Session 1 participant introductions
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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

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Session 1: Participant Introductions

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Session 1 participant introductions

Session 1: Participant Introductions


Session s objectives

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


Session 1 participant introductions

Please could you tell us:

  • Your name

  • Your organisation and job

  • Your country

  • One thing you like to do in your spare time


Session 1 participant introductions

rosipaw

responding to need


Session 1 participant introductions

Inner potential

Tompagenet, flikr


Session 2 introduction to workshop

Session 2: Introduction to workshop


Session 1 participant introductions

Goal

atomicShed, Flickr


Session 1 participant introductions

Pre-workshop phase

Workshop

Mentoring and delivering training


Session 1 participant introductions

Rules

Joe gratz, Flickr


Session 3 what it is you think you know

Session 3: What it is you think you know?


Session 1 participant introductions

Perception

“If the doors of perception were cleansed, everything would appear as it is – infinite”

William Blake

The Morgan Library, Wikimedia


Learning objectives

Learning Objectives

By 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


Activity learning how to drive a car 10 mins

Activity: Learning how to drive a car (10 mins)

3 x successful methods, tools, learning approaches

3 x less or unsuccessful methods, tools, learning approaches

Disk Depot, Wikimedia

Reflect on your learning experience and write down:


Session 1 participant introductions

Preference & Style

Nationaal Archief, Flickr


Session 1 participant introductions

Learning patterns

US National Archives, Flickr


Session 1 participant introductions

Structure

US National Archives, Flickr


Session 1 participant introductions

Flexible

verbeeldingskr8, Flickr


Session 1 participant introductions

Independence

Shaun Mitchem, Wikimedia


Session 1 participant introductions

Social

Danilobu, Wikimedia


Session 1 participant introductions

Hear, See, Move

SixSigma, Wikimedia


Session 1 participant introductions

Are we doing a disservice?

US National Archives, Flickr


Session 1 participant introductions

Assessing learning styles

  • Various Instrument available:

  • Personality Type Indicator Myers - Briggs

  • Learning Styles Inventory Dunn & Dunn

  • More exist.... Look online

US National Archives, Flickr


Learning styles instruments

Learning Styles: Instruments

  • Various instruments available:

    • Myers-Briggs Personality Type Indicator (MBPTI)

    • Learning Styles Inventory (Dunn and Dunn)

    • Many more instruments exist

      • Look online!


Session 1 participant introductions

Task


Session 1 participant introductions

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)


Session 1 participant introductions

Summary: Learning Objectives

  • By 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


Session 4 the reflective practioner

Session 4: The reflective practioner


Session 1 participant introductions

“Look within!...

The secret is inside you!”

Huineng

(Chan Buddhist)

The Morgan Library, Wikimedia


Learning objectives1

Learning Objectives

By 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!)


Session 1 participant introductions

Is experiencing enough?

NASA on the Commons, Flickr


Session 1 participant introductions

CrazyPhunk, Wikimedia


Reflective practice in training

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)


Session 1 participant introductions

Task: Reflective Journal analysis

  • Review three reflective statements

    • Discuss in your groups

    • Which reflective statement will be most useful to the trainer post-training?


Summary learning objectives

Summary: Learning Objectives

By 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!)


Session 5 needs assessment

Session 5: Needs assessment


Learning objectives2

Learning Objectives

By 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


Session 1 participant introductions

responding to need

rosipaw


Session 1 participant introductions

Prof. B. Oring

What do you need to become a better lecturer?

A bigger screen, more time, better pay…

Tompagenet, flikr


Session 1 participant introductions

needs

Quinet, flikr

wants

Stu spivack, flikr


Group discussion

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?


Learning objectives3

Learning Objectives

By 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


Session 6 course assignment

Session 6: Course Assignment


Learning objectives4

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


What is the nano teaching task

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


Requirements

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


Session 1 participant introductions

Clarifying ?s

Erin Silversmith, Wikimedia


Session 1 participant introductions

Summary: Learning Outcomes

  • By 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


Learning outcomes

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


Learning outcomes1

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?


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