Aspiring recording engineers need to train in situated learning environments to develop technical skills and the ability to communicate effectively with clients and co-workers, according to previous audio education research. However, establishing situated learning environments that reflect emerging audio production industry workflows that incorporate solely digital and remote production modalities can be challenging in traditional classrooms. Thus, there is a need to develop authentic learning environments, projects, and assessments for classrooms. This paper outlines a specific outcome-based audio production and engineering course project and a process-based assessment for educators teaching an audio production course. The course project balances technical learning objectives while incorporating the acquisition of communication skills in remote production workflows. The development of authentic learning environments, projects, and assessments in audio education is paramount for program and institutional efficacy and relevance to the increasingly remote audio production industry.
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