Unit Seven – Carrying out the Educator role Read the top-up learning at: http://en.wikibooks.org/wiki/Applications_of_ICT_in_Libraries/Educator before working through this presentation

Unit 7 – Learning Outcomes By the end of this unit you will be able to Establish ICT training needs for individuals and groups Select delivery approach which takes account of learner’s preferred learning style and is appropriate for learning content Design learning materials and programmes on ICT related topics Utilise appropriate skills to support individuals and groups in their use of learning materials and programmes on ICT related topics Evaluate and revise learning materials and programmes on ICT related topics

Outcome 1 Establish ICT training needs for individuals and groups Covers the following knowledge and/or skills  - Training needs analysis techniques related to: - work - personal life   

Training Needs Analysis (TNA) You must use three different TNAs in your logbook, from the following: Direct observation Questionnaires/checklists Consultation with managers/specialists Interview Practical tests Work records Appraisal records Sample work

Outcome 2 - Select delivery approach which takes account of learner’s preferred learning style and is appropriate for learning content Covers the following knowledge and/or skills  - Learning styles   - Delivery methods  - Motivation of the learner  

Learning styles (from Honey and Mumford) activists reflectors theorists pragmatists Active vs reflective Sensing vs intuitive Visual vs verbal Sequential vs global or

Delivery methods Demonstration Group problem solving ‘Chalk and talk’ Role playing Practical activities Individual learning

Motivating learners – avoid demotivating them! The Training At too high or low a level Learners have been compelled to attend The topic appears irrelevant to the learners The trainer has not outlined clearly at the start of the training what the specific learning objectives are The training is delivered badly The learning environment is poor The learner Learners have had previous negative experiences at school, college or of workplace training Learners are distracted by problems unconnected with the learning

Activity 1 – Complete the learning styles questionnaire and look at tasks 1 and 2 in the logbook http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Outcome 3 – Designing learning materials and programmes on ICT related topics Covers the following knowledge and/or skills  - Methods of defining learning objectives   - Ways of structuring learning  - Use of ICT to create learning materials - Techniques for selecting and merging content from internal and external sources  

Bloom's Taxonomy : 1. knowledge 2. comprehension 3. application Learning objectives Bloom's Taxonomy : 1. knowledge 2. comprehension 3. application 4. analysis 5. synthesis 6. evaluation

Learning cycles Kolb

Creating learning materials Authoring packages e.g. Atriculate Virtual Learning Environments (VLEs) e.g. Moodle Web design packages e.g. Wordpress Presentation packages e.g. Powerpoint, Prezi

Learning materials/guides Application software e.g. Microsoft, CIA training Free web resources e.g. Internet detective Online resources e.g. Infotrac In-house Generic/subject based e.g. JISC hairdressing online resource

Outcome 4 - Utilise appropriate skills to support individuals and groups in their use of learning materials and programmes on ICT related topics Covers the following knowledge and/or skills  - Coaching   - Mentoring  - Training - Appropriateness of support - First-line ICT support

Support roles coaching, the learner and the coach are active collaborators. The coach observes the learner in a real, naturally occurring workplace situation as they try to complete tasks. The coach provides hints, help, and feedback as needed. This tends to be short term. Mentoring involves a sustained (i.e. long term) relationship between the learner and the mentor who offers support, guidance, and assistance Training is more formal learning, and more of a one-way process, where the trainer imparts skills and knowledge to the learner

The monitor appears blank The computer hangs Monitor text is too small First line ICT support (these link to the relevant section in the top-up learning) The monitor appears blank The computer hangs Monitor text is too small Nothing comes out of the printer Print layout is wrong Disk is full The printer jams

Outcome 5 - Evaluate and revise learning materials and programmes on ICT related topics Covers the following knowledge and/or skills  - Assessment of learner’s progress by: - observation - informal assessment - use of feedback   - Design of feedback tools - Evaluation of success of learning approaches used - Revision of learning materials and programme

Assessing the learner’s progress Observation Direct Products Informal assessment Quiz True/False Use of feedback Scorecard Computer based

See top-up learning for detailed examples of gathering feedback

Evaluating the success of learning Learner progress – measure the distance travelled Learner experience – course feedback i.e. learner’s perception Trends – Over time you will build up a bank of data and you can use evidence from above to fine tune your delivery

Activity 2 –Look at tasks 3 to 5 in the logbook

Assignments for Unit 7 One log book on delivering ICT training One essay (500-1,000 words) on delivering ICT training In order to complete the logbook you will require a group of learners to deliver ICT training to

Essay Title to be agreed in advance Must not exceed word limit Must cover two of the knowledge/skills for outcome 2: Learning styles Delivery methods Motivation of the learners