Daniel A Lee

The University of Adelaide, School of Education, Faculty of Arts, Lecturer

University of Tasmania, Faculty of Education, Graduate Student

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After years of miserable piano lessons Daniel Lee discovered his true passion when he first saw Jazz guitarist Emily Remler playing a Blues. Observing her combination of the sophisticated with the unassuming was a true life-changing experience. He graduated from the Jazz program at Adelaide University’s Elder Conservatorium in the mid 90’s and has performed, composed, taught, collected, designed and built all things Jazz guitar related ever since. He holds a Graduate Diploma in Adult and Tertiary Education as well as a Masters degree in International Education. For his research during his PhD in Music Education at the University of Tasmania, he examined popular music courses in Australian higher education and the cultural consequences of current practice. He has performed as a professional musician in almost every setting imaginable from beach weddings to festivals and live radio, in solo, duo and trio format up to 17-piece Big Bands and large Jazz ensembles. Highlights include performances at Ronnie Scott’s Jazz Club, the Adelaide Guitar Festival, and concerts featuring his unique collection of Australian built Archtop Jazz guitars. His research outputs include international conferences and journal articles on contemporary guitar education, research methodology and 21st century music communities.

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19:07

The Jazz Symbiont: Augmenting Popular Music: Tertiary Education with Jazz Pedagogies

To ‘augment’ is to make greater (Robinson, 2002). Many popular music courses augment their curric... more To ‘augment’ is to make greater (Robinson, 2002). Many popular music courses augment their curricula with jazz content. This paper examines if the inclusion of jazz content in popular music courses has the potential to make courses ‘greater’ by improving perceived graduate outcomes and/or increasing equity of access to higher music education.

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20:35

A growing number of international students enrolling in CPM courses has caused educators to consi... more A growing number of international students enrolling in CPM courses has caused educators to consider broadening their perceptions on curricula content and the definitional boundaries of ‘popular music’ to cater for the expectations of a culturally diverse cohort. Also, students applying to study in CPM courses are coming from an increasingly diverse academic background, many having had no formal music training. Course designers have managed to construct courses offering a broad equity of access to students from diverse cultural backgrounds, and with non-traditional musical training. This paper presents findings regarding students’ and educators’ perceptions on the diverse curricula and pedagogies employed to cater for the increasingly diverse cohort. The study found Australian tertiary institutions delivering CPM courses have engaged with an eclectic array of pedagogical practices in order to maximise student agency and included a broad, globally informed classification of genre.

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Papers by Daniel A Lee

Can ChatGPT design formative assessments to encourage preparatory students to engage with TED Talks as course readings? A prompt engineering experiment

Artificial Intelligence in Education, 2025

Purpose-Lecturers in an Australian university's preparatory/enabling program have observed reduce... more Purpose-Lecturers in an Australian university's preparatory/enabling program have observed reduced engagement with course readings by the student cohort. Proposed solutions included formative quizzes based on the readings and including TED (technology, entertainment and design) Talks as course readings. This research explored the validity of employing ChatGPT to design formative assessments to measure student learning and engagement with TED Talks. Design/methodology/approach-Transcriptions of TED Talks were submitted to ChatGPTalong with prompts engineered to elicit the most valuable formative assessment questions. Three levels of prompts were developed from very basic to progressively more detailed and contextualised. The research addressed the following questions: Can generative artificial intelligence develop meaningful assessment questions to assess the level of engagement and/or understanding of TED Talk content? Does more detailed prompt engineering result in more valuable responses? Findings-The research found that ChatGPT required well-crafted prompts and progressive training to generate meaningful and relevant responses. Although ChatGPT can produce potentially viable draft formative quiz questions, strategic prompt engineering with detail and context produces more valuable results. However, they will still need further human input to make them meaningfully usable. Originality/value-This reflective autoethnography offers unique insights into multiple factors of interest. The prompt engineering experiment demonstrates practical models. Using TED Talks as course readings engages with contemporary resources. The overarching perspective of engaging preparatory students brings a unique perspective.

Daniel A Lee

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