Training Users on HINARI (module 6.2)

Objectives Know what user training resources are available to you for HINARI Consider your institution’s training resources and how HINARI’s materials might be modified Review tips for successful training note: the material initially developed by ITOCA ( and modified for this workshop

Group exercise (end of presentation) When should you hold the training sessions? Who should attend the training? Where is it best to have the training? What resources will you require to hold a successful training session?

HINARI Training Materials Material from the course workbook HINARI website training subpage –available at –updated training material online 04/2008

Recently Developed ‘teaching tools’ HINARI ‘Short Course’ (3-4 hour course) –PowerPoint presentation for training –Accompany Word document with exercises HINARI – The Basics (2 page Word Document) HINARI DOs and DON’T’s –PowerPoint presentation for training –Word version for distribution to users 10 Top Hints for HINARI Use (PowerPoint) Frequently Asked Questions (PowerPoint) Access Problems Overview Authorship Skills training material (PowerPoint) –Authorship Skills FAQs –Authorship Skills Web-bibliography –How to Write a Scientific Paper (PowerPoint and Word document with Exercises)

HINARI Training Materials For those with no PowerPoint or low bandwidth, Word document available You may modify training to fit your particular institution and resources

Key Components Your resources Preparation Check the venue Facilitator’s role Getting started Questions and discussion When things go wrong Keeping focused Closure and evaluation

Your Resources When planning for training consider the following: –What facilities do you have for training? –What equipment? Projector? How many computers? With Internet connection? –Enough for hands-on work? If not, how can you make training interactive? –What level of Internet and computer skills do your participants have?

Preparation Do background reading and get hands-on experience Read presentation notes and annotate for yourself Remember your own workshop experiences - What did and didn’t work? Remember - Don’t have to be expert; OK to say “I don’t know” and research/ask HINARI or ITOCA staff.

Preparation (2) Do the computer exercises and identify any problems Get list of attendees and information on their skill levels if possible Get contact details for venue and organizers if off-site Print out handouts and workbooks

Check the Venue Arrive early Know support staff and their contact information and learn the layout if new venue Set up and check computers and other equipment Practice exercises again Get computer log ins and bookmark web resources Organize materials

Facilitator’s Role Don’t talk to/read from screen Make eye contact and try for conversational style Encourage, listen and positively respond to participants’ comments, questions and feedback Listen to discussions but don’t interrupt; remember comments and questions for group discussion

Facilitator’s Role (2) To “create conditions in which learning can naturally take place” Encourage “active learning”-student discussion and cooperative, hands-on activities Minimize passive listening and note taking Be responsive to needs and interests of group

Facilitator’s Role (3) Don’t sacrifice comprehension for coverage of all material Build rapport and find out background and interests of participants Provide short and varied activities Check for signs of engagement and comprehension (eye contact, posture, facial expressions)

Getting Started Introduce yourself Tell participants what will be covered and what they will gain Explain the timetable and the activities Point out the location of facilities (food, bathrooms, etc.) Find out what people already know and what they are interested in learning

Getting Started During introduction, allow participants to get to know one another (and you to know them) through planned activity (“icebreaker”) Increases comfort level with collaboration

Questions and Discussion Use people’s names when addressing them Tell people when you want them to ask questions (during or at end of presentation) Explain that questions increase learning for whole group Be enthusiastic and encouraging to all responses

Keeping Focus Listen to groups Clarify questions for individuals or group If unrelated discussion or web browsing, ask how participant’s doing and what conclusions they’ve reached If questions are off-topic, save for breaks or after workshop Assistant facilitators can help

When Things Go Wrong Overtime – keep your eye on the clock Broken projector – call technician and give the group an activity Slow/no web connection – call technician, continue lectures or review activities in workbook as a group Difficult participants – if the questions are distracting, deal with them during a break

Closure and Evaluation Conclude activities with summary Provide overall picture Ask open-ended questions instead of “Do you understand?’ Ask participants to reflect on their learning Be positive about achievements Hand out feedback forms

Changes for Next Time Reflect on problems and successes Look for trends in feedback Make notes on changes to be made to slides, exercises, handouts Share notes with other facilitators and HINARI or ITOCA Make changes immediately before you forget or run out of time

Tips for Successful Training (review) Prepare beforehand Check the venue Facilitate learning Introduce training and participants Handle questions and discussion Troubleshoot Keep participants focused Summarize and evaluate Make improvements for future training

Group Exercise When should you hold the training sessions? Who should attend the training? Where is it best to have the training? What resources will you require to hold a successful training session?

This is the end of Module 6.2 This module initially was developed by Information Training and Outreach Centre for Africa (ITOCA). ( The original source is the International Network for the Availability of Scientific Publications (INASP) ‘Introduction to the Internet’ training material. ( These materials, unless explicitly stated otherwise, are copyright INASP but can be replicated for educational use. Updated