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2022 | Book

Know the Territory: Learning Interactions in Project-Based Environments Read chapter Read first chapter

Mentoring Digital Media Projects

Project-Based Learning and Teaching for Professional Development

Author: Patrick Parra Pennefather

Publisher: Apress

Part of: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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About this book

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 othersBuild mentoring pipelines, end-to end, especially in post-secondary learning environmentsCreate 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

Frontmatter
Chapter 1. Know the Territory: Learning Interactions in Project-Based Environments
Abstract
Chapter Goal: This chapter identifies the types of learning interactions that occur on project-based courses. It dives into the foundations of project-based learning (PjBL) environments touching on the core features of PjBL, the types of learning interactions that occur, and the multiple types of roles that instructors play and how students learn. This chapter reveals the balance between teaching and mentoring when guiding learners on emerging technology project development. It charts known unknowns and unknown unknowns that readily occur within project-based courses that explains why mentoring is a key role that instructors will play.
Patrick Parra Pennefather
Chapter 2. Know How You Mentor
Abstract
Chapter Goal: This chapter is intended to inspire readers to become more aware of their own mentoring style and to define characteristics of a mentor that occur during a PjBL pipeline.
Patrick Parra Pennefather
Chapter 3. Know Your Various Roles: Designing Teaching and Mentoring Interventions
Abstract
Chapter Goal: To better support you in assessing what students will require when working on projects together, this chapter will highlight your intersecting roles as mentor, designer, and teacher. The various roles you play on a PjBL pipeline will increase understanding of what teaching interventions will benefit learners the most as they dive into collaborative project-based work. Finally, deepening your understanding of what you know and don’t know in terms of an emerging technology development pipeline will support you in planning ahead to design your course.
Patrick Parra Pennefather
Chapter 4. Know the Patterns of Mentoring and Teaching Interactions
Abstract
Chapter Goal: This chapter will compare teaching and mentoring on PjBL pipelines with those you might find in real-world production pipelines. It will also reveal some of the patterns of learning that students will participate in.
Patrick Parra Pennefather
Chapter 5. Know What Needs to Be Taught and Mentored in PjBL
Abstract
Chapter Goal: In previous chapters, you’ve identified what you believe a person needs to know (knowledge) and how they can apply it in action (know-how) on a typical production pipeline. You looked at teaching and mentoring patterns in the workplace and how these could be applied to PjBL environments. Many of these interactions are mentoring ones, yet they need to also include teaching interactions. Now that you’ve brainstormed what you already know and identified gaps in your work, it is useful to get more specific as to some essential teachings and mentoring that students will benefit from in PjBL courses focused on emerging technology development. This will help you to better understand the kinds of learner interaction you will encounter over the course of a PjBL pipeline.
Patrick Parra Pennefather
Chapter 6. Know Your Mentoring Strategies
Abstract
Chapter Goal: This chapter will present some mentoring strategies drawn from research to support the development and articulation of your own.
Patrick Parra Pennefather
Chapter 7. Know the Core Features of PjBL
Abstract
Chapter Goal: This chapter proposes that designers of PjBL courses consider core features that are common when learners develop emerging technology projects together. Understanding these core features will lead to improving the design of learning that integrates important competencies associated with each.
Patrick Parra Pennefather
Chapter 8. Know the PjBL Development Pipeline
Abstract
Chapter Goal: The goal of this chapter is to offer a model of a typical PjBL course that will help you break down teaching and mentoring activities across a development pipeline.
Patrick Parra Pennefather
Chapter 9. Know How to Assess Learners
Abstract
Chapter Goal: This chapter provides a process for you to identify competencies that lead to the criteria for how a learner is more accurately assessed.
Patrick Parra Pennefather
Chapter 10. Conclusion
Abstract
The content of this book has provided you with strategies, techniques, and templates that are intended to support your design, teaching, and mentoring of a PjBL course. The processes can be applied to the development of emerging technologies or any technology for that matter. What is important is to learn from what many excellent educators have applied in the past to design a learning environment that will be beneficial to a student’s educational experience, and one that will prepare them for and possibly accelerate their transition as central members of a digital media community of practice.
Patrick Parra Pennefather
Backmatter
Metadata
Title
Mentoring Digital Media Projects
Author
Patrick Parra Pennefather
Copyright Year
2022
Publisher
Apress
Electronic ISBN
978-1-4842-8798-9
Print ISBN
978-1-4842-8797-2
DOI
https://doi.org/10.1007/978-1-4842-8798-9