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The involvement of different experts for the different areas presented in the course has continued in 2023, and the students have experienced this solution as positive generally. Here are some details about the evolution of the involvement:<ul><li>Five different experts have been involved, three of whom were already lecturers in 2022, giving a continuation on the quality development for the corresponding parts. </li><li>A fourth expert involved since 2021 was on sabbatical this year (høst 2023) but a close colleague took over the teaching and the lectures and materials for this part were the same as the previous year which was well accepted by the students. </li><li>The fifth member of the teaching group was new this time and the evaluation from the students of the contribution was positive.</li></ul> Some challenges arose when dividing the course into different areas where different experts contribute. Those difficulties have been expressed by the reference group:<ul><li>Students seem to feel that, since the lecturers are just seeing once or twice in the semester, it is difficult to get familiar with the person and feel confident enough to ask questions or even participate in class. </li><li>The course gets easily too theoretical and students miss more practical examples of their interest (music)</li><li>The students miss the point of why the course is relevant to their studies</li><li>Difficult to extract the importance of the content presented in class towards the exam</li></ul> The first challenge seems to be intrinsic to the course-division solution, but the other ones are certainly to be improved in the upcoming editions of the course:<ul><li>More demonstrations need to be prepared for the class</li><li>Specific examples of how the different areas contribute to and influence the music technology field</li><li>Present more clearly which of the content and material is relevant for the exam and which of it is additional reading</li></ul>

The teaching and learning activities in the course:The course consists mainly of weekly lectures and a set of exercises that need to be delivered during the semester. The goal of the deliverable exercises is to provide the students the possibility to relate the concepts presented in the lectures to more practical situations in music technology, as well as get the opportunity to check their learning evolution during the course. The feedback from the students is generally good in that regard, having a student assistant available upon request. Students indicate the exercises are a good way for them to follow up on the course and "use the concepts learned in class". However, it is suggested that the student assistant would rather have a fixed exercise hour to meet the students instead of helping upon request. Getting familiar with the assistant eases the possibility of asking for help and clarifications, although the assistance has been given when resquested in good time. Also, it has been pointed out that the workload from exercise to exercise is different and a more stable load is preferable. The exercice package will be reviewed for the next editions. Assessment of the learning environment in the course:The number of students has grown significantly this semester. The usual room booked for many years is no longer suitable, even though the location is ideal for the students in Music Technology (the big majority of the class) since it is located on the Music Technology building where the other classes of the Bachelor happen. As soon as the space problem was detected, another room outside the Olavskvartale campus was booked and some students expressed the unpracticality of the location. The suggestion from the students to book a room in the Olavskartale campus will certainly be considered. The group of students is composed by students of the Bachelor in Music Technology and quite a significant number of international students coming from other backgrounds (mathematics, enginnering, physics,..). Since it is a lecture-based course, it seems there is no room for mixing these two groups of students to generate an arena for discussions. As a first suggestion, establishing an hour of exercices per week will potentially help in that regard.Also, since the students are first year students and international students, it seems that more specification on the different communication channels (Blackboard, Ms Teams, NTNU email, etc) is needed to ensure a good communication flow during the semester. The material of the lectures has been appreciated to be uploaded on time generally, and quickly react as soon as some content has been noticed to be unpublished. Assessment of the subject's academic content and learning outcomes:The learning goals of the course are relevant to the students, although this course is a different course (in form and content) compared to the courses that students in music technology are used to. It might appear to be more theoretical (introduction of sound as an acoustical signal both in time ad frequency domain), concept-based (auditory system) and presenting results from research studies (music perception and memory). An extra effort needs to be made to transmit the importance of the course content for Music Technology students, improving the lectures in class which could include more practical examples to illustrate such relevance, as well as reviewing the set of deliverable exercices.

NTNU:TIA:REST

Department of Electronic Systems

Institutt for elektroniske systemer

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Engelsk

Norsk

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Ved utsatt eksamen (kontinuasjonseksamen) i august kan skriftlig eksamen bli endret til muntlig eksamen.

Faglig innhold

Kurset gir innføring i grunnleggende lydbeskrivelse, musikksignalanalyse, hørselens oppbygging og egenskaper (audiologi), lydpersepsjon og musikkpsykologi.

Kursmateriell

Læringsutbytte

Emnet skal gi studentene grunnlag for forståelse av musikk som signal og som lydstimulus, innsikt i hørselens oppbygging og funksjon, samt kunnskap om persepsjon og hukommelse. Kunnskaper: Emnet skal gjøre studentene i stand til å - forstå oppbygging av musikk som akustisk signal - forstå, analysere og beskrive signalet i tid og frekvens - forstå hørselens oppbygging og funksjon spesielt med tanke på lokalisering og lydopplevelse - forstå hjernens oppbygging spesielt med tanke på lydbehandling, -opplevelse og hukommelse. Ferdigheter: Dette skal gi studentene bakgrunn for å kunne - analysere og beskrive musikk som signal - beskrive sammenhenger mellom lydstimulus og lydopplevelse - lage og produsere musikk tilpasset gitte krav og begrensninger. Generell kompetanse: Emnet skal gi generell kompetanse i - forståelse av musikk som auditivt signal - forståelse av enkle målemetoder og signalbehandling - forståelse av hørselen som primærsans for musikkopplevelse.

Læringsformer og aktiviteter

Øvinger

Musikk og sansning

Elektronikk og telekommunikasjon

Informasjonsteknologi og informatikk

Musikkteknologi

Psykologi

Musikkteknologi - bachelorstudium

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I høsten 2021, har det vœrt første gang at emnet har blitt delt i flere deler og en ekspert i hvert del har bidratt. Dette har fungerte godt og det skal defineres en måte for å gjøre dette en robust bidrag over tid.

Tiltak

Involvere flere eksperter på en fast bidrag

Provide one hour for exercises with the student assistant to ease the assistance

Review the exercises set as well as the workload related to them

Høsten 2022 var ordinarie kurskoordinator ikke tilgjengelig. Den erstattende kurskoordinator hadde ikke tidligere vært involvert i kursen, men emnet ble gjennomført på lignende måte som høsten 2021, dvs med et flertall forelesere for de forskjellige temana.

Emnet ble i 2022 gjennomført med fysiske forelesninger plus noen forelesning via video fra foreleser i Oslo. Det var obligatoriske regneøvinger, som tidligere år, og læringsassistenten hadde vært assistent i emnet under to tidligere år og var derfor godt kjent med emnet. 26 studenter gjennomførte øvingsopplegget og 29 studenter gjennomførte eksamen, som var en ordinarie skoleeksamen (3 studenter hadde gjennomført øvingene et tidligere år). Resultatet på eksamen tydde på at den kanskje var litt for omfattende og/eller litt vanskelig. Kommentarer nedenfor tydde også på at det ikke var klart eksakt hva som inngikk i pensum. Det ble gitt 6B, 2C, 12 D, 5 E og 4 stryk.Etter kursen ble det gjennomført en spørreundersøkelse hvor 9 svar ble sendt inn. Resultatene legges ved som en separat fil, men noen hovedtrekk presenteres her. For mange av påstandene var det stort sprik i svarene, så derfor gir det mest mening å se på gjennomsnittsverdien, med evt. kommentar om det er spesielt stor variasjon i svarene. Påstanden gis i sitat-tegn nedenfor.• "There were many good learning activities that required me to work actively" og "The learning activities have been engaging and motivating" ga en overvekt mot "Agree", men• "The learning activities have been well prepared and clearly structured" ga å andre siden en overvekt mot "Disagree".• "The teachers have made an effort to make the subject interesting" og "The teachers have been very good at explaining things" og "The learning assistants have given me the type and amount of help I can expect" ga en klar overvekt mot "Agree" med 4/3/2 "Strongly agree" for de tre påstandene.For "requirement and expectations" har svarene spriket mye:• "I have mostly had a clear picture of what is required of me in this course." og "It has been clear what quality is expected of my work" hadde en liten overvekt mot "Disagree".Arbeidsmengden ble bedømt å ikke være for stor og vanskelighetsgraden ble bedømt å ikke være så høy.De to siste påstandene var sammenfattende:• "The course feels important and relevant for my education. " fikk svar mellom "Strongly agree" til "Strongly disagree", med like mange positive som negative svar.• "All in all, I am happy with this course." hadde deremot en klar overvekt mot "Agree".Det ble også gitt mange verdifulle kommentarer under "What do you think has been the best thing about this course?" and "What do you think needs to be improved?" Mange positive kommentarer ble gitt om lærernes entusiasme og presentasjoner, og bredden på kursens innhold. Flere kommentarer om forslag til forbedringer gjaldt øvingene, som kunne kobles bedre til forelesningene, og det kunne være klarere bedømningskriterier.Det ble også kommentert at kursmaterialet hadde meget blandet form og gjerne kunne gjøres mer likeformet. Kursen føltes også spredt over et stort antall emner, med overfladisk behandling av flere emner. Det ble også gitt spørsmål på eksamen som ikke var presentert i forelesninger, og da det ikke var tydelig kommunisert hva som var kursmaterialet ble noen spørsmål på eksamen oppfattet som uventet. Noen leksjoner ble gitt på norsk og noen på engelsk, og emnet er spesifisert på NTNUs sider at det gis på engelsk og norsk. Dette kunne dog ha blitt løst bedre ved at avgjøre på forhånd om det skal gis helt på engelsk eller til dels på norsk.Til sist ble det også kommentert at det kunne være verdifullt å få høre om koblinger mellom dette emnet og resten av studieprogrammet "Musikkteknologi". Selv om emnet i seg selv er meget interessant kunne det være enn mer verdifullt med en slik bedre kobling.

Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.

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One of the changes for that course has been to divide it into 4 different parts where different specialized lecturers have been involved in giving the lectures. One challenge for the students collected on the reference group meetings was that the topics were not introduced at a sufficiently slow pace but it rather felt quickly run into details possibly missing some preliminary basic concepts. This will be solved in further editions by transmitting the awareness about this fact to the different lectures and spending more time to get the students introduced to the lecture's topic. One straighforward solution as well is to share the lecture notes before the lecture so the students have them available and may prepare before the session.There has been good coordination in general, but the fact that some lectures needed to be digital and some others physical made the students lose some connection with the lecturer. Physical lectures were appreciated at the end of the course. The course is normally planned to be in-person as soon as it is allowed for that.

The students indicated that the learning outcome of the course was appropriate and some times positively surprising due to new concepts not very straighforwardly expected in a Music Technology course. The exercises suggested have helped the students to achieve the learning goals. The use of the English language during many of the lectures might have also been a challenge for a part of the students. This issue could be again solved by uploading the lecture's content and materials before the lectures so one could be priorly prepared to the lecture date. Moreover, the course exercices will be published in both languages, Norwegian and English, as well. Finally, now that the course has been divided into different topics, a review of the connection between lectures and corresponding exercises will be done.

Even though the mathematical content has been reduced, the content presented may still cause some confusion among students, especially thinking about the potential of being asked more mathematical expressions during the exam. This content will be reworded to be introduced in a different manner using examples linking them to music aspects as much as possible.

Kurset gir innføring i grunnleggende lydbeskrivelse, musikksignalanalyse, hørselens oppbygging og egenskaper (audiologi), lydpersepsjon og musikkpsykologi. Lyttetrening.  

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Musikk og sansning - TT2010