راهنمایی پروژه‌های رسانه‌های دیجیتال: یادگیری و تدریس مبتنی بر پروژه برای توسعه حرفه‌ای

Mentoring is often a crucial, yet informal part of an organization’s best practices and skill development, whether targeted towards a team lead, project manager, designer, developer or a valued senior team member. This book provides practical strategies and methodologies for professionals to mentor others to successfully develop and deliver digital media projects across different types of settings. Many professionals working with teams in the digital media industry (games, web development, XR, IoT, mobile) are drawn to teaching others, but may not know how or where to start. Many might be a subject expert but may not have the structure and skills in place to be able to teach others effectively in workplace and institutional settings. This handbook will give professionals a guide on how to mentor junior designers, developers and other learners in formal and informal learning environments. Mentoring Digital Media Projects offers the right tools and strategies to use in digital media and emerging tech projects for you to better guide junior team members What You'll Learn Understand the difference between mentoring and teaching Design thinking strategies to better identify where, when and how you can help and mentor others Build mentoring pipelines, end-to end, especially in post-secondary learning environments Create emerging technology projects with teams Who This Book Is For Digital media professionals (game, web development, XR, mobile, IoT, etc.) who have experience working in teams in their specific discipline and who want to mentor others. Table of Contents About the Author About the Technical Reviewers Introduction Chapter 1: Know the Territory: Learning Interactions in Project-Based Environments Foundations of Project-Based Learning Common Characteristics Teaching and Learning Interactions in PjBL Roles That Instructors Play in PjBL How Students Learn in PjBL By Doing By Reading By Teaching By Watching By Discussing By Presenting By Reflecting By Listening Chart the Known Knowns and the Known Unknowns of PjBL in Post-secondary Known Unknowns of PjBL Environments Team Medium Project Mentor Learner Response To Do: Map Known Knowns and Known Unknowns How PjBL Reinvents How Teachers and Learners Interact Mentoring Learners to Navigate Their Own Experiences Project Individual Team Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 2: Know How You Mentor Mentoring Is To Do: Mentoring Is Let the Mentor Be Summoned Mentors Bridge the Gap Between Acquiring Knowledge and Applying It To Do: Bridging Knowledge to Action Mentors Guide Individual and Team Learning in PjBL Mentors Guide Prototyping in PjBL Courses Mentors Translate Knowledge and Know-How into Authentic Tasks and Activities To Do: Begin to Plot Your Know-How and Knowledge Step 1: Identify What Recruits May Need to Have Knowledge of Step 2: Identifying Experience in Production or Know-How Step 3: Ask How They Might Come to Learn This Knowledge and Know-How Step 4: Use These to Create Activities That You’ll Include in the PjBL Course You Eventually Design Mentors Understand Their Different Personalities and Respond to Those of Their Mentees To Do: Mentor Personas Mentee Personas To Do: Mentee Personas Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 3: Know Your Various Roles: Designing Teaching and Mentoring Interventions A Trio of Intersecting Roles Break Down Knowledge Areas Useful to Emerging Tech Production To Do: Map What You Know Teach Learners to Develop Skills and Capacities Outside Your Expertise Chapter Summary Tools and Suggested Processes Deep Dive Chapter 4: Know the Patterns of Mentoring and Teaching Interactions The Interplay Between Skills and Know-How Knowledge and Knowing in PjBL Identifying Patterns of Teaching and Mentoring Patterns of Teaching and Mentoring in the Workplace Patterns of Teaching and Mentoring in Learning Environments The Impact of a Weekly Schedule on Teaching and Mentoring Signs to Watch for That Inform an Intervention Design Features That Will Require Teaching and Mentoring Project Charter Design Kickoff Ideation Project Management Rules of Play Team Collaboration Heuristics Client Meetings Mitigating Student Jitters Chapter Summary Tools and Suggested Processes Deep Dive Chapter 5: Know What Needs to Be Taught and Mentored in PjBL Setting the Stage What Needs to Be Taught in a PjBL Course Pipeline Agile Prototyping Collaboration Development What Needs to Be Mentored Throughout a PjBL Course Self-Regulating Problem-Solving As a Team Learning by Doing Collaborating with Team Members Managing Developing an Equitable, Diverse, and Inclusive Team Culture Comparing Teaching and Mentoring Activities in PjBL Shift Between Mentoring and Teaching Interventions Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 6: Know Your Mentoring Strategies A Strategic Approach to Organizing Your Mentoring Strategies Mentoring Strategies Drawn from Research Modelling To Do: Reflection on Modelling Feedback To Do: Reflection on Feedback Surprise To Do: Reflection on Unplanned Feedback or Interventions Timing Humor Socratic Questioning Deeper Dive Learning Goals Deeper Dive Group Genres How They Manifest Mentor the Action of Doing Pausing for Reflection Deeper Dive Scaffolding and Fading Deeper Dive Productive Failure: Teams Solving Their Own Problems Reinventing Failure in PjBL Environments Memorable Stories To Do: Write Out Your Memorable Stories Managing Client or Proxy Client Listening Organize Your Own Mentoring Strategies Identify Your Mentoring Strategies Step 1: Identify your own strategies. Step 2: Attribute a one- or two-word value to each sentence. (This has been done for the preceding sentences.) Step 3: Organize your strategies on a bullseye. Using a bullseye helps you to map the ones you use more than others. Balancing Between Individual and Group Mentoring Spontaneous Mentoring As a Known Unknown Targeting Project, Team, and Client The Project The Team The Client Balancing Attention to the Three Zones Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 7: Know the Core Features of PjBL Design for Learning Creativity Project Brief Brainstorming Ideation Tools Scoping Tools Solving Problems First Developing a Visual Vocabulary Design for Humans Interaction Patterns Psycho-Demographic Profiling Storyboarding User Stories in Agile Prioritization Design for Solving Problems Together Design for Agility Core Principles of Agile in PjBL Environments Agility Continuous Improvement Velocity Goal Setting Prioritizing Iterating Feedback Communication Agile vs. Agility Daily Scrum Weeklies Backlogs and Parking Lots Design for Emerging Technologies Advantages of Cyclic Development of Emerging Technologies in PjBL Choose the x in xR Design for Prototyping Iteration Low to High Always Incomplete User Testing Design for (Re)learning the Value of Productive Failure To Do: Setting Learners Up to Fail Design for Collaboration Agile Alignment Making Ideas Visible Culture Tools Design for Adapting to Change Design for Reflection Persistent Feedback To Do: Targeted Reflection Questions Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 8: Know the PjBL Development Pipeline Applying Real-World Development Pipelines to a PjBL One Designing What Students Need to Learn from a PjBL Experience Teaching and Mentoring Snapshot in a Typical PjBL Course Plotting What You Think Needs to Be Taught in a PjBL Course Week-by-Week Breakdown In-Between Classes Identifying the Gaps in Your Own Knowledge To Do: Rapidly Plot What, How, and When You Will Teach Precourse and Preproject Preparation Client Contact As Part of Prep Work Choosing Project Types Assigning Students to Projects Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 9: Know How to Assess Learners Process of Developing Criteria Step 1: Skills Brainstorm Step 2: Relating Skills to Competencies Step 3: Distill Core Competencies Step 4: Develop Associated Subcompetencies Collaborating and Communicating Creative Thinking Reflective Thinking Social Awareness and Responsibility Problem-Solving Identifying Learning Outcomes from Demonstrated Competencies Precourse Learning Outcomes Discovery Sprint Learning Outcomes Production Phase(s) Learning Outcomes Broader Learning Outcomes Agile Retrospectives As a Key Formative Assessment Tool Testing Bias Rubrics Participation Rubrics Assignment Rubrics Collaboration Rubrics Course Rubrics Assessment Milestones Iterating on the Course Outline Chapter Summary Tools and Suggested Processes Deeper Dive Chapter 10: Conclusion Appendix 1: Visual Models Ideation Mind Mapping Venn Diagrams Landscape Models Human-Centered Visual Models Prioritization Tools to Build Team Culture Production: Agile Tools Retrospectives Appendix 2: Know How to Anticipate and Remove Obstacles Index