metadata train the trainer workshop ecoinstruct 2003 november 24-25, 2003 fgdc / noaa csc...

MetadataTrain the Trainer Workshop

EcoInstruct 2003November 24-25, 2003

FGDC / NOAA CSC

Environment Canada

EcoInstruct2003 Train the Trainer

INTRODUCTION

Lynda WayneGeoMaxim

US Federal Geographic Data Committee (FGDC)

Mike MoellerPerot Systems Government Services (PSGS)

US National Oceanic and Atmospheric Administration (NOAA) Coastal Services Center

Vivian HutchisonNational Biological Information Infrastructure

US Geological Survey (USGS)


INTRODUCTION

Informal• meet and greet

Formal• set the tone• establish roles• icebreakers

…common to use both


INTRODUCTION

Who’s participating?

What’s happening?

Where is it happening?

What are the resources?

What is expected?

- introductions

- agenda

- logistics

- materials

- food

- from instructors

- from participants


INTRODUCTION

Ice Breakers

Consider:• time available• attire• facility• corporate culture• comfort issues

…icebreakers ideas, pg. 3, more?


INTRODUCTION

What are your expectations… information you expect to receive

during this workshop,

audience and forums to which you will apply the information?


WHAT IS TRAINING?


TRAINING

Adult Learners• life experiences• learn by doing• reality driven• guidance not grades• self-directed• framework of attitudes and values


TRAINING

Barriers to LearningInstructor

- language - pace - connectivity

- confidence level - presentation skills

Corporate Culture

- lack of support/follow-up

- not incorporated

Participant

- attendance - commitment - distractions


TRAINING

Audience AnalysisDetermine skill level, behaviors, knowledge

Why analyze?Are objectives appropriate?

Can objectives be accomplished?

Do we need to adjust content?


TRAINING

What to analyze?Demographics - manager or technician ?Knowledge/Experience - rookie or expert?Interest - self-motivated or forced to attend? Training Relevance - persuasion, introduce concepts, or skill-building?


TRAINING

When to analyze?Workshop design and planning

How to analyze?• Registration Forms / Surveys• Other Instructors / Participants• Personal Experience • Common Sense

start with a ‘top 10’ list of issues


TRAINING

Learning Styles• Active – “Do’er” • Reflective – “Ponders”• Sensing – “Experientialist”• Intuitive – “Jumps ahead”• Visual – “Picture person”• Verbal – “Prefers dialog”• Sequential – “Detail oriented”• Global – “Big thinker”


TRAINING

Learning Cycle

Storming - “What is metadata?”

Norming – “Metadata has value.”

Forming – “I need metadata.”

Performing – “I can do metadata.”

Becoming – “I DO metadata!”

activities..activities..activities..activities..activities..activities


TRAINING

Learning Retentionor ‘Why Some People Are Great Trainers’• Communicate• Accommodate• Restate and Reinforce• Activities• Baseline• Acknowledge• Breaks

Dale Memory Levels

10% of read

20% of heard

30% of seen

50% of heard and seen

70% of said and written

80% of said and done


TRAINING

Levels of Learning

• Evaluation – judge value

• Synthesis – generate new info

• Analysis – make determinations

• Application – apply information

• Comprehension – put in context

• Knowledge - imprint


TRAINING

Post-training enhancements:

• Apply new skills after training – encouragement?

• Provide assistance – method?

• Encourage management support – ideas?

• Rewards – what kind ?


INSTRUCTIONAL OBJECTIVES



What Are Instructional Objectives?Robert Mager:‘defining in precise terms, what the learner will be able to do at the end of the training and how well’

- defines ‘successful’ training- results oriented



Why Instructional Objectives?- provide direction- establish measurement / testing- convey intent

Serve as a foundation for workshop design



Goals vs. ObjectivesGoal – statement of intent‘Develop an understanding of the standard’

- lofty, hopeful

Objective – performance oriented‘List 7 major sections of the standard’

- specific, attainable, measurable- punchlist item



Elements of an ObjectivesLearner Oriented

focus on the learner’s intended achievement

Performance action that the learner will be able to do

Conditionswhat can, and cannot, be used

Criteriaperformance measure / quality


Formally… Condition

Target

Performance

Criteria

given what situation/ materials / time frame

who

should be able to do what

to what measure?




ConditionsWhat can be used?What cannot be used?Other conditions:

- working independently vs. collectively- in a box, with a fox….



TargetGenerally…

workshop participantsMay be…

different participant members e.g. managers vs. technicians


PerformanceUse action

words such as…

identifyordernamewritedescriberecitesolvelocatelistpreparecompare/contrast



PerformanceAvoid words

such as…

knowunderstandappreciatethinkdiscover




CriteriaSpeed

- complete within 20 minutesAccuracy

- list 80% of mandatory fieldsQuality

- number of errorsQuantity

- number of records


reallyspecific…

Given 20 minutes and an actual metadata record, the participant will successfully locate specific values for instructor designated fields, 75% of the time.Given 2 hours and the SMMS software, the participant will create a metadata record that will pass mp with a maximum of two errors.



effective…After completing the workshop participant will be able to:

1. explain 3 values of metadata2. recognize the 7 primary sections

and 3 supporting sections of the CSDGM

3. determine the definition and status of any field utilizing the CSDGM Workbook

4. list 3 rules for writing quality metadata



effective…After completing the workshop participant will be able to:

5. locate online metadata production resources including key national guidelines and repositories

6. download, install, and run MP, metadata parsing software

7. create a compliant metadata record using tkme metadata production software



Participation

Performance

FeedbackEvaluation

gauging response

testing and production

participant evaluation of training

Criterion Tests



Qualitative

Subjective

Criterion Tests


response to questionsquestions askedanecdotal contributions

trainer depends on own intuitive sensemust consider participant personalities


Test

Production

Criterion Tests


quantitativefocus on learning objectivesnotify in advancereturn graded materials

qualitative - how good quantitative - how much


FeedbackEvaluation

Criterion Tests


ask questions you really care to know about- instructors - materials- content - facilityask specific questionslimit written responsesbe positivereview evaluation form with participants


INSTRUCTIONAL METHODS



So why mix it up?

Enhances the learning experience

Provides ability to address various learning styles

Allows for customization of material

Keeps the presentation interesting



Participants’Response

Applicationof

Learning

LearningActivity

TheLearning

Cycle



Purpose is to encourage inductive learning through

reading or deductive learning through experience

Provides basis for understanding of concept or skill

Builds foundation for stage two of cycle

Stage One - The Learning Activity



Should encourage participants to identify impact of stage one material

Methods to elicit participants’ response may include:

Stage Two – Participant’s Response

• Polling• Rating• Small group discussions• Listing responses on newsprint

• Interviewing partners• Questioning• Sentence Completion



Learning moves from abstract to concrete

Review of information, concepts and theory

augments material learned in previous two

stages

Application of learning is reinforced by sharing

with others

Stage Three – Application of Learning



Modified Lecture

Traditional Lecture

Brainstorming

Computer-based training (CBT)

Demonstration

Variety – The Spice of Life!



Exercises

Worksheets / Surveys

Observation

Question and Answer

Discussion (guided)

Variety – The Spice of Life!



Readings

Storytelling

Role Playing

Video

Games

Other methods to consider



Winding down

Brings closure to the activity

May involve informal chat (debriefing) or more

structured closure activity

Participants reflect upon what was learned and

how their goals will be put into action


TRAINING AIDS AND VISUALS


TOPIC GROUPS

Let’s mingle…

1. Sort into training topic groups.

2. Exchange information about yourself and yourtraining efforts.


PRESENTATION STYLES & SKILLS


Presentation Styles and Skills

Type of speech that should consider:

Audience Environment- background - professional / formal- motivation - business / corporate

- technical / interactive



Speaking styles:ShyFearfulDistantReluctantAutomatedHyperEnergetic



Things to do:Start with a bang!Gesture naturally

Stand up Things NOT to do:Speak up Play with objectsChin up Hands in pocketMove PaceSmile



Eye ContactCan be energy source!Denotes sincerityEngage participants Avoid:

- questions 25/75 - quick shifting - 4 sec. scan - looking around

participants - reading materials



VoiceProjectEnunciatePause/Pace Avoid:Modulate - uhhs-errrs-ahhsEmphasize - insensitive phrasesRepeat - bad grammar



Equipment and ObjectsPointers

- it’s a cursor, not a batonProjection System

- don’t compete, stand to sideCursor

- no mantic mouseVideo Tape



Nerves & Anxiety: Use for good, not evilBefore the presentation:

Vocal Practice- voice- breathingMental Practice- timing- anticipate questions



Nerves & Anxiety: Use for good, not evilDuring the presentation:

Sip waterBreathe deeplySpeak slowly and clearly



AppearanceDress: check prior to presentation

comfortably neatly appropriately

Distracting wear, distracts from content…



DiscussionShare your best story about:

- the best presenter you’ve seen- the worst presenter you’ve seen- the best tip you ever heard- the funniest tip you ever heard


LESSON PLANS


LESSON PLANS

What is a lesson plan?A written guide that tells you:

• What material will be presented

• How the material will be presented

• What is needed to present the material

• When it will be presented

• How long it will take


LESSON PLANS

Questions to consider before beginning

• Where are your students going?

• How will they get there?

• How will you know when they arrived?

Must know Should know Could knowMust know Should know Could know


LESSON PLANS

Suggested lesson plan components• Goals

• Objectives

• Prerequisites

• Lesson description

• Lesson procedure

• Assessment / evaluation

• Materials

CONTENT

TIMING & TRAINING TECHNIQUE

PARTICIPANT ACTIVITY

TRAINING MATERIALS / AIDS


CLASSROOM MANAGEMENT


TARGETING TRAINING


TARGETING TRAINING

Major IssuesAudience

- audience analysis will aidContent

- learning objectives will directFormat

- presentation, workshop, hands-onTime Frame

- influenced by audience, content, format


TARGETING TRAINING

Other IssuesFacilities

- size, availability, equipmentMaterials

- FGDC Metadata Online ResourcesFinances

- Share the costsBarriers

- lack of institutional support- open dialog

Training Format

CONCEPTS METHODS STANDARDS APPLY TOOLS TRAIN

Presentation

1 hour

2 hour

Workshop

1/2 day

1 day

2 day

3-5 day

One on one variable

ManagerCreator


LEARNING ACTIVITY EXERCISE



Develop and demonstrate a learning activity for a training event

break into groups of common interest select topic and activity work tomorrow a.m. (2 hours) to develop activity

- some materials are available present activity instructors provide constructive critiques



Activity Ideas:- games -exercises - role playing- brainstorming session - worksheet/survey- guided discussion / Q&A - demonstration

Try to:• Develop something of later use• Explore new methods of info delivery• Have some fun!



Presentation Content Introduce group Describe activity context

- topic - purpose- audience - stage of training

Demonstrate the activity using- your group only - the full audience- a subset of the audience

Scale content to 20 minute time frame



Critiques Presentation style Activity effectiveness Creativity Timing

Focus is on the positive!

metadata train the trainer workshop ecoinstruct 2003 november 24-25, 2003 fgdc / noaa csc...

Documents

training enhancements

training encouragement

norming metadata

objectives appropriate

new infoanalysis

new skills

workshop design

management support ideas