Berklee Blogs

First-hand accounts of the Berklee experience

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Blended Learning: Clear Communication, Proactive Email, Realistic Goals, and Impactful In-Person Class Time

Jay Rinaldi Blog
This post was written by Jay Rinaldi, Assistant Professor in the Electronic Production and Design Department. Jay also teaches classes at The New England Institute of Art in the Graphic & Web Design Department. In addition to teaching, he has worked as a computer game musician and sound engineer and as a freelance audio professional for TV (advertising) and in multimedia. Jay has conducted over 250 live video webcasts and designs and develops websites.

Since Fall 2013, we have run a subset of MTEC-111 Introduction to Music Technology sections in a blended format. In the blended format, each week we spend one class session together in person and then students spend an additional three or more hours working with learning materials online at Rather than lecturing in class, now half of my teaching time is devoted to helping students structure and manage their own learning. 

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Rock History: 6 Degrees of Imitation

jgreelyblogJeannie Greeley is the Senior Multimedia Producer for the Media Development Team in the Digital Learning Department. Jeannie was a freelance journalist and columnist in Boston’s media landscape for more than a decade. She’s used her storytelling and editing skills to create dozens of videos for Berklee students, from instructional media to feature-length documentaries.

For the last few months, I’ve been on something of a digital archeological dig, burrowing through lost 45s, unearthing 70s bell bottoms, and finding missing teeth on the floor of CBGB from punk’s heyday. 

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How to Organize Digital Learning Material

This post was written by Susan Gedutis Lindsay, Associate Director of Instructional Design in the Digital Learning Department.

There are many—dare I say “innumerable”—ways to organize digital learning materials to support student learning. The structure you choose should be driven by the learning goals that you set for the student. As a result, your course design will vary, depending on whether you are teaching a performance topic, a technical topic, or a historical topic. Right now, we are working with liberal arts professor Kate Dacey to create an online Rock History course for Fall 2014 and she has chosen a great lesson structure worth sharing. 

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The Evolution of a Basic Keyboarding Class: from classroom to blended learning

This post was written by Stephany Tiernan, chair of the Piano department at Berklee. She teaches private piano lessons.

Learning a new instrument is always difficult and challenging, particularly in the beginning. Developing good technique and practice habits is really important, as it lays the foundation for everything to come. Doing all this in a class of 15 is and will always be a less than optimum learning experience for students for a number of reasons: 

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3 Important Lessons That Will Make You Appreciate the Course Creation Process

nico_blogThis post was written by Nicolas Mindreau, Senior Instructional Designer and Course Editor for the Instructional Design Team in the Digital Learning Department. Nicolas graduated in 2001 from Berklee with a degree in Music Production & Engineering. He is also a psychologist, and has worked in Bilingual Publishing in the Boston area.

It is easy to take for granted that we are always learning, especially when we think we are officially done with formal education. We get our degree and off we go, thinking: “I’m done with this studying business. Let’s do the real thing now.”

I’m a Berklee MP&E graduate and, as many others, I went to pursue some opportunities in the recording industry. After some very valuable experiences in the Big Apple, and for some circumstances that I couldn’t foresee, I found myself working at a publishing company as a bilingual editor—a job that I thought would last for a few months. It turned out to be a six-year gig.

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