Download - Session 1: Participant Introductions
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Session 1: Participant Introductions
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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
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Please could you tell us:
•Your name•Your organisation and job•Your country•One thing you like to do in your spare time
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Slide 4
responding to needrosipaw
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Slide 5
Tompagenet, flikr
Inner potential
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Slide 6
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Slide 7
Session 2: Introduction to workshop
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Slide 8
Goal
atomicShed, Flickr
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Slide 9
Pre-workshop
phase
Workshop
Mentoring and
delivering training
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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
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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
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Slide 12
Rules
Joe gratz, Flickr
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Slide 13
Session 3: What it is you think you know?
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Slide 14
“If the doors of perception were
cleansed, everything would appear as it is –
infinite”
William Blake
The Morgan Library, Wikimedia
Perception
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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
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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
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Slide 17
Preference & Style
Nationaal Archief, Flickr
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Slide 18
Learning patterns
US National Archives, Flickr
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Slide 19 US National Archives, Flickr
Structure
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Slide 20
Flexible
verbeeldingskr8, Flickr
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Slide 21Shaun Mitchem, Wikimedia
Independence
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Slide 22
Danilobu, Wikimedia
Social
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Slide 23
SixSigma, Wikimedia
Hear, See, Move
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Slide 24
Are we doing a
disservice?
US National Archives, Flickr
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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
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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!
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Slide 27
Task
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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)
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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
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Slide 30
Session 4: The reflective practioner
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Slide 31
“Look within!...The secret is inside you!”
Huineng(Chan Buddhist)
The Morgan Library, Wikimedia
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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!)
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Slide 33
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Slide 34
Is experiencing enough?
NASA on the Commons, Flickr
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Slide 35CrazyPhunk, Wikimedia
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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)
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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?
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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!)
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Slide 39
Session 5: Needs assessment
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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
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Slide 41
responding to need
rosipaw
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Slide 42
Tompagenet, flikr
What do you need to become a better lecturer?
A bigger screen, more time,
better pay…
Prof. B. Oring
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Slide 43
Quinet, flikr
needs
Stu spivack, flikr
wants
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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?
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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
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Slide 46
Session 6: Course Assignment
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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
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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
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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
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Slide 50
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Slide 51
Clarifying ?s
Erin Silversmith, Wikimedia
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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
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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
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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?