Blurb:

In their chapter on instructional design in the music business with tertiary students in a music and sound design course, Ian Stevenson, Jeff Crabtree, and Monica Rouvellas identify three primary areas – design, delivery, and student evaluation –, and discuss how these components support self-regulated and authentic learning for educators in the creative industries. Through qualitative analysis of reflective writing and semi-structured interviews, Stevenson and colleagues analysed student participation and project assessment across multiple domains with a university-affiliated record label. Results suggest that mirroring a real-world scenario improved student collaboration, reflective practice, and a sense of autonomy.