Upload
celine
View
51
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Session 1: Participant Introductions. Session’s Objectives. Allow everyone to meet Give people an ‘early’ opportunity to talk Assess the existing training capabilities and needs of participants Model an ice-breaker. Please could you tell us:. Your name Your organisation and job - PowerPoint PPT Presentation
Citation preview
Session 1: Participant Introductions
Session’s Objectives
• Allow everyone to meet• Give people an ‘early’ opportunity to
talk• Assess the existing training capabilities
and needs of participants• Model an ice-breaker
Please could you tell us:
•Your name•Your organisation and job•Your country•One thing you like to do in your spare time
Slide 4
responding to needrosipaw
Slide 5
Tompagenet, flikr
Inner potential
Slide 6
Slide 7
Session 2: Introduction to workshop
Slide 8
Goal
atomicShed, Flickr
Slide 9
Pre-workshop
phase
Workshop
Mentoring and
delivering training
Time Monday Tuesday Wednesday Thursday Friday
09.00-09.30 Participants introductions
Qualities of an excellent trainer
Recap of yesterday’s learning
Morning Reflection Reflection on good and bad training
09.00-10.30
Day Two’s Objectives
Day Three’s Objectives
Day Four’s objectives
Individual Presentations
Introduction to workshop
The trainer as a facilitator!
Planning the training session
Planning training using existing materials
10.30-11.00 TEA BREAK
11.00-11.30 What it is you think you know?
The trainer as a facilitator! (cont.)
Customisation Delivering training using existing materials
Individual Presentations (cont.)
11.30-12.30 Technology to assist your training
12.30-13.30 LUNCH
13.30-14.15 Reflective practice and reflective journal
The learner as a thinker
Planning for difficult environments
Planning for Presentations
Next steps- the monitoring / peer observation process
14.15-15.00 Logistics of training Reflection activity
Q and A and feedback
15.00-15.30 TEA BREAK
15.30-17.00 Training needs assessment
The behaviour of a facilitator
M&E Planning for presentations (cont.)
Closing ceremony
Time Monday Objectives
09.00-09.30 Participants introductions
Allow everyone to meetGive people an ‘early’ opportunity to talkAssess the existing training capabilities and needs of participantsModel an ice-breaker
09.00-10.30
Introduction, objectives & course overview
Introduce format of trainingUnderstand participants aims and to clarify what will and won’t be covered.Formulate ground rules and deal with any housekeeping issues
10.30-11.00TEA BREAK
11.00-11.30 What it is you think you know?
Reflect on your own learning experiences & preferencesBe able to maximise training success by understanding learning preference(s)Learn how to incorporate activities that will stimulate different learning preferencesRecognise that training is an ongoing experiment
11.30-12.30
12.30-13.30LUNCH
13.30-14.15Reflective practice and reflective journal
Understand why a reflective practice will improve training effectivenessBe introduced to the IL educators’ competency-based framework Define trainer competencies Identify continual development needs Work to a standard (good for those who like structure!)
14.15-15.00
15.00-15.30TEA BREAK
15.30-17.00 Training needs assessment
Understand why it is important to carry out a needs assessmentUnderstand the difference between wants and needsHave some new ideas for measuring each of these
Slide 12
Rules
Joe gratz, Flickr
Slide 13
Session 3: What it is you think you know?
Slide 14
“If the doors of perception were
cleansed, everything would appear as it is –
infinite”
William Blake
The Morgan Library, Wikimedia
Perception
Slide 15
Learning ObjectivesBy the end of this session, you will:• Reflect on your own learning experiences
& preferences• Be able to maximise training success by
understanding learning preference(s)• Learn how to incorporate activities that
will stimulate different learning preferences
• Recognise that training is an ongoing experiment
Slide 16
Activity: Learning how to drive a car (10 mins)Reflect on your learning experience and write down:
3 x successful methods,
tools, learning
approaches
3 x less or unsuccessful methods,
tools, learning
approaches
Disk Depot, Wikimedia
Slide 17
Preference & Style
Nationaal Archief, Flickr
Slide 18
Learning patterns
US National Archives, Flickr
Slide 19 US National Archives, Flickr
Structure
Slide 20
Flexible
verbeeldingskr8, Flickr
Slide 21Shaun Mitchem, Wikimedia
Independence
Slide 22
Danilobu, Wikimedia
Social
Slide 23
SixSigma, Wikimedia
Hear, See, Move
Slide 24
Are we doing a
disservice?
US National Archives, Flickr
Slide 25
Assessing learning styles
Various Instrument available:• Personality Type Indicator Myers -
Briggs• Learning Styles Inventory Dunn &
Dunn
• More exist.... Look online
US National Archives, Flickr
Slide 26
Learning Styles: Instruments
• Various instruments available:– Myers-Briggs Personality Type Indicator
(MBPTI)– Learning Styles Inventory (Dunn and Dunn)– Many more instruments exist
• Look online!
Slide 27
Task
Slide 28
Task: Learning Style Theory• Group Work
• Using the learning style assigned to your group, create:• an activity that responds to the
brief: when is it appropriate to use Wikipedia?
• Identify ‘overlaps’ with other learning preferences & note challenges
• Group feedback (5 mins)
Slide 29
Summary: Learning ObjectivesBy the end of this session, you will:• Reflect on your own learning
experiences & preferences• Be able to maximise training success by
understanding learning preference(s)• Learn how to incorporate activities that
will stimulate different learning preferences
• Recognise that training is an ongoing experiment
Slide 30
Session 4: The reflective practioner
Slide 31
“Look within!...The secret is inside you!”
Huineng(Chan Buddhist)
The Morgan Library, Wikimedia
Slide 32
Learning ObjectivesBy the end of this session, you will:• Understand why a reflective practice
will improve training effectiveness• Be introduced to the IL educators’
competency-based framework– Define trainer competencies– Identify continual development needs– Work to a standard (good for those who like
structure!)
Slide 33
Slide 34
Is experiencing enough?
NASA on the Commons, Flickr
Slide 35CrazyPhunk, Wikimedia
Slide 36
Reflective Practice in Training• Peer or Self-Assessment
– Must be supportive
• Competency-based approach– Standard’s orientated
• Teacher Observation Rubric• Process
– Peer assessment– Instructor assessment leading to award– Iterative (pre-, post- / in situ)
Slide 37
Task: Reflective Journal analysis• Review three reflective statements
• Discuss in your groups• Which reflective statement will be
most useful to the trainer post-training?
Slide 38
Summary: Learning ObjectivesBy the end of this session, you will:• Understand why a reflective practice
will improve training effectiveness• Be introduced to the IL educators’
competency-based framework– Define trainer competencies– Identify continual development needs– Work to a standard (good for those who like
structure!)
Slide 39
Session 5: Needs assessment
Slide 40
Learning ObjectivesBy the end of this session, you will:• Understand why it is important to carry
out a needs assessment• Understand the difference between
wants and needs• Have some new ideas for measuring
each of these
Slide 41
responding to need
rosipaw
Slide 42
Tompagenet, flikr
What do you need to become a better lecturer?
A bigger screen, more time,
better pay…
Prof. B. Oring
Slide 43
Quinet, flikr
needs
Stu spivack, flikr
wants
Slide 44
Group discussion
Imagine you are setting out to deliver some training to policy makers on how to access and use research information…
– How can you identify training needs?– Is it important to also identify training
wants? If so why?
Slide 45
Learning ObjectivesBy the end of this session, you will:• Understand why it is important to carry
out a needs assessment• Understand the difference between
wants and needs• Have some new ideas for measuring
each of these
Slide 46
Session 6: Course Assignment
Slide 47
Learning Objectives• By the end of this session, you will:• Understand how you the trainers will
assess your ability to demonstrate the qualities of a good facilitator
• Be familiar with the assessment framework • Understand the ‘nano-teaching task’ and
be able to articulate the scope of the outline brief
• Understand the learning outcomes for the course
Slide 48
What is the nano-teaching task?• Develop a five – seven minute nano-
teaching session, using a learner-centred approach to facilitate one of the following processes:– Analyse an Information Literacy problem-
solving activity– Develop a research strategy– Search for information– Retrieve information– Analyse information sources– Evaluate information sources
Slide 49
Requirements
• 5-7 mins in length• Demonstrate knowledge or skills of at
least one learner-centred approach– Include an activity
• Summarise learning objectives / outcomes
• Supported by a lesson plan• Prepare on Day Four• Deliver on Day Five
Slide 50
Slide 51
Clarifying ?s
Erin Silversmith, Wikimedia
Slide 52
Summary: Learning OutcomesBy the end of this session, you will:• Expect to see:
• A discernable increase in your confidence in delivering training
• Increased knowledge and appreciation of participative tools & approaches to Teaching and Learning
• Ability to provide training in info literacy skills
• know the difference between lecturing, training, and facilitation methodologies
Slide 53
Learning Outcomes
• Like to see:– Understanding of information literacy & it’s
relevance to policymakers significantly improved
– Able to mentor others– Increased drive & enthusiasm to train others
in information literacy– Ability to use INASP/BLDS training materials– Use IDS (and other) knowledge services
confidently
Slide 54
Learning outcomes
• Love to see:– Participants offer training in pedagogy and
confidently impart knowledge of this methodology
– Able to develop or adapt training materials – Information Literacy capacity amongst
policymakers is improved (how?) i.e. more research used?