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E-raamat: Mentoring Digital Media Projects: Project-Based Learning and Teaching for Professional Development

  • Formaat: EPUB+DRM
  • Ilmumisaeg: 29-Dec-2022
  • Kirjastus: APress
  • Keel: eng
  • ISBN-13: 9781484287989
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Mentoring Digital Media Projects: Project-Based Learning and Teaching for Professional DevelopmentSuurem pilt
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 29-Dec-2022
  • Kirjastus: APress
  • Keel: eng
  • ISBN-13: 9781484287989
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Mentoring is often a crucial, yet informal part of an organizations 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. 
About the Author xiii
About the Technical Reviewers xv
Introduction xvii
Chapter 1 Know the Territory: Learning Interactions in Project-Based Environments
1(26)
Foundations of Project-Based Learning
2(1)
Common Characteristics
2(2)
Teaching and Learning Interactions in PjBL
4(1)
Roles That Instructors Play in PjBL
5(1)
How Students Learn in PjBL
5(1)
By Doing
6(2)
By Reading
8(1)
By Teaching
8(1)
By Watching
9(1)
By Discussing
9(1)
By Presenting
9(1)
By Reflecting
10(1)
By Listening
10(1)
Chart the Known Knowns and the Known Unknowns of PjBL in Post-secondary
10(2)
Known Unknowns of PjBL Environments
12(2)
Team
14(1)
Medium
15(1)
Project
15(1)
Mentor
16(1)
Learner Response
17(1)
To Do: Map Known Knowns and Known Unknowns
18(1)
How PjBL Reinvents How Teachers and Learners Interact
19(1)
Mentoring Learners to Navigate Their Own Experiences
20(1)
Project
21(1)
Individual
21(1)
Team
22(1)
Chapter Summary
22(1)
Tools and Suggested Processes
23(1)
Deeper Dive
24(3)
Chapter 2 Know How You Mentor
27(26)
Mentoring Is
28(1)
To Do: Mentoring Is
29(2)
Let the Mentor Be Summoned
31(1)
Mentors Bridge the Gap Between Acquiring Knowledge and Applying It
31(2)
To Do: Bridging Knowledge to Action
33(1)
Mentors Guide Individual and Team Learning in PjBL
34(1)
Mentors Guide Prototyping in PjBL Courses
35(2)
Mentors Translate Knowledge and Know-How into Authentic Tasks and Activities
37(1)
To Do: Begin to Plot Your Know-How and Knowledge
37(1)
Step 1 Identify What Recruits May Need to Have Knowledge of
38(1)
Step 2 Identifying Experience in Production or Know-How
39(1)
Step 3 Ask How They Might Come to Learn This Knowledge and Know-How
39(1)
Step 4 Use These to Create Activities That You'll Include in the PjBL Course You Eventually Design
40(1)
Mentors Understand Their Different Personalities and Respond to Those of Their Mentees
40(5)
To Do: Mentor Personas
45(1)
Mentee Personas
45(5)
To Do: Mentee Personas
50(1)
Chapter Summary
51(1)
Tools and Suggested Processes
51(1)
Deeper Dive
52(1)
Chapter 3 Know Your Various Roles: Designing Teaching and Mentoring Interventions
53(12)
A Trio of Intersecting Roles
55(2)
Break Down Knowledge Areas Useful to Emerging Tech Production
57(1)
To Do: Map What You Know
58(2)
Teach Learners to Develop Skills and Capacities Outside Your Expertise
60(2)
Chapter Summary
62(1)
Tools and Suggested Processes
62(1)
Deep Dive
63(2)
Chapter 4 Know the Patterns of Mentoring and Teaching Interactions
65(18)
The Interplay Between Skills and Know-How
66(1)
Knowledge and Knowing in PjBL
67(1)
Identifying Patterns of Teaching and Mentoring
68(1)
Patterns of Teaching and Mentoring in the Workplace
69(3)
Patterns of Teaching and Mentoring in Learning Environments
72(1)
The Impact of a Weekly Schedule on Teaching and Mentoring
73(2)
Signs to Watch for That Inform an Intervention
75(1)
Design Features That Will Require Teaching and Mentoring
76(1)
Project Charter
77(1)
Design
77(1)
Kickoff
78(1)
Ideation
78(1)
Project Management
78(1)
Rules of Play
79(1)
Team Collaboration
79(1)
Heuristics
79(1)
Client Meetings
80(1)
Mitigating Student Jitters
80(1)
Chapter Summary
81(1)
Tools and Suggested Processes
82(1)
Deep Dive
82(1)
Chapter 5 Know What Needs to Be Taught and Mentored in PjBL
83(24)
Setting the Stage
84(1)
What Needs to Be Taught in a PjBL Course
84(2)
Pipeline
86(1)
Agile
86(1)
Prototyping
87(1)
Collaboration
88(1)
Development
88(2)
What Needs to Be Mentored Throughout a PjBL Course
90(1)
Self-Regulating
91(1)
Problem-Solving As a Team
92(1)
Learning by Doing
93(1)
Collaborating with Team Members
93(1)
Managing
94(1)
Developing an Equitable, Diverse, and Inclusive Team Culture
95(2)
Comparing Teaching and Mentoring Activities in PjBL
97(3)
Shift Between Mentoring and Teaching Interventions
100(4)
Chapter Summary
104(1)
Tools and Suggested Processes
104(1)
Deeper Dive
105(2)
Chapter 6 Know Your Mentoring Strategies
107(52)
A Strategic Approach to Organizing Your Mentoring Strategies
108(1)
Mentoring Strategies Drawn from Research
108(1)
Modelling
109(2)
Feedback
111(8)
Surprise
119(2)
Timing
121(3)
Humor
124(2)
Socratic Questioning
126(3)
Learning Goals
129(2)
Group Genres
131(3)
Scaffolding and Fading
134(3)
Deeper Dive
137(1)
Productive Failure: Teams Solving Their Own Problems
138(2)
Memorable Stories
140(2)
To Do: Write Out Your Memorable Stories
142(1)
Managing Client or Proxy Client
142(3)
Listening
145(2)
Organize Your Own Mentoring Strategies
147(1)
Identify Your Mentoring Strategies
148(2)
Balancing Between Individual and Group Mentoring
150(2)
Spontaneous Mentoring As a Known Unknown
152(2)
Targeting Project, Team, and Client
154(1)
The Project
155(1)
The Team
155(1)
The Client
155(1)
Balancing Attention to the Three Zones
156(1)
Chapter Summary
157(1)
Tools and Suggested Processes
157(1)
Deeper Dive
158(1)
Chapter 7 Know the Core Features of PjBL
159(50)
Design for Learning Creativity
161(1)
Project Brief
162(1)
Brainstorming
163(2)
Ideation Tools
165(2)
Scoping Tools
167(1)
Solving Problems First
167(1)
Developing a Visual Vocabulary
168(1)
Design for Humans
168(1)
Interaction Patterns
169(2)
Psycho-Demographic Profiling
171(1)
Storyboarding
172(1)
User Stories in Agile
173(1)
Prioritization
174(1)
Design for Solving Problems Together
175(2)
Design for Agility
177(1)
Core Principles of Agile in PjBL Environments
178(1)
Agility
179(1)
Continuous Improvement
179(1)
Velocity
179(1)
Goal Setting
180(1)
Prioritizing
180(1)
Iterating
181(1)
Feedback
182(1)
Communication
182(1)
Agile vs. Agility
183(1)
Daily Scrum
184(1)
Weeklies
185(1)
Backlogs and Parking Lots
185(1)
Design for Emerging Technologies
186(1)
Advantages of Cyclic Development of Emerging Technologies in PjBL
187(1)
Choose the x in xR
188(1)
Design for Prototyping
189(1)
Iteration
190(1)
Low to High
190(1)
Always Incomplete
191(1)
User Testing
191(1)
Design for (Re)learning the Value of Productive Failure
192(2)
To Da Setting Learners Up to Fail
194(3)
Design for Collaboration
197(1)
Agile Alignment
197(2)
Making Ideas Visible
199(1)
Culture Tools
200(2)
Design for Adapting to Change
202(1)
Design for Reflection
203(1)
Persistent Feedback
204(1)
To Do: Targeted Reflection Questions
205(1)
Chapter Summary
206(1)
Tools and Suggested Processes
207(1)
Deeper Dive
207(2)
Chapter 8 Know the PjBL Development Pipeline
209(28)
Applying Real-World Development Pipelines to a PjBL One
210(3)
Designing What Students Need to Learn from a PjBL Experience
213(1)
Teaching and Mentoring Snapshot in a Typical PjBL Course
214(3)
Plotting What You Think Needs to Be Taught in a PjBL Course
217(1)
Week-by-Week Breakdown
218(11)
In-Between Classes
229(1)
Identifying the Gaps in Your Own Knowledge
230(1)
To Do: Rapidly Plot What, How, and When You Will Teach
230(1)
Precourse and Preproject Preparation
231(1)
Client Contact As Part of Prep Work
232(1)
Choosing Project Types
232(1)
Assigning Students to Projects
233(1)
Chapter Summary
234(1)
Tools and Suggested Processes
235(1)
Deeper Dive
235(2)
Chapter 9 Know How to Assess Learners
237(36)
Process of Developing Criteria
238(1)
Step 1 Skills Brainstorm
239(1)
Step 2 Relating Skills to Competencies
240(2)
Step 3 Distill Core Competencies
242(3)
Step 4 Develop Associated Subcompetencies
245(1)
Collaborating and Communicating
246(3)
Creative Thinking
249(1)
Reflective Thinking
249(1)
Social Awareness and Responsibility
250(1)
Problem-Solving
251(2)
Identifying Learning Outcomes from Demonstrated Competencies
253(1)
Precourse Learning Outcomes
254(1)
Discovery Sprint Learning Outcomes
254(1)
Production Phase(s) Learning Outcomes
255(1)
Broader Learning Outcomes
256(1)
Agile Retrospectives As a Key Formative Assessment Tool
257(2)
Testing Bias
259(2)
Rubrics
261(1)
Participation Rubrics
261(4)
Assignment Rubrics
265(1)
Collaboration Rubrics
265(1)
Course Rubrics
266(1)
Assessment Milestones
267(1)
Iterating on the Course Outline
267(2)
Chapter Summary
269(1)
Tools and Suggested Processes
270(1)
Deeper Dive
271(2)
Chapter 10 Conclusion
273(2)
Appendix 1 Visual Models 275(8)
Appendix 2 Know How to Anticipate and Remove Obstacles 283(4)
Index 287
Patrick Parra Pennefather is an Assistant Professor at the University of British Columbia within the Faculty of Arts and Faculty in Residence at the Emerging Media Lab. His research is focused on Collaborative Learning Practices, Digital Media, Sound Design, Mixed Reality and Agile Software Development. Patrick also works with learning organizations and technology companies around the world to design learning that meets the needs of diverse communities to aid the development of the next generation of technology designers and developers
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