Session 1: Participant Introductions

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?