editing: Walter Ehret, m Melchicr
Franck. Ji Demin M's New musical arr., translaticn & editing. © Tetra
Music Corferation; 1W7WSep74; EF3SZ9048. EP329049, Sheep may
safely graze. From Cantata number 208. For four-part chorus of
mixed voices with pianc or orqan acc. English versicn & choral arr.
Thomas T. Frost, m Johann Sebastian Bach. Ait pe Add. ti: Schafe
kennen sicher weiden. Prev. req. 2Nov70, FUZ1C836. N*: new
musical arr. & translation. € Tetra Music Corporaticn; 17Sep74;
EP329049. EP329050. Mama (he just don't lcve me anymore) w & m
Vernon kKhite & Betty Luke. ipl. © Papa Jce"s Music House, Ince;
23Sep74; 2F329050. EP329051. Saturday's warrior; a contemporary
musical in search of wke ycu are. Book & lyrics hy Douglas C.
Stewart, o Alexis K. De Azevedo. 160 p. € Alexis K. De Azevedo,
Wep74; deka. EP329C51. Embryo Music; EP329052. Wind around.
Lyrics: Errante, m Jchn Jclinscn. Johnson & Bichard Errante;
EP229052. Richard 3 fe € John 23Sep74; EP329053. Don't cry; vocal.
w 6& m Kay Faubus. 2p. 6 Mid-America Music; 28?Pug74; EP329053.
EP329054, Standiro in a haze; vccal. w 6m Cal Morton. 1p. & Mid-
America Music; 28Auq74; £EF329054, EP329055. Good-bye; vocal.
w & m Cal Morton. 1 pe. € Mid-America Music; 28Aaug74;
EP329055. EP329056. Gone; instrumental. m Ray Faubus. 1 p. ©
Mid-America Music; 28Aug74; EP329056. FP32¢057. T. Ne Tes
instrumental. m Cal Morton & Ray Taukus. 1p. © Mid-America Music;
28Aug74; EP329057. EP329058. Leve lifted we. SATB. w & m James
Fowe & Howard Smith, arr. William J. Reynclds. 8 pe. Preve pub.
1912, EP284873; renewed 5Jun39, k76976. NES vocal parts with
piano acccmpanjment. € John I. Benson, Jr; 13Sep74; EP329058.
EP32905°. God made these for us to lovee SA with Acc. w Dianne
Turner, m & arr. lee Turner. 5 fe Appl. au: Jchn T. Benson Publishing
Ccmpany, employer for hire. © Jchn 7. Benson Publishing Company;
13Sep74; EP329059. EP329060. (He walked that) lonely road. SATB.
w Dianne Turner, m & arr. Lee Lurner. 5S pe Appl. aus: Join J.
Benscn Publishing Ccmpany, employer fcr hire. G John %. Bensor
Publishing Company3 13Sep74; £F329G60. CURRENT
REGISTRATIONS EP329061. More (than you'll] ever know) wéom
Phil Jchnson, arr. Wh. Elmo Mercer. 4 pe Appl. au: Limension Music,
employer for hire. € Dimension Music; 31Dec73; EF329061.
EP329062. Stump Town Eend. w & m Windal »#. sone 1 p. Frev.
req. SApr74, EU473438. © wWindal m, Elake; 19S 8 EP329062. ee
EP329063. That's just like Jesus. w&m Garland Craft. 3p. ©
Silverline Music, Inc.; 23Sep74; EP329063. EP32S064. I"m feeling
gccd. w & m Judith Reifman & Jean Kagan. 2 p. € Judith Reifman &
Jean Kagan. (in notice: Judi Reifman & Jean Kagan ); 23Sep74;
EP329064. EP329065. let's get tcgether and sing it out. w Jean
Kagan, w & m Judith keifman. 1 pe € Judi Feifman & Jean Kagan;
23Sep74; EE329C65. EP329066. Mission San Diego. w&m Ray
Welchel, arr. Ted Silva. 3 pe. © Kay Welchel Fubliskers; 18Sep74;
EP329066. EP329067. Mission San Juan Capistranc. w5&am Kay
Welckel, arr. Ted Silva. 3 p. 3 Ray Welchel Fublishers; 20Sep74;
EP329067. EP329068. Road of Stauffer. 23Sep74; life. w & m Virginia
1 p. ©€ 6ill Monroe Music; EP229C68. EP329069. Beyond the cate.
Jake Landers. eps Music; 23Sep74; w & m Bill Monroe & €@ Bill
Monroe EP329069. EP32907C. A Newer world. For mixed voices with
brass sextet & timpani. Words from Ulysses by Alfred, Lord
Tennyscn, m & setting: Paul W. Whear. 2 v. & parts. NM: setting. €
Ludwig Music Putlishing Company; 31J3vl74; ££329070. SATB
EP329071. The Drivere For stage band. m Rex Mitchell. 4 ¢~. &
pacts in folder. © Ludwig Music Publishing Company; 26Aug74;
EE329C71. EP329072. The Performing percussicnist. 2. Text & m
James Coffin. 54 p. Le Barnhcuse Ccmpany; 16Sep74; EP329072.
Book € C. EP329073. Love's waters run deep. w & m hobert
Morrison. 3 ¢. & MuSic City MUsic, Ince; 23Sep74; EP329C73.
EP329074. Teardrops tound my cing. w & m Ray Reeves. 1 p. ©
Tommy Hill Music, Ince; 25Sep74; EP329C74. EP329075.
Cahulawassee Rapids. m Curtis McPeake. 1p. € Tommy Hill Music;
25Sep74; EE329075. EP329076. Each time I say it's the last time. w
& p Jim Faqan. 1 pe © Tcmmy Hill Music, Inc.; 25Sep74; &P329076.
3771 EP32S5077. Piq fantasy, number three. wéEon Robert
Wclerran. 1 pe. & Robert McLerran; 1Auq743; EPI29077. EP329078.
A Frayer tor America. w & m Harold E. Dunn, Jre 4 pe. © The
Clavier Press; 25Sep74; §EP329078. EP329079. Scmetimes even
good girls get turned on. w & m Dwight Gallcwaye 1 pe & Papa Joe's
Music House, Ince; 25Sep74; EP329079. EP329060. Fet kack boocie.
w & m Tcm Alters, John Terry & Kussell Geis. 1 pe & Papa Joe's
Music House, Ince; 25Sep74; EP32908C. EP329C81. Hello, Mor. w&
mw Scctty Haze. 1 pe € Papa Jce's Music House, Inc.; 25Sep74;
EEF329CE1. EP32S5082. For youe Ke McKelvy. 20Aug74; wG& m he
2p. & EF329CE2. Martin, Ve. Ryan & Vondefree Music; EP329033.
Thicd symphony. m Virgil Thcmson. 83 pe. Crcehestral versicn cf
String quartet number 2. NM: adaptaticn & are. for orchestra. ©
Virgil Themson; 13Sep74; EFIZSCE3. EP329084. You're a child. From
tne Paramount picture The Little prince. w Alan Jay Lerner, m
Frederick Loewe, arr. George Terry. 7 pe Appl. aus Famous Music
Corperation, employer for nite of Gecrge Terry. Erev. reg. 30Jan74,
EU4YS915€. KM: piano arr. G famous Music Ccrporaticn; 19Sep74;
EP329CE4. EP32¢085. Why is the desert? From the Paramount
picture The Little prince. @ Alan Jay Lerner, m Frederick Loewe, arr.
George Terry. 6 f. Appl. aun: Famous Nusic Corporation, employer for
hire of Georce Terry. Prev. reg. 30dan74, EU45916z2. NM: plane arre
& Famous Music Corporation; 19Sep7T4; EP329065. EP32¢C 86. I'm
on your side. From the Paramount picture The Little prince. w Alan
Jay Lerner, m Frederick Loewe, arr. George Terry. 7 pe Apfl.e. auz
Famous wusic Corporation, employer for hire cf George TEILry. Frev.
req. 30Jan74, EU45¢6159. WM: piano arr. © Famous Music
Corporaticn; 19Sep74; EP3I29086. EP3290t7. Be hapPpye Frem the
Paramount picture The Little prince. w Alan Jay Leruer, m Frederick
Lcewe, arr. George TEILY. 7 pe. Appl. au: Famous Music Corporation,
employer for hire of George Terry. Prev. req. 30Jan74, FU4S9166.
NM: piane arr. € Famous Music Corporation; 19Sep74; EP3290E7.
EP3290€8. Romance. For mixed vcices S.A.T.B. with piance &
cptional triangle. Text: Robert Louis Stevenson, m@ Fmma Lou
Diemer. 10 p. NM: musical setting. © Carl Fischer, Ince; 19Mac74;
EP3290€8. EP329C 89. Who shall ascend? A suite for choirs. For
two-part choir with piano &/Cr organ. « from Psalm 24, m Rarold H.
Beebe, JIe 11 op. Prev. rege 28Jul72, EU3465€7. © Carl Fischer,
Inc.; V6Mar74; EP329C89. records that may exist.
3772 EP329090. The Plue-tail fly; American fclk song. Cp.
6, no. 3. For men's chorus, T.T.sEeF.e, karitcne sclo with fiano. Arr.
Kirke Mechen. 120s NM: arr. 6 Carl Pischer, Inc.; | 22Mar74;
EP329050. EP329091. Cde to freedom. Mixed chorus accompanied
by kand &/cr orchestra. Text & m nokert Washburn. 12 fF. Mixed
vocal score with piane arre € Oxtord University Eress, Inc.; 1Aug74;
EP329091. EP329092. Cde to freedcm. Mixed chorus accompanied
by kand &/or orchestra. Text & m Robert Washburn. 2 v. & parts in
fclder. ©€ Oxford University Press, Hil i TAuq74; EP329092. EP3
29093. The Answer scnqs. Ccmpiler: Jim Van Hemert, editcr: Jim H.
Ward. Leave aN Ms compilaticn. € Eroadman Press; Z6Jun74;
E£F3I29C93. EP3290S94, The Sonqas cf B. B. McKinney. Compiler:
Williat J. Reynolds, editor: Alta CG. Faircloth. Uva ONMs compilaticn.
€ Eroadman Press; B8Jul74; EP3I29094, EP329095). Symphony
number 1. Op. 76. willcox Jenkins. Micrcefilo. Willcox Jenkins;
15Auq74; m Joseph € Joseph £F329C95. EP329096. Hymns of
teritaqge. SATE. ALL. Walter Ehret. 48 p. Appl. au: compilaticn: Word
Music, Iuc., employer for hire. NM: compilaticn. € word Music, Inc., a
divisicn of word, Inc.; 1BSep74; =EEI29CS6. £P329097, The King
shall ccme, w: translated Irom the Greek ky John Erownlie, ws:
Morning scng frcm Wyeth's repository of sacred music, fart second,
SATE arr., keyboard ecc. & choe instrumertation: Walter Ehret. (In
Hypns of heritage, Ps 2=7)°) NM: arc.e, instrumentation § acc. ©
Word Music, Inc., a division of Word, iInc.; 18Sep74; EP329097'>
EP329098. As the prephets foretold. w, SATB acre. & keykoard acc.:
Walter Ehret, o: American fclk hyon. (in Hymns of heritage, p. 8-13)
NM: words, arr. & acc. © Word Music, Inc., a division of Word, Inc.;
18Sep74; §P329098. EP329099. Dear Lord and Master. w John
Greenleaf Whittier, m frcem Southern harmony, SATB arr. & keyboard
acc.: Walter EFret. (In Hymns of heritage, pe. 14-19)
MsmallenGeacCem 1G, HCL Music, Inc., a divisicn of Werd, Inc.;
18Sep74; EE3I29C99. EP329160. Jerusalem, my happy home. w:
ancnymous Latin Fymn, translated, m: American fclk hyon, SATB arr.
& keytoard acc.: walter Ebret. (In Hyons of heritage, fe. 2z0-23) NM:
arr. & acc. © Word Music, Inc., a divisicn of Word, Inc.:3 18Sepi4;
EFP329100. EP329101. I love Thee. w: anonymous American hymo,
m from Ingall"s Christian harmony, SATB arr. & keyboard acc.:
Walter Ehret. (In Hymns of beritage, pe 24-27 ) NM: arr. & acc. ©
Word Music, Inc., a division of Word, Inc.; 18Sep74; EE329101.
These entries alone may not reflec particular work. MUSIC
EP329102. Thou Lamb cf God whose dying love. Ww Charles Wesley,
m: American fclk hymn, SATB arr. & keytoard acc.: Walter Ehret. (In
Hymns of heritage, fF. 28-31) NM: arr. & acc. Word Music, Ince, a
divicsicn of Word, Inc.'s; 18Sep74; £EF3z29102. EP329103. © Thou
who hast my scrrows borne. We SATE arr. & keytoard acc.; Walter
Ehret, mz: American folk kyon. (In Hymns of heritace, pf. 32-36 )
NM: words, arr. & acc. © whord Music, Inc., a, diviisrenict werd,
“Ince: 18SEep74; EP329103. EP329104. C Lord divine, what hast
Thcu done? w adapted from Charles wesley, m: Americen tcolk
hymn, SATB arr. & keykoard acc.: Walter Ehret. (In Hymns of
neritage, fF. 37-45 ) NM: arr. & acc. © word Music, Inc., a division of
WOOL, -ENC a. 18Sep743; £P329104. FP329105. All glory to the
dyirg Lamb. w Isaac Watts, m: American folk hymn "Letroit", SATE
arr. & keytcard acc.: Walter Ehret. (In Hymns of heritage, Ff. 46-48)
NM: arr. & acc. @ Word Music, Inc., a divisicn of Word, Inc.;
18Sep74; EE3291C5. EP329106. Heme run marche Accordicn. By
kalph E. Bennett. 1p. € Ralph EF. Bennett; 9sep743, EP3291C6.
EP329107. Romans 8: 28. w & m Steve Powell. 3 pe € Steve Powell ;
25Sep74; EP329107. EP3291C8, Silver maple rag; arr. for Land
(concert & quickstep) o J. F. Iraxler, arr. Walter Watscn. 7 Ups, 6s
parts: in felder. NM: arr. @ Ludwig Music Publishing Company;
2£Sep74; EP3291C8. EP3291¢9), Spanish dance. Op. 54, noe 1. For
violcncello € piano. m David Popper, edited by Francis Grant. 9 p. &
part. NM: editorial revisions. © Ludwig Music Publishing Company;
25Sep74; EP32S51C9, EP329110. Spanish dance. Op. 54, no. 1. For
violin & piano. wm David Pcpper, edited by Myron Shyan. 9 p. &
part. NM: editorial revisions. 6 Ludwig Music Publishing Ccmpany;
25Sep74; EP329110. EP329111. Adagic frem Concerto number 1.
For clarinet quartet. m Carl Maria Von Weber, arr. Harry Kk. Gee. (ys
tee parts in fclder. NM: arr. 6 Ludwig Music Publishing Company;
25Sep74; EP329111. EP329112. Electronic music. Book 4. m Michael
Colinas. 7 pf. Appl. au: Themas J. Valentino, Inc., employer for hire.
6& Thomas J. Valentino, Inc.; 17Sep74; EP3291.12. EP3291135
Serenade; pianc solo. m Gladys Gay. 3 pe € Montgcmery Music, Inc.;
27Sep74; £F329113. records that may exist. July-Dec. EP329114,
Likewise; scnq for a father. Baritone solo; taritone, second & alto;
S.S.eA.j Cr musical reading. w & m Ora Pate Stewart. 16 p. e Ora
Fate Stewart; 2CSep74; EP229114. EP329115. I don't want to hurt
you. w & o Curtis Williams. 4 p. 6 Curtis Williams; 27Sep74;
£pP329115. EP329116. Beautiiul gelodies. Evans. 2 p. 20Sep74; w &
m Jchn Ralph © Jckn kalph Evans; EPIZ91016 6 EP329117. There go
two people. Ralph Evans. Wei 96 20Sep74; EFIZ9117. w & m Jchn G
John kalph Evans; EP329118. Mrs. Miracle. w & m Jchn fsalph Evans.
2 p. € Jchn Kalpn Evans; 20Sep74; EP329118. E£P329119. Alcokcl,
you witch, ycu! w & m John Ralph Evans. 1 ¢. © John Ralph Evans;
20Sep74; EFIz29119. EP329120. I feel like a new man today. w
Elizabeth Jane Anderson. 2p. € Greenback Music, Inc.; 26Sep74;
£P329120. & m EP329121. Alcne again today. Japanese lyric by Yuka
Matsustima, m Bob Eogle. 2 p. Japanese 6 remanized Japanese, €
Tridex Music Ccmpany; 24Sep74; EP329121. EP329122. Morning
glow. Japanese lyrics by Yuka Matsustima, m Don Wilson. 3p is
Japanese & remanized Japanese. € Tridex Music Ccmpany; 24Sep74;
EP329122. EP329123. Beloved Scn; a song cycle. wom Jonathan
Murrc. 22 p. € Jonathan Murro; 24Sep74; EP329123. EP329124.
Crazyman. 2 pe. G Grand Theft Music; EP329124, w & m Joel Porter
Munsey. 7Sep74; EP329125. A Gift frcem God. w & m Herkert C.
Russell. 2 p. € Herbert C. Russell; 21Sep74; EF3z9125. EP329126.
Supmer madness. m Robert Mickens, Alton Taylor, & Kool and the
Gang, pseud. of George M. Brown & 5 cthers. 1 p. 6 Delightful Music
Publishers & Gang Music Fublishing Ccmpany; 12Aug74; £EF329126.
EP329127. Fruit man. w & m Rick West, & Kool and the Gano,
pseud. of George FM. Brown, Robert Bell & 4 others. 2 pe 8
Delighttul Music Publishers 6 Gang Music Publishing Company;
12Aug74; EP329127. EP329128., Hereafter. w & m Ronald Bell, &
Kool and the Gana, pseud. of George PF. Brown, Richard westfield &
4 cthers. 2 pe © Delightful Music Publishers & Gang Music Fublishing
Company; 12Aug74; EP329128. t the complete Copyright Office
record pertaining to a Contact the U.S. Copyright Office for
information about any additional
1974 £P32¢129. Street corner symphony. m Konald Bell, &
Kool and the Gang, pseud. of George M. Brown, Fichard Westtield &
4 others. 2 Ff. ¢€ Delightful Music Publishers & Gang MuSic
Publishing Company; 12Auq74; §EP32Z9129. £P329130. Light of
worlds. w & mw Claydes Smith, & Kocl and the Gang, fpseud. of
kKobert Bell, George M. Erown & 4 others. 2 p. € Delightful Music
Publishers 6 Gang Music Publishing Company; 12Aug74; EP329130.
EP329131. Rhyme tyme people. w & m Dennis Thomas, Fenni
Saunders, & Kool and the Gang, pseud. of fonald Bell & 5 cthers. 2
pe 6 Delightful Music Publishers & Gang Music Fublishing Ccmpany;
12Aug74; EEF3Z9131. EP329132. Ycu don't kave to change. weéEn
Robert Mickers, & Kool and the Gang, pseud. of Bichard westfield,
kckert Bell & 4 others.’ 1 p. ©& Lelightful Music Publiskers & Gang
Music Publishing Ccmpany; 12Aug74; EP329132. EP329133. Whiting
H and G. m Ronald Bell & Kool and the Gang, pseud. of George M.
Brown, Sichard Westtield & fcur others. 2 pe € Delightful Music
Publishers & Gang Music Publishing Ccmpany; 12Aug74; EEFS29133.
£P329134, Symphonie Nummer 5. Fer large orchestra. m Gtstav
Mahler, editing & final versicn: Erwin Ratz. 246 p. Add. ti: Symphony
number 5. € cn revision & final versicn; C. F. Peters Corporaticn (in
notice: C. F. Feters); 21Dec64; £&F329134. EP329135. Sungay choir.
Arranger & compiler: Ronn Huff. 32 p. NM: 6 arrangements &
compilaticn. S¢ Diadem, inc.; 17Jdan72 (in notice: 1971); EP3z9135.
EP329136. Faith, tears and resurrecticn; an Easter cantata. w & m
William Fasig. S52 pe NM: music & added words. & Diadem, Ince;
20Jan/72; EpP229136. 5P329137. Universal fraise; an anthem for
Thanksqiving Day (or general) w taken from Psalm 149, etc., m
Willian Billings frcem Continental harmony, editing: Leonard Van
Camp. 18 p. Add. ti: © praise God. NM: editing. € Concordia
Publishing louse; 10Aug73; EP329137. EP329138. Once more, wy
scul. w Isaac Watts, m William Billings from the Ccntinental
harmony, editing: Leonard Van Campe 4 p- Add. ti: Morning hymn.
NM: editing. ¢€ Ccncordia Publisking House; 230ct73; EF3I29138.
£P229139. Twc short anttems. om Willian Billings frcem The
Continental harmony, editing: Lecnard Van Camp. 7 fe. With words.
NM: editing. & Concordia Publishing House; 8Nov73; EP229139.
EP32914C. The Heavens declare; an anthen. wy from Psalm 19, m
william billings from the Continental harmony, editing: Leonard Van
Camp. 11 ¢. Add. ti: Sublimity. NM: editing. & Ccncordia Publishing
House; 230ct73; EE229140. CURRENT REGISTRATIONS £P329141.
Arise and tail the sacred day; a hymn for Easter. Ww: anonymous, m
Willian Billings frcm The Continental harmony, editing: Lecnard Van
Camp. 3 pe Add. ti: Clarimont. NM: editing. € Concordia Publishing
House; 19Dec73; EP329141. EP329142. Rejoice, ye shining werlds
on high. w Isaac Watts, m William Billings from The Continental
harmony, editing: Leonard Van Camp. 6 p. Add. ti: Dedham. NM:
editing. ©€ Concordia Publishing Hovse; J7Dec73; EP329142.
EP329143. The Lord my pasture shall prepare. w Joseph Addison,
based on Psalm 23, w William Billings from Tke Continental
harmony, editing: Leonard Van Camp. 4 pe Add. ti: Cross Street. NM:
editing. € Ccncordia Publishing House; TDec73; 6P3z29143.
EP329144, Reflecticns on death. am Williaa Billings frcm The
Continental harmony, editing: Lecnard Van Camp. 8 fe With words.
NM: editing. & Concordia Publishing Hcuvse; 7Dec73; EF229144,.
EP329145, Multi-colored lady. w, m & arre Gregory Lencir Allman.
(In Gregg Allman--Laid ktack, p. 9-17) Prev. reg. 3Dec73, EU44t6S6.
NM: arr. € No Brit Music Company, Inc. & Allbre Music Company;
2GmMay74; EP2Z29145. EP329146. Queen of Hearts. WwW, @ &
arr. Gregory Lenoir Allman. (In Gregg Allman--Laid back, pe 24-32)
Prev. reg. z2Sep72, £U357866. NM: art. © No Exit Music Company,
inc. & Allbro Music Ccmpany; 20May74; EE329146. EP329147.
Midnight rider. w6& m Kk. Fayne, w, @ & arr. Gregory Lenoir Allwan.
(In Gregg Allman--Laid back, p. 33-39) Prev. req. SNov70,
£U215520. NM: arr. @ No Exit Music Company, Inc.; 20May74 (in
notice: 1973 ); #P3z9147. EP329148. Please call heme. Ww, M@ &
arle Gregocy Lencic Allman. {In Gregg Allman--Laid tack, p. 40-45)
Prev. reg. 5Nov/0, FUZ15517. NM: arre SG No Exit Music Ccmpany,
Ince; 20May74; EP329148. EP329149, All my friends. w, m & arre
Charles Scott Boyer. (in Gregg Allman--Laid back, pe 52-57) Frev.
reg. 19NCVv71, E£U293772. NM: arr. € Rear Fxit Music, Ince;
20May74; EP329149. £P329150. Will tke circle be unbroken?
Traditicnal. Arr. Greqory Lencir Allman & John EF. Sandlin, Jr. (In
Greqq Allman--Laid back, p. 58-62) NM: arre € No Exit Music
Company, Ince; 20May74; £E329150. EP329151. Ezekiel saw the
wheel; traditional. S.A.T.B. Arr. Don Muller. 15 DAppl. au.: Ethel
Smith Music Corporation, employer for hire. NM: choral arr. © Ethel
Smith Music Corporation; 27u1l74; EP329151. EP3'29152. Camptown
baces. S.eA.1eBe w Em Stephen Foster, arr. Den Muller. US Po Appl.
au: Ethel Smith Music Corforaticn, emplcyer tor hire of [cn Muller.
NM: choral arr. € Ethel Smith Music Corporaticn; 2Jul74; EF229152.
3773 EP329153. Short'nin' bread; traditicnal. S.A.T.B. Arr. Don Muller.
15 p. Appl. au: Ethel Smith Music Corforaticn, employer for hire. NM:
choral arre © Ethel Smith Music Corporation; 20ul74; £F329153.
EP329154, Delta guitar method. Compilation: E. David Davis. 36 p.
NM: compilation & text. © FE. David Davis; 5Sep74; EP329154,
EP329155. 32 original jazz tunes. om Greg Waters. 26 pe € Greg
Waters; 1TMar74; EP329155. EP329156. Reck your baby. w & m
Henry We. Casey & Richard Finch, acr. Screen GemsColumbia
Futlications. 4 p. Prev. req. 14May74, EU489612. NM: piano arr. ©
Sherlyn Fublisking Ccmpany, Ince; 1W4dul74; EE329156. EP329157.
The Casper Ctt cabin. w & a Bok Gand. 1 pe. € kildwood Music;
17Mar73; £EFI29157. EP329158. Where are you cunning, Lunnaway
(sic)? w & m Charles Toyle. 1p. Charles Doyle; 8Sep74; &P329158.
EP329159. A Wider priscn waits. w & m Charles Doyle. 1p. € Charles
Doyle; &8Sep7/4; EP329159. EP329160. Is he yours? w 6 m Harriscn
Johnson. 1 p. w Excellorec Music Company; WAug74; EP229160.
EP329161. Lord of love. w Alice B. Pearce, m Hermione A. Everett. 3
p. © Ronald E. Everett; 1Sep74; EP329161. BP325162. Leve me like
ycu never will again. w & m Billy kay Reynolds & Eddie Fox. 1 pe ©
Claremont House Publicaticns; 5Sep74; EE229162. EP329163.
Cloudy days. w® & m Billy Kay Reynolds. 1 p. € Claremont House
Puplications; 5Sep74; 5P329163. EP329164, Harmonica Joe.
Reynolds. 1 pe Publications; w & m Billy Ray € Claremont Hotse
5sep74; #£P329164. EP329165. Ring out, wild bells; Christmas
selection. om W. A. Mozart, arr. Henry Pharmer, pseud. cf Don
Schaeffer. 4 p. & parts in fclder. NM: arr. for band. © Pro Art
Publicaticns, Inc.; 3Sep74; EP329165. £P329166. Christmas rcunds
for band; traditional. Arr. Albert Morris, pseud. of Don Schaetfer. 4 p.
& parts in folder. NM: arre SG Pro Art Fublications, Inc.; 3Sep74;
EP329166. EP329167. Christmas is coming; traditicnal. arc. Andrew
Buraess, pseud. of Con Schaeffer. 4 p. & parts in folder. NM: arr. for
band. © Pro Art Publications, Inc.; 3Sep74; §FP329167. These
entries alone may not reflect the complete Copyright Office record
pertaining to a particular work. Contact the U.S. Copyright Office for
information about any additional records that may exist.
3774 EP329168. Little bells; Christmas or general. From
The Macic flute. mW. A. Mozart, arre Leland Forsblad. 4 p. & farts in
folder. NM: arr. for Land. ¢ Fro Art Publicaticns, Inc.; 3Sep74;
§Ep329164. £P32916S. Bach for Christmas. mJ. Se Bach, acr. Don
Schaeffer. 4 p. § Parts in folder. Add. ti: Prepare thyself, Zion. Wt:
arr. for band. 9 Pro Art Publications, Inc.; 3Sep74; §£p329169,
EP329170. Fsalm 98; an original rendition of Psalm 98, using the
traditicnal Hebrew text. For tenor, organ, 4 flat clarinet. ww & arr.
Richard L. Reiter. Parts. Romanized Hebrew. NM: musical setting. &
Kichard L. Keiter; 1Jun73; EP3'29)157.0/. BP329171. The Cat in tke
wood. For TTEB chorus, a caprella. Text: Acchibald MacLeisn, m
Allen & Trubitt. 4 pe G on music; fhecer Dean Publishing Company;
INov73; EP329171. EP329172, Three sengs cn tke snortness of life.
For mixed chorus (SATB), a cappella. w Henry Lichfield, Fobert Jones
& Thomas Campion, m Allen F. Trubitt. MS i yas ns: OM music;
f&cqger Lean Publishing Company; TNov73; £EP329172. EP329173.
Legato etudes for trumpet. Transcription § editing: John bh.
Shoemaker. 30 £. Based on the vocalises of Giuseppe Ccncone. NM:
transcripticn for trumpet 6 editing. 6 Roger Dean Fubliching
Cempany; 1Aug73; EP3291073 6 EP329174, I still can't leave ycur
memory alone, w Kent Fokbins, Geof Frey Morgan. 1p. € Pi-Gen
Music, Ince: 26Sep74; EF329174, EP3/29'1.75'. Come get frem we.
wen David Porter. 4 £. € Robosac “usics 4Oct74; HE329175,
EP329176. Ain't no need cf crying. w Eo David Porter. 4 f£. &€
Kobosac Music; 4Oct74; EF329176. EP329177, It's good to be alive.
Porter. 3p. 4Oct74; w & m David % Robosac Music; EP3 291 Ait
EP329178. Hey, Mister Tt.) wee im David Porter, 3 pe. € Eobosac
tusic; 4oct74; EP329178, EF329179. All I do is for you. w 6m David
Porter. 3 p. & Robosac Music; 4Cct74; &P329175, EP329180. Gotta
get over tke hump. w & m David Porter. 3 f£. 6 Robosac Music;
4Cct74; EP329180. £P329181, “Me, myself and I, w 5 m David
Porter. 3 ~. Uw Fobosac Music; 4Cct743; FEI29181, EP329182.
Discover yourself. Pt. 1. 4% 6 o David Porter. 3 pe. 4 kobosac Music;
4Oct74; EE3Z29182. EP3291 83. My discovery. Pt. 1. w & m David
Porter. UI ¢ hokosac Music; 4YOct74; £FP329183. MUSIC EP3Z9184,
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