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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

Mar 26, 2015



  • Slide 1

Reiki 1 let the healing begin Course Designers: Lynda Stone, Divya Ramachandran, Mercedes Luna ET 572 Technologies for Course Delivery - SDSU Slide 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 Usuis heritor of Reiki practice First trained Reiki Master Slide 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 dont pretend convince anyone that it works The instructor has to be open to work with technology Slide 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. Slide 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 20-80 years old have little or no prior knowledge of Reiki Slide 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). Slide 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 Slide 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 20-80 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. Slide 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. Slide 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 Slide 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. Slide 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. Slide 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 wont perceive that as an out of his/her scope task. Slide 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. Slide 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