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Reiki 1 … let the healing begin Course Designers: Lynda Stone, Divya Ramachandran, Mercedes Luna ET 572 – Technologies for Course Delivery - SDSU.

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Presentation on theme: "Reiki 1 … let the healing begin Course Designers: Lynda Stone, Divya Ramachandran, Mercedes Luna ET 572 – Technologies for Course Delivery - SDSU."— Presentation transcript:

1 Reiki 1 … let the healing begin Course Designers: Lynda Stone, Divya Ramachandran, Mercedes Luna ET 572 – Technologies for Course Delivery - SDSU

2 Introduction Reiki (ray-key) is an ancient Tibetan natural healing discipline that has gained widespread international popularity since its rediscovery in the 1800s by a Japanese Buddhist monk. At its most basic, Reiki involves the channeling of the Universal Life Energy through the laying on of hands in basic positions. The goal of Reiki lessons is to enable students to become proficient in using Reiki techniques to heal themselves and others of minor physical ailments such as colds, coughing, fever, body aches, etc. Dr. Chujiro Hayashi Hawayo Takata Dr. Mikao Usui Creator / Discover of Reiki Technique Usui´s heritor of Reiki practice First trained Reiki Master

3 The project This project proposes to assist Reiki Masters in delivering the Reiki 1 training session in an instructionally sound manner. Course materials, instructional aids and other support materials including instructor notes will be developed. Assumptions: The instructor has to be a SME (Reiki Master) according to the international Reiki standards The participants has to be interested in the topic and attend with an open mind. Is a subtle theme, so we don´t pretend convince anyone that it works The instructor has to be open to work with technology

4 Applying Instructional Design This topic, is generally taught without all this technology. Which is the benefit of increase the complexity for the instructor? As we saw in past materials in this ET572 class, …it has been found that a systematic approach to instructional planning has resulted in effective instruction (Reiser, R.A. & Dick, W. (1996). Instructional planning: A guide for teachers. Allyn & Bacon. Page 3) Further we will explain in more detail, how ID support this Reiki 1 class as a rich and meaningful learning experience. Used ID Model … The content of this level of Reiki classes is almost the same worldwide (we compared the index of courses taught in Argentina, India and US ). We didn't choose a specific model explicitly, but though our discussion trends and questions, can be inferred that we followed ADDIE approach. Reviewing the ID models presented before - in ET572 class - we chose theThe Hannafin Peck Design Model to explain our training materials development process for this presentation purposes.

5 Applying Instructional Design Needs Assess Phase: As we stated in our proposal, while Reiki is taught by several institutions around the world, Reiki Masters have their own, and sometimes whimsical, ways of imparting knowledge to their students. This subject matter has not previously been approached from an instructional design standpoint, as would be any other training program. Our project will focus on the opportunity to systematically construct the lesson for this subject matter based on mandatory topics and instructional design concepts. According our informal research, learners of Reiki : are a widely diverse group from all lifestyles, ranging from years old have little or no prior knowledge of Reiki

6 Applying Instructional Design Their motivation to learn comes from a variety of reasons, mainly curiosity, or to learn to harness Reikis power to heal themselves or loved ones. The broad audience implies for us (as ID) that the broader the audience the more likely the instruction won't meet everyone's needs. We expect solve that, providing recommendations about the text to be included in the brochure for potential students. Being specific and explicit, we hope clarify their expectations. Also, as the instructor is a SME, can quickly fulfill any different need of information, present in the audience. Nobody ask specifically to develop this course, but we think that will be useful to any Reiki Master. This training material set, will have consistency in the way to teach the Reiki Level 1, independently of the instructor (specially in large Reiki associations).

7 Applying Instructional Design The main instructional goal of this lesson is to enable learners to gain knowledge of the history and concepts of Reiki principles, and be able to correctly perform a Reiki treatment. We will be working with the following types of behavior: Apply procedure Apply concept Remember fact Regarding to the initial list of performances, the sub goals are: Know the basics and benefits of Reiki Understand Chakra System Know how to correctly perform a Reiki treatment Understand the use of Reiki for specific conditions

8 Applying Instructional Design Context information: The class will be delivered in a well-ventilated room with enough space to accommodate up to 18 people. (Space for 9 people laying down is mandatory). The audience (among others activities) will work in pairs to practice giving a complete Reiki treatment. Learners should be advised to wear loose, comfortable clothing to receive a healing treatment, go through Attunement, and practice the basic hand positions. No prior activity is required for the level one Reiki 1 instruction. Even the average age of the group probably will be years old, emotional maturity, reading and writing skills are also required. The lesson is designed to be delivered in two sessions of aprox. 6 hours each day, over a two-day period. This will allow students time for reflection and practice.

9 Applying Instructional Design Design Phase: Here, we drafted and refined the instructional objectives. In the next pages you will see the final list. We also specified instructional strategies. About chunking and categorizing the information,according to the type of content, we had to use the standard international index. Our added value was assign appropriate learning materials and activities for each chunk of content. We performed intra group discussions about the index, and the order of topics. Some modifications came up, in order to improve the thematic progression of the course. We also identified possible test items.

10 Applying Instructional Design About the selection of the media, we took as a starting point: the assignment requirement (instructor led training), our expressed preferences (working with Word / PowerPoint) and the topic itself which will rely most heavily on live demonstration. The defined products to be developed for the participant, were the following: Bibliography Prayers Handout (2-up slides) Day one assignment sheet Glossary

11 Applying Instructional Design The defined products to be developed for the instructor, were the following: PowerPoint presentation to be projected Instructor guide Appendix - bibliography - web resource URLs - glossary - certificate copy - charts - formative evaluations - day one assignment sheet Once the index and the products, were identified, before start the development process, we drafted a work plan to agree in milestones to address in the development phase.

12 Applying Instructional Design Develop Phase: At the beginning we tried to split the topics to develop based on the duration. We finally shared our work, based on the sequence of modules, rather than based on time. The main information source was the manual of one of teammates who took the Reiki Level 1. We got the copyright permission. We processed the information to be understandable for total novices to body work. And re-purposed some extent data / manuals. We chose formative evaluation. We performed intra group peer reviews and show the final instructional package to an expert (person who has taken Reiki Level 1, 2 and 3), to make the final corrections.

13 Applying Instructional Design Implement Phase: The scope of the ET572 doesn't include the implementation. Anyway we would like to state some possible barriers to a successful completion of the work, and some recommendations to overcome them. Instructor attitude – As the instructor will be a SME, is important that he/she doesn't perceive the instructor guide and materials as a threat, but a support to his/her work. Students attitude – Set the expectations and show the benefits of have a structured lesson of this kind of theme (Reiki), which generally is less structured. Logistic problems – Let the instructor know that is expected he/she performs minor maintenance on training aids (e.g. changing project bulbs). So if is necessary perform that the instructor won´t perceive that as an out of his/her scope task.

14 Applying Instructional Design Their attitude should be described as an alert assistant and has to distract the audience as less as they can. Typical tasks of what they can care of are: Time keeping Room arrangement each day Distribution of handouts Correct hands positions when the group is performing simultaneously Help the instructor displaying the charts or any further assistance required by the instructor Assistants support – Is important that the formers students that will perform as an assistants, have taken the course in the same format as the one they are helping with. They are to support the instructor, not to compete with he/she or to be one more participant.

15 Benefits of apply ID Take in account information perception preferences: using more visual supports and activities, help to deliver the instruction for the most common information perception types (visual, auditory, kinesthetic). This increase the possibility to learn and then be able to address the instructional objectives. Consistency between instruction and evaluation: applying the ID principles, we guarantee that are being evaluated all the contents taught. Focusing the instructor: Through the inclusion of the Assistants role (help to correct participants and / or liberate the instructor of logistics aspects) and a detailed instructor guide, the instructor will have more time to transmit the know how. More freedom to the students Well establish logistic and steps avoid confusing instructions, waste of time, etc. Following the instructions, the participants will be smoothly guided, focusing themselves in the learning experience itself.

16 Learning Objectives After the Reiki Level 1 class, learners will be able to... Name the father of Reiki and two Reiki masters Define Reiki in their own words by describing its basic operating principle Relate the basic history of Reiki in their own words Correctly list the five Reiki principles State at least five potential uses for Reiki List at least three benefits of Reiki List at least four groups that can be treated with Reiki Describe a Chakra and an Aura Correctly list the seven main Chakras in the human body Correctly identify by labeling a given diagram, each Chakra on the human body

17 Learning Objectives After the Reiki Level 1 class, learners will be able to... Accurately describe the main functions of at least five Chakras Describe a named Chakra in three sentences by identifying its color, what organs it energizes, and its main area of control Enumerate the two possible sets of hand positions in a Reiki treatment. Correctly demonstrate how to held their hands when giving a Reiki treatment. Correctly demonstrate the 12 basic hand positions for self-treatment by placing their hands at each location on themselves. Correctly demonstrate the 16 hand positions for treating others by placing their hands at each location on a partner. Enumerate at least three things of each aspect to take in account before giving a full body Reiki treatment

18 Learning Objectives After the Reiki Level 1 class, learners will be able to... Correctly perform a full body Reiki treatment to a partner Enumerate and describe the two kinds of diseases that can be treated with Reiki Given the name of a specific disease, indicate on a body chart with at least an 80% accuracy, the Chakras / body parts that should be treated during a body Reiki treatment

19 Our Lessons Learned Time difference among developers: Lynda was located in Phoenix, AZ (US), Divya in New Delhi (India) and Mercedes in Buenos Aires (Argentina). Mercedes was about 5 hours, and Divya is hours both ahead Lynda. Then, Lynda is sleeping when Divya is ready to roll, and Mercedes is desperately trying to get someone to respond to her, and having to wait... Lesson learned: Don´t underestimate this difference, specially for due dates and meet deadlines. Copyright issues:In topics as this, where is not so much to write under the sun, and where the main work is repurposing, is crucial get the copyrights permission on time. I our case where relatively easy because we use a Divya´s Reiki teacher material. Lesson learned: Start this with time. Nobody really knows how many steps and time it can take.

20 Our Lessons Learned PC vs. Mac / Software incompatibility: Mercedes worked with PC, Divya and Lynda with PC & Mac. Files unable to be read. Programs that doesn't work well. Lesson learned: Ask for help on time. Be open to use other alternative programs (e.g. PageMaker). Try to use the same platform. Technology related problems: One of our main problems was the space to load the heavy files into the Blackboard. And our office connections has usually restrictions to work with some applications (e.g. AOLIM) regarding the firewalls. Lesson learned: Watch for the weight of the files in advance. Investigate the maximum weight allowed to transmit / post the files. (e.g. Mercedes from his office by mail can only send 1.8 Mb, from home can send around 4 Mb). Ask in advance for alternatives to transfer documents (e.g. use FTP) and / or keep in touch frequently within the team.

21 Our Lessons Learned Tight work plan: The team was impacted for a wide range of atypical or unexpected events (a wedding, the WTC tragedy, Argentinean crisis, flu, etc.) that affect the time and/or attention allocated to develop the materials in synchrony with the rest of the team. Lesson learned: Renegotiate the dates when required (if its possible). Stay communicated with the rest of the team is crucial. Provide several s accounts and phone numbers to be located. Issue with images: in some parts of the material we needed good pictures that shows clearly the hand positions. Here we had to struggle with weight vs. sharpness. Make the images small or light, represented a loss of sharpness (vital for teach). Lesson learned: If is possible, work with drawings instead of pictures. Make test and estimates about the best image weight and sharpness in advance.

22 Our Lessons Learned Time allocation to the activities: one of the surprise of the night was the difference between the initial time allocation and the final time allocation, product of the detailed instructor guide development. Make more activities, suggests the instructor time to ask or comment something, implies time (at least seconds of few minutes), and then when you sum up … voilá !!… it´s a lot. We also don´t know the quantity and quality of the practice in the initial way to teach this class. As we exceed the 8 hs., we had to split the class in two days. We also have decided split the class (which originally was taught in one day) in two to allow the students some reflection about the content learned. Lesson learned: Estimate with a margin to up. Try to keep the activities into the estimated time.

23 Our Lessons Learned INITIAL index order & estimation of time allocation per activity FINAL index order & time allocation per activity What is Reiki Benefits of Reiki History of Reiki Reiki Concepts Ethical Principles of Reiki Prayers Anatomy - Chakras and their Significance What is Attunement The Reiki Hand Positions Giving a Full Body Reiki Treatment Using Reiki for Specific Conditions History of Reiki 30' Ethical Principle of Reiki 20' Anatomy – Chakras / significance 135 The Reiki hand positions 60' Giving a full body Reiki treatment 70' Using Reiki for specific conditions 30 Attunement Unknown

24 Final Version Summary Table of final index, time allocate and objectives to be covered: Topic Allocated time Instructional Objectives What is Reiki Define Reiki in their own words by describing its basic operating principle Ethical Principles of Reiki Benefits of Reiki List at least three benefits of Reiki List at least four groups that can be treated with Reiki History of Reiki Relate the basic history of Reiki in their own words Name the father of Reiki and two Reiki masters State at least five potential uses for Reiki Reiki Concepts Correctly list the five Reiki principles Anatomy - Chakras and their Significance Prayers Describe a Chakra and an Aura Correctly list the seven main Chakras in the human body Correctly identify by labeling a given diagram, each Chakra on the human body Accurately describe the main functions of at least five Chakras Describe a named Chakra in three sentences by identifying its color, what organs it energizes, and its main area of control Day 1 State in their own words at least three reasons why prayers are important in giving Reiki treatment

25 Final Version Summary Table of final index, time allocate and objectives to be covered (Cont.): Topic Allocated time Instructional Objectives The Reiki Hand Positions Enumerate the two possible sets of hand positions in a Reiki treatment. Correctly demonstrate how to held their hands when giving a Reiki treatment. Correctly demonstrate the 12 basic hand positions for self- treatment by placing their hands at each location on themselves. Correctly demonstrate the 16 hand positions for treating others by placing their hands at each location on a partner. Giving a Full Body Reiki Treatment Using Reiki for Specific Conditions Enumerate at least three things of each aspect to take in account before giving a full body Reiki treatment Correctly perform a full body Reiki treatment to a partner. Enumerate and describe the two kinds of afflictions that can be treated with Reiki Given the name of a specific disease, indicate on a body chart with at least an 80% accuracy, the Chakras/body parts that should be treated during a body Reiki treatment Total Time (without breaks and lunch time) Day 1 Day What is Attunement 45 No instructional objective apply to the student in this activity, because the attunement is performed by the Reiki Master and the student just receive it 656Day 1: 6 hs 27 // Day 2: 4 hs 29

26 Graphic and visual definitions Cold Colors Conservative design Readable typography (Arial font family) Visually Locate the reader (anytime) Weve adopted Williams design principles of alignment, proximity, contrast, and repetition. Note: This presentation template was used also to developed the training materials

27 Sample of materials developed Sample of PowerPoint slides Common characteristics of the slides: Graphics & Schemas to explain complex topics Few text per slide Animations supporting the instructional side

28 Sample of materials developed Sample of instructor guide Here are the information, discussion points and instructions to be communicated to the group (written in plain text) Use of visual to easily indicate the kind of activity When is the presentation the small picture of help to locate the instructor in the page

29 Sample of materials developed Sample of instructor guide Suggested allocated time Suggestions to the facilitator or recommendations for facilitating a particular activity (written in italics) The verbs in bold and Capital letters increase the readability Note: Even the instructor is a SME, and the notes, activity and time allocation are suggested, as ID, we expect the instructor follows our recommendations. The instructional design have an internal logic that only works if all the step are followed.

30 Sample of materials developed Overlay Chart Homework Day One instructions Job Aid T-shirt

31 Other facts that make the difference Includes the figure of Assistants to the instructor. The former students of the same format course are useful helpers. Appendix for large amount of information. We won´t use the class time to boring readings, instead of it, we compile the secondary material in an appendix to be read at home. Review the lesson according to Gagné events to assure consistency. Specially present stimulus material, provide learner guidance, elicit performance, provide Feedback, and enhance retention and transfer. Reinforce learning and participation with gifts. These gifts are useful and related gifts (Books and Job Aid T-shirt). Recalling already known information. Through the use of common examples, prior knowledge, common sense and intuition.

32 Other facts that make the difference Layout for work. Suitable for laying down on the floor and being sitting.

33 Any Questions? Please feel free to contact any of the developers by Lynda Stone: Divya Ramachandran: Mercedes Luna:


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