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. Slide 4 responding to need rosipaw

5. Slide 5 Tompagenet, flikr Inner potential

6. Slide 6

7. Slide 7 Session 2: Introduction to workshop

8. Slide 8 Goal atomicShed, Flickr

9. Slide 9 Pre-workshop phase Workshop Mentoring and delivering training

10. TimeMondayTuesdayWednesdayThursdayFriday 09.00-09.30Participants introductions Qualities of an excellent trainer Recap of yesterday’s learning Morning ReflectionReflection 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 11.00-11.30What it is you think you know? The trainer as a facilitator! (cont.) CustomisationDelivering training using existing materials Individual Presentations (cont.) 11.30-12.30Technology to assist your training 12.30-13.30 LUNCH 13.30-14.15Reflective practice and reflective journal The learner as a thinker Planning for difficult environments Planning for Presentations Next steps- the monitoring / peer observation process 14.15-15.00Logistics of trainingReflection activity Q and A and feedback 15.00-15.30 TEA BREAK 15.30-17.00Training needs assessment The behaviour of a facilitator M&EPlanning for presentations (cont.) Closing ceremony

11. TimeMondayObjectives 09.00-09.30Participants introductions Allow everyone to meet Give people an ‘ early ’ opportunity to talk Assess the existing training capabilities and needs of participants Model an ice-breaker 09.00-10.30 Introduction, objectives & course overview Introduce format of training Understand participants aims and to clarify what will and won ’ t be covered. Formulate ground rules and deal with any housekeeping issues 10.30-11.00 TEA BREAK 11.00-11.30What it is you think you know? 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 11.30-12.30 12.30-13.30 LUNCH 13.30-14.15 Reflective practice and reflective journal 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!) 14.15-15.00 15.00-15.30 TEA BREAK 15.30-17.00Training needs assessment 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

12. Slide 12 Rules Joe gratz, Flickr

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

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

15. Slide 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. 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

17. Slide 17 Preference & Style Nationaal Archief, Flickr

18. Slide 18 Learning patterns US National Archives, Flickr

19. Slide 19 US National Archives, Flickr Structure

20. Slide 20 Flexible verbeeldingskr8, Flickr

21. Slide 21 Shaun Mitchem, Wikimedia Independence

22. Slide 22 Danilobu, Wikimedia Social

23. Slide 23 SixSigma, Wikimedia Hear, See, Move

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

25. 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

26. 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!

27. Slide 27 Task

28. 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)

29. Slide 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. Slide 30 Session 4: The reflective practioner

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

32. Slide 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!)

33. Slide 33

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

35. Slide 35 CrazyPhunk, Wikimedia

36. 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)

37. 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?

38. Slide 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. Slide 39 Session 5: Needs assessment

40. Slide 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. Slide 41 responding to need rosipaw

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

43. Slide 43 Quinet, flikr needs Stu spivack, flikr wants

44. 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?

45. Slide 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. Slide 46 Session 6: Course Assignment

47. 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

48. 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

49. 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

50. Slide 50

51. Slide 51 Clarifying ?s Erin Silversmith, Wikimedia

52. Slide 52 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

53. 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

54. 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?