{"id":301,"date":"2020-07-28T13:27:27","date_gmt":"2020-07-28T17:27:27","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/longhouse\/?post_type=chapter&p=301"},"modified":"2021-07-13T14:50:50","modified_gmt":"2021-07-13T18:50:50","slug":"introduction","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/chapter\/introduction\/","title":{"raw":"Instructor's Materials: Introduction","rendered":"Instructor’s Materials: Introduction"},"content":{"raw":"The instructor content was imagined and designed by the authors after consultation with members of the Ryerson instructor community, as well as extensive research into pedagogical best practices.\r\n\r\nThe authors, using the Design Thinking methodology, created materials based on the Medicine Wheel framework. This framework enabled the instructional design team and the authors to create supportive materials that best mapped to the physical, emotional, intellectual and spiritual needs of both instructors and students. The Design Thinking methodology is used to carefully imagine and map the pains and objectives of a given audience. It is typically done using a stepwise process that starts with empathizing with your target audience.\r\n\r\nThe authors based their decision-making upon the following understandings of how instructors might be motivated, sensing and empowered by materials.\r\n\r\nDesign Thinking asks that you imagine how your audience might be:\r\n\r\nThinking and feeling:<\/strong> Instructors are resource- and time-strapped, they want something easy to use, turn-key and with minimal need for rework\r\n\r\nHearing:<\/strong> That experiential, full-sensory and immersive learning is a powerful tool for pedagogy\r\n\r\nSeeing:<\/strong> There is a limited (but growing!) pool of Indigenous educational resources; a limited sample of digital cultural heritage approaches and processes\r\n\r\nSaying and doing:<\/strong> Instructors 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\nThe instructional design team also mapped the pains and gains of this offering for secondary and postsecondary instructors. We heard that there is an increasing need to do more with less, instructors are often time- and resource-strapped but are ever-seeking a way to engage and connect their students.\r\n\r\nPain:<\/strong> Need to do more with less\r\n\r\nGain:<\/strong> Improve and enrich student experiences and understanding of course materials\r\n\r\nBased on mapping an instructor's journey, we have created the following resources.\r\n\r\n \r\n\r\n[caption id=\"attachment_116\" align=\"alignnone\" width=\"960\"]\"\" Pobuda, T. (2020). Original Design Thinking Conclusions.[\/caption]\r\n

Quick Links<\/h2>\r\nPhysical - Classroom Management Guide<\/a>\r\n\r\nPhysical - Simulation Walkthrough<\/a>\r\n\r\nEmotional - Images and Questions<\/a>\r\n\r\nEmotional - Creator Podcast<\/a>\r\n\r\nIntellectual - Learning Game<\/a>\r\n\r\nIntellectual - Check For Understanding<\/a>\r\n\r\nSpiritual - Student Assignments\u00a0<\/a>","rendered":"

The instructor content was imagined and designed by the authors after consultation with members of the Ryerson instructor community, as well as extensive research into pedagogical best practices.<\/p>\n

The authors, using the Design Thinking methodology, created materials based on the Medicine Wheel framework. This framework enabled the instructional design team and the authors to create supportive materials that best mapped to the physical, emotional, intellectual and spiritual needs of both instructors and students. The Design Thinking methodology is used to carefully imagine and map the pains and objectives of a given audience. It is typically done using a stepwise process that starts with empathizing with your target audience.<\/p>\n

The authors based their decision-making upon the following understandings of how instructors might be motivated, sensing and empowered by materials.<\/p>\n

Design Thinking asks that you imagine how your audience might be:<\/p>\n

Thinking and feeling:<\/strong> Instructors are resource- and time-strapped, they want something easy to use, turn-key and with minimal need for rework<\/p>\n

Hearing:<\/strong> That experiential, full-sensory and immersive learning is a powerful tool for pedagogy<\/p>\n

Seeing:<\/strong> There is a limited (but growing!) pool of Indigenous educational resources; a limited sample of digital cultural heritage approaches and processes<\/p>\n

Saying and doing:<\/strong> Instructors 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

The instructional design team also mapped the pains and gains of this offering for secondary and postsecondary instructors. We heard that there is an increasing need to do more with less, instructors are often time- and resource-strapped but are ever-seeking a way to engage and connect their students.<\/p>\n

Pain:<\/strong> Need to do more with less<\/p>\n

Gain:<\/strong> Improve and enrich student experiences and understanding of course materials<\/p>\n

Based on mapping an instructor’s journey, we have created the following resources.<\/p>\n

 <\/p>\n

\"\"
Pobuda, T. (2020). Original Design Thinking Conclusions.<\/figcaption><\/figure>\n

Quick Links<\/h2>\n

Physical – Classroom Management Guide<\/a><\/p>\n

Physical – Simulation Walkthrough<\/a><\/p>\n

Emotional – Images and Questions<\/a><\/p>\n

Emotional – Creator Podcast<\/a><\/p>\n

Intellectual – Learning Game<\/a><\/p>\n

Intellectual – Check For Understanding<\/a><\/p>\n

Spiritual – Student Assignments\u00a0<\/a><\/p>\n","protected":false},"author":178,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-301","chapter","type-chapter","status-publish","hentry"],"part":297,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapters\/301","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/users\/178"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapters\/301\/revisions"}],"predecessor-version":[{"id":436,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapters\/301\/revisions\/436"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/parts\/297"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapters\/301\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/media?parent=301"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/pressbooks\/v2\/chapter-type?post=301"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/contributor?post=301"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/longhouse\/wp-json\/wp\/v2\/license?post=301"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}