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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 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


Please could you tell us:

  • Your name

  • Your organisation and job

  • Your country

  • One thing you like to do in your spare time


rosipaw

responding to need


Inner potential

Tompagenet, flikr



Goal

atomicShed, Flickr


Pre-workshop phase

Workshop

Mentoring and delivering training


Rules

Joe gratz, Flickr



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:


Preference & Style

Nationaal Archief, Flickr


Learning patterns

US National Archives, Flickr


Structure

US National Archives, Flickr


Flexible

verbeeldingskr8, Flickr


Independence

Shaun Mitchem, Wikimedia


Social

Danilobu, Wikimedia


Hear, See, Move

SixSigma, Wikimedia


Are we doing a disservice?

US National Archives, Flickr


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!



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)


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



“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!)


Is experiencing enough?

NASA on the Commons, Flickr



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)


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!)



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



Prof. B. Oring

What do you need to become a better lecturer?

A bigger screen, more time, better pay…

Tompagenet, flikr


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



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


Clarifying ?s

Erin Silversmith, Wikimedia


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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