Session 1: Participant Introductions

1. Session 1: Participant Introductions

2. 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

3. Please could you tell us: • Your name • Your organisation and job • Your country • One thing you like to do in your spare time

4. rosipaw responding to need

5. Inner potential Tompagenet, flikr

7. Session 2: Introduction to workshop

8. Goal atomicShed, Flickr

9. Pre-workshop phase Workshop Mentoring and delivering training

12. Rules Joe gratz, Flickr

13. Session 3: What it is you think you know?

14. Perception “If the doors of perception were cleansed, everything would appear as it is – infinite” William Blake The Morgan Library, Wikimedia

15. 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

16. 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:

17. Preference & Style Nationaal Archief, Flickr

18. Learning patterns US National Archives, Flickr

19. Structure US National Archives, Flickr

20. Flexible verbeeldingskr8, Flickr

21. Independence Shaun Mitchem, Wikimedia

22. Social Danilobu, Wikimedia

23. Hear, See, Move SixSigma, Wikimedia

24. Are we doing a disservice? US National Archives, Flickr

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

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!

27. Task

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)

29. 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

30. Session 4: The reflective practioner

31. “Look within!... The secret is inside you!” Huineng (Chan Buddhist) The Morgan Library, Wikimedia

32. 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!)

34. Is experiencing enough? NASA on the Commons, Flickr

35. CrazyPhunk, Wikimedia

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)

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?

38. 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!)

39. Session 5: Needs assessment

40. 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

41. responding to need rosipaw

42. Prof. B. Oring What do you need to become a better lecturer? A bigger screen, more time, better pay… Tompagenet, flikr

43. needs Quinet, flikr wants Stu spivack, flikr

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?

45. 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

46. Session 6: Course Assignment

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

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

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