Category: Assignment 1 – Midterm Review – Module 1&2 Blog Posts and Comments
Suno AI. Under Moonlight. Suno.ai, 12 Oct. 2024.
SAMR Model for Suno AI (Generative AI Tool in Learning)
Substitution:
Suno AI can be used as a simple replacement for traditional music creation tools. Instead of writing music or searching for a song online, students can describe the type of song they want using specific words or ideas, and Suno AI will generate the music for them. The task of making music stays the same, but it’s done more easily and quickly.
Example: A student could describe a relaxing, calm song for a meditation video, and Suno AI would generate the music based on those keywords, saving time on searching for or composing the track themselves.
Augmentation:
At this level, Suno AI enhances the process by allowing students to adjust and fine-tune their music in real-time based on their description. The ability to describe specific moods, genres, or instruments and hear the result instantly helps students experiment more with their creative ideas.
Example: A student could input different words, like “upbeat” or “jazzy,” to generate a variety of songs and explore how different styles affect their project’s tone, adjusting the description until it fits perfectly.
Modification:
Suno AI changes the way students create music by allowing them to fully customize the sound based on detailed descriptions. This gives them control over the music’s feel without needing advanced composition skills, transforming the way they approach the task.
Example: In a film studies class, students can use Suno AI to create unique background scores that match the themes of their films, experimenting with different moods or soundscapes based on the specific atmosphere they want to convey.
Redefinition:
At this level, Suno AI allows students to create music in ways that weren’t possible before. By simply describing what they want, they can produce high-quality, personalized music in minutes, and even collaborate remotely with others, combining music with other media like video, art, or storytelling.
Example: Students from different schools could work together on a multimedia project, describing and generating soundtracks in real-time to match their creative vision, creating an entirely new learning experience.
Reflection:
Suno AI was really interesting to use because it makes music creation so simple. All I had to do was describe the kind of song I wanted, like “calm and peaceful,” and it generated a track that matched my description almost perfectly. This makes it really accessible for people who might not know how to compose music traditionally.
However, I did notice that while Suno AI can make good music, it sometimes feels a bit too generic compared to something made by a human producer with a deeper personal touch.
Ethically, I’m a bit concerned that tools like this could lead to too much generic music being created, similar to how AI-generated art is spreading. But for students or people working on quick projects, I think Suno AI is a great tool to help them bring their ideas to life without needing advanced skills.
In the next few years, I believe AI-generated music will either improve a lot and be used everywhere, or people will start to notice its limitations and turn back to human-made music for more unique experiences.
MLA Citation:
Suno AI. Under Moonlight. Suno.ai, 12 Oct. 2024.
Video URL: https://drive.google.com/file/d/1zvQdUqrGdoqjbqY8HEO3FNX96PgOxhPY/view?usp=drive_link
I made a video using my iPad and the built-in screen recording feature to show how to convert decimal (base-10) numbers to binary (base-2) and how to change binary numbers back to decimal. These conversions are important in computer science because computers use binary to work. In this post, I’ll explain how I applied some important principles from Mayer’s Cognitive Theory of Multimedia Learning to make the video clear and easy to understand.
Multimedia Learning Principles
When I created the video, I focused on making sure it wasn’t too confusing or overloaded with information. I also worked on helping viewers understand the topic in a simple way.
Redundancy Principle: I didn’t show both text and narration at the same time. Instead, I used my iPad to draw out the steps and explain them while I was drawing. This helped keep the video clear and kept the focus on the important information.
Segmenting Principle: I broke the process into small, easy-to-follow steps. First, I explained what binary is and why it’s important. Then, I showed how to convert a decimal number into binary, followed by how to change a binary number back into decimal. This allowed learners to take in the information one step at a time.
Pre-training Principle: Before getting into the conversion process, I explained basic terms like “binary,” “decimal,” and “base system.” This helped prepare the learners so they wouldn’t be confused by new terms during the video.
Audience Consideration
I imagined my audience to be beginners, such as students learning about number systems for the first time. Because of this, I kept my explanations simple and used lots of visual examples. I wanted the video to be easy to follow without diving too deep into technical details.
Conclusion
Using my iPad and Apple’s screen recording feature, I created a video that followed important multimedia learning principles. This experience taught me a lot about how to create learning materials that are easy to understand and avoid overwhelming the viewer. I hope this video will help learners new to binary and decimal conversions.
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