1. Unit Seven – Carrying out the Educator role
Read the top-up learning at:
before working through this presentation

2. 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

3. 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   

4. 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

5. 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

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

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

8. 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

9. Activity 1 – Complete the learning styles questionnaire and look at tasks 1 and 2 in the logbook

10. 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

11. 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

12. Learning cycles
Kolb

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. See top-up learning for detailed examples of gathering feedback

21. 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

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

23. 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

24. 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