Approaches to Signal Flow Pedagogy: A Black Box Model and Scalable, Interactive Studio Modeling Using Prezi Presentation Software

Anderson I. Approaches to Signal Flow Pedagogy: A Black Box Model and Scalable, Interactive Studio Modeling Using Prezi Presentation Software. In: AES Conference: 50th International Conference: Audio Education. Audio Engineering Society; 2013. Paper 6-4. Available from: https://aes.org/publications/elibrary-page/?id=16853

@inproceedings{Anderson2013_16853,
  author = {Anderson, Ian},
  title = {{Approaches to Signal Flow Pedagogy: A Black Box Model and Scalable, Interactive Studio Modeling Using Prezi Presentation Software}},
  booktitle = {AES Conference: 50th International Conference: Audio Education},
  note = {Paper 6-4},
  year = {2013},
  month = jul,
  publisher = {Audio Engineering Society},
  url = {https://aes.org/publications/elibrary-page/?id=16853}
}

TY  - CPAPER
TI  - Approaches to Signal Flow Pedagogy: A Black Box Model and Scalable, Interactive Studio Modeling Using Prezi Presentation Software
AU  - Anderson, Ian
T2  - AES Conference: 50th International Conference: Audio Education
M1  - Paper 6-4
PY  - 2013
DA  - 2013/07/06
UR  - https://aes.org/publications/elibrary-page/?id=16853
PB  - Audio Engineering Society
LA  - en
AB  - Mastery of signal flow is arguably the most important skill for students of audio engineering to possess. Few, however, will argue against the notion that supervised time in studio facilities benefits a student’s grasp of signal flow far greater than lecture hall presentation, inherently limited by linear lecture structures and a lack of hands-on time with equipment. This paper a) describes an alternative approach to signal flow pedagogy that can be employed both in and out of the classroom/studio utilizing Prezi, a web-based presentation software application and b) reports an experiment designed to test the efficaciousness of this pedagogical tool. Specifically, an experiment was designed to test whether this alternative pedagogical approach proves more effective in preparing students for a set of tasks than a more commonly used presentation and study aide. Results show statistically insignificant though discernible learning outcomes that warrant further investigation.
ER  -