{"id":271,"date":"2020-06-28T20:38:17","date_gmt":"2020-06-29T00:38:17","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/longhouse\/?post_type=back-matter&#038;p=271"},"modified":"2020-11-10T10:59:52","modified_gmt":"2020-11-10T15:59:52","slug":"original-project-brief-march-3-2020","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/back-matter\/original-project-brief-march-3-2020\/","title":{"raw":"Original Project Brief (March 3, 2020)","rendered":"Original Project Brief (March 3, 2020)"},"content":{"raw":"<h1>Project Brief - Longhouse OER Course Module<\/h1>\r\n<strong>Project Goal:<\/strong>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">To design and develop Indigenously informed pedagogies, through a single test course module, in support of the combination of a virtual and interactive learning environment<\/li>\r\n \t<li style=\"font-weight: 400\">Support the exploration of the historical and archaeological known knowledge, to multimodal lens in the interpretation of that knowledge<\/li>\r\n \t<li style=\"font-weight: 400\">Augment the Ryerson University HST 580 Natives and Newcomers to 1763 course<\/li>\r\n \t<li style=\"font-weight: 400\">Examine the use of digital cultural heritage as a means of knowledge mobilization<\/li>\r\n \t<li style=\"font-weight: 400\">To create a classroom experience of the Longhouse OER VR and\/or game experience that is engaging, rich, meaningful and respectful<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Situation Analysis:<\/strong>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Instructors are looking for classroom resources that are easy to integrate into existing curricula<\/li>\r\n \t<li style=\"font-weight: 400\">Education funding cuts have eliminated or reduced access to Indigenous educational resources and programming (ie. Ontario Government\u2019s cuts to Indigenous Culture Fund)<\/li>\r\n \t<li style=\"font-weight: 400\">Many university, college and high school instructors have requested the 3D Visualization of Eastern Woodlands Indigenous History<\/li>\r\n<\/ul>\r\n<strong>Audience<\/strong>\r\n\r\nPrimary\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Instructors and faculty in post-secondary and secondary institutions<\/li>\r\n \t<li style=\"font-weight: 400\">Learners in post-secondary and secondary schools<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Audience Empathy Map:<\/strong>\r\n\r\n<strong>Thinking and feeling:<\/strong> Resource- and time-strapped, they want something easy to use, turn-key and with minimal need for rework\r\n\r\n<strong>Hearing:<\/strong> That experiential, full-sensory and immersive learning is a powerful tool for pedagogy\r\n\r\n<strong>Seeing:<\/strong> A limited pool of Indigenous educational resources; a limited sample of digital cultural heritage approaches and processes\r\n\r\n<strong>Saying and doing:<\/strong> They are looking for a way to bring this into existing coursework and do so in a way that is informed by Indigenous educational frameworks, and integrate the content into existing learning in a way that is engaging, informed and respectful\r\n\r\n<strong>Pain:<\/strong> Need to do more with less\r\n\r\n<strong>Gain:<\/strong> Improve and enrich student experiences and understanding of course materials\r\n\r\n<strong>Strategies:<\/strong>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Use evidence-informed community consultation models such as focus groups, virtual town halls and student\/Indigenous\/instructor advisory boards to inform and execute the project<\/li>\r\n \t<li style=\"font-weight: 400\">Leverage design thinking and empathy mapping with key communities to gather requirements and validate project direction<\/li>\r\n \t<li style=\"font-weight: 400\">Developed a multi-modal approach to the creation of materials informed by Universal Design for Learning (UDL)<\/li>\r\n<\/ul>\r\n<strong>Proposed Deliverables:<\/strong>\r\n\r\nBased on the primary audience, we envision the following tools and deliverables would be in scope.\r\n\r\nA Pressbooks-based module which includes the following sections:\r\n\r\n<b>Instructor resources<\/b>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Lesson plan<\/li>\r\n \t<li style=\"font-weight: 400\">Presentation slides<\/li>\r\n \t<li style=\"font-weight: 400\">Lesson scripts<\/li>\r\n \t<li style=\"font-weight: 400\">List of high-yield questions<\/li>\r\n \t<li style=\"font-weight: 400\">Answer keys<\/li>\r\n \t<li style=\"font-weight: 400\">Sample student perspectives<\/li>\r\n \t<li style=\"font-weight: 400\">Troubleshooting guides<\/li>\r\n \t<li style=\"font-weight: 400\">Classroom management tips\r\n<b><\/b><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<b>Student Resources\u00a0<\/b>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Active learning exercises (quizzes, sharing circles, one-minute papers, creative reflections, building projects, mind mapping, etc.)<\/li>\r\n \t<li style=\"font-weight: 400\">Discussion boards, Hypothes.is threaded annotation, peer discussions and evaluations<\/li>\r\n \t<li style=\"font-weight: 400\">Self reflection and journaling<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>","rendered":"<h1>Project Brief &#8211; Longhouse OER Course Module<\/h1>\n<p><strong>Project Goal:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">To design and develop Indigenously informed pedagogies, through a single test course module, in support of the combination of a virtual and interactive learning environment<\/li>\n<li style=\"font-weight: 400\">Support the exploration of the historical and archaeological known knowledge, to multimodal lens in the interpretation of that knowledge<\/li>\n<li style=\"font-weight: 400\">Augment the Ryerson University HST 580 Natives and Newcomers to 1763 course<\/li>\n<li style=\"font-weight: 400\">Examine the use of digital cultural heritage as a means of knowledge mobilization<\/li>\n<li style=\"font-weight: 400\">To create a classroom experience of the Longhouse OER VR and\/or game experience that is engaging, rich, meaningful and respectful<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Situation Analysis:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Instructors are looking for classroom resources that are easy to integrate into existing curricula<\/li>\n<li style=\"font-weight: 400\">Education funding cuts have eliminated or reduced access to Indigenous educational resources and programming (ie. Ontario Government\u2019s cuts to Indigenous Culture Fund)<\/li>\n<li style=\"font-weight: 400\">Many university, college and high school instructors have requested the 3D Visualization of Eastern Woodlands Indigenous History<\/li>\n<\/ul>\n<p><strong>Audience<\/strong><\/p>\n<p>Primary<\/p>\n<ul>\n<li style=\"font-weight: 400\">Instructors and faculty in post-secondary and secondary institutions<\/li>\n<li style=\"font-weight: 400\">Learners in post-secondary and secondary schools<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Audience Empathy Map:<\/strong><\/p>\n<p><strong>Thinking and feeling:<\/strong> Resource- and time-strapped, they want something easy to use, turn-key and with minimal need for rework<\/p>\n<p><strong>Hearing:<\/strong> That experiential, full-sensory and immersive learning is a powerful tool for pedagogy<\/p>\n<p><strong>Seeing:<\/strong> A limited pool of Indigenous educational resources; a limited sample of digital cultural heritage approaches and processes<\/p>\n<p><strong>Saying and doing:<\/strong> They are looking for a way to bring this into existing coursework and do so in a way that is informed by Indigenous educational frameworks, and integrate the content into existing learning in a way that is engaging, informed and respectful<\/p>\n<p><strong>Pain:<\/strong> Need to do more with less<\/p>\n<p><strong>Gain:<\/strong> Improve and enrich student experiences and understanding of course materials<\/p>\n<p><strong>Strategies:<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Use evidence-informed community consultation models such as focus groups, virtual town halls and student\/Indigenous\/instructor advisory boards to inform and execute the project<\/li>\n<li style=\"font-weight: 400\">Leverage design thinking and empathy mapping with key communities to gather requirements and validate project direction<\/li>\n<li style=\"font-weight: 400\">Developed a multi-modal approach to the creation of materials informed by Universal Design for Learning (UDL)<\/li>\n<\/ul>\n<p><strong>Proposed Deliverables:<\/strong><\/p>\n<p>Based on the primary audience, we envision the following tools and deliverables would be in scope.<\/p>\n<p>A Pressbooks-based module which includes the following sections:<\/p>\n<p><b>Instructor resources<\/b><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\">Lesson plan<\/li>\n<li style=\"font-weight: 400\">Presentation slides<\/li>\n<li style=\"font-weight: 400\">Lesson scripts<\/li>\n<li style=\"font-weight: 400\">List of high-yield questions<\/li>\n<li style=\"font-weight: 400\">Answer keys<\/li>\n<li style=\"font-weight: 400\">Sample student perspectives<\/li>\n<li style=\"font-weight: 400\">Troubleshooting guides<\/li>\n<li style=\"font-weight: 400\">Classroom management tips<br \/>\n<b><\/b><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><b>Student Resources\u00a0<\/b><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\">Active learning exercises (quizzes, sharing circles, one-minute papers, creative reflections, building projects, mind mapping, etc.)<\/li>\n<li style=\"font-weight: 400\">Discussion boards, Hypothes.is threaded annotation, peer discussions and evaluations<\/li>\n<li style=\"font-weight: 400\">Self reflection and journaling<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":178,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"back-matter-type":[],"contributor":[],"license":[],"class_list":["post-271","back-matter","type-back-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter\/271","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/users\/178"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter\/271\/revisions"}],"predecessor-version":[{"id":414,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter\/271\/revisions\/414"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter\/271\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/media?parent=271"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/back-matter-type?post=271"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/contributor?post=271"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/license?post=271"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}