5 The Introduction Informal vs. Formal Informal is good for smaller classes. It gives you the chance to ‘meet and greet’ the participants.If you are using the formal introduction, make a good first impression. Give the class your name, and a very brief background of your experience. You can also use this time as an icebreaker (more on that in a minute).
6 The Introduction Covering the bases During the introduction, go over the following:Agenda – It’s the roadmap to the course.Logistics – Bathrooms? Fire exits? Lunch?Materials – Explain your materials and make sure everyone has thecorrect items.Breaks – Establish rules about coming back from breaks on time.Needs & Expectations – Set rules on questions and discussions,especially outside the scope of the agenda. Try to determine whatconcerns and / or anxiety the participants might have.Icebreaker – Use this introduction time for your icebreaker.
7 Breaking the Ice Put your participants at ease. Some ideas to help you get the class comfortable:Introductions – Have participants introduce themselves, tell wherethey work, and what brought them to the class.Express questions/concerns – After they introduce themselves, haveeach participant suggest a question or concern. Use the ‘parkinglot’ for these, and revisit them from time to time throughout the workshop.Games – This can be tricky. Make sure the game is appropriate for theaudience and avoid overly silly or childish games. Build in relevance tothe class material.Others?
9 Training – It’s Not Kid Stuff Five Characteristics of Adult Learners.Life experiences – Time in life dictates how they approach new material.Learn by doing – Hands-on activities are a vital part of a successfulmetadata training program.Application to reality – Make it relevant or you will lose them.Guidance, not grades – Adults need direction on using new skills.Self-directed – Generally, this is true. However, you may have studentsthat have been ‘directed’ to attend your training and as such willpresent a bit more of a challenge to motivate them.
10 Barriers to Learning The Instructor Some of the barriers that you can control include:Communication – Keep it simple and stay on point.Instructional pace – The ‘baby bear’ of training, it needs to be ‘just right’ to keep the attention of the class.Connecting with the participant – Take time to talk to the participants during breaks and exercise down time.Poor presentation skills – Practice—and join a club like Toastmasters—to help you develop your own style.Lack of confidence – Know your material and keep practicing.
11 Barriers to Learning The Participant Discuss these issues at the beginning of class to help ensure maximum participant responsibility throughout the learning process.Attendance – You can’t learn if you’re not physically present.Commitment to learn – It’s more than just showing up.Distractions and concentration – Some distractions you can control and others you can’t. Ringing cell phones and checking during class can be very disruptive.
12 Getting to know you Audience Analysis Finding out about your prospective students can help you design an effective workshop that maximizes learning potential. Here are some other benefits of this kind of analysis:Workshop goals and objectives – Target these to the audience. The targeted goals and objectives will serve as a guide to ensure the appropriate material is covered to address the topics chosen.Allows for adjustments – If you have a class full of folks who understand and have bought in to metadata, you can skip that section and use the time for something else.
13 Asking the right questions Consider the Following When Designing Your AnalysisDemographics – Find out if your participants will be managers, technicians, field scientists, or students. Determine if they willbe writing metadata, managing metadata, or overseeing others in these tasks.Knowledge and experience level – Ask questions about what metadata knowledge and experience the participants have, and what, if any, their daily interaction with metadata is.Relevance – Try to ascertain how this training will fit into their roles and responsibilities and whether they are attending of their own volition or management coercion.
14 Finding the information Not All Information Will Come From a Traditional SurveyYou can pull information about your participants from a variety of sources—including(but not limited to) the following:Registration forms and pre-workshop surveysOther instructorsPrevious participantsPersonal experienceCommon sense
15 What’s your style? Learning Preferences and Styles There are many different ways we learn. Our perception of reality is driven by our senses. We take in and process new information through watching, listening, reading, writing, and doing.Your challenge as an instructor is to consider these different modes of perception as you plan your materials. You won’t be able to accommodate every learning style or preference, but you should be able to plan for and adapt to a few of the main styles.Let’s look at one example.
16 The Kolb Learning Preferences North-south axis is the Perception Continuum and refers to how we think and feel.ThinkingWatchingDoingFeelingEast-west axis is the Processing Continuum and refers to how weapproach a task.At each end of the continuums are four preferences.Doing (active experimentation)Watching (reflective observation)Feeling (concrete experience)Thinking (abstract conceptualization)
17 Learning Styles Accommodating Diverging Converging Assimilating The combination of where an individual’s learning preference lies on each axis will produce four possible learning styles.ThinkingWatchingDoingFeelingAccommodatingDivergingConvergingAssimilatingAccommodating (doing and feeling preferences or concrete-active)Diverging (watching and feeling or concrete-reflective)Assimilating (watching and thinking or abstract-reflective)Converging (thinking and doing or abstract-active)
18 Other Learning Styles Others? Common Sense Left Brain Right Brain VisualDynamicTactileKinestheticInnovativeAnalyticAuditoryCommon SenseLeft BrainRight BrainAcme Learning StylesOthers?Acme Learning StylesAcme Learning Styles
19 The Learning Cycle Experiences new information Plans next steps based on experienceand informationReviews theexperienceand informationDraws conclusionsfrom experienceand information
20 Complexity of Cognitive Thinking Learning LevelsKnowledgeYou can recall data.ApplicationYou can apply knowledgeto a new situation.EvaluationYou can make a judgment as to the valueof the information.SynthesisYou can build a pattern fromdiverse elements.AnalysisYou can separate information intoparts for better understanding.ComprehensionYou understandthe information.Bloom’s TaxonomyComplexity of Cognitive ThinkingWhat level do you want yourstudents to reach in yourworkshop?
21 Activities! Get Your Activities! Activities help reinforce what has just been taught. Whenever possible, plan to include an activity or two with each section of your training. Mix it up and make it fun but remember to make it relevant. You’ll risk losing your audience if the activities do not tie into the material being taught.Activity ExamplesDiscussionsQuestion and answerExercisesHands-on applicationsGames (where appropriate)
22 Activities! Get your activities! There will be many times throughout your workshop where you will either drive home your message or leave your participants wondering what just happened. To help make sure you don’t leave them behind, there are certain things to consider.Provide clear and effective communicationBe flexibleState and restate workshop goalsOffer positive reinforcementTransfer information at the appropriate levelAcknowledge your mistakesGive them breaks!Recall falls rapidly after 24 hours.Stress important information to increase retention.
23 Now That They Are Gone Applying new skills soon after training After the training, your particular situation may allow you to maintain good contact with your students. Whether it’s close contact, or simply an occasional , consider these ideas for post-workshop networking.Applying new skills soon after trainingProvide assistanceEncourage management supportRewards after proof of learning
25 What Are Instructional Objectives? “An instructional objective is a collection of words and/or pictures and diagrams intended to let others know what you intend for your students to achieve.It is related to intended outcomes, rather than the process for achieving those outcomes.It is specific and measurable, rather than broad and intangible.It is concerned with students, not teachers.”Robert Mager, “Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction,” May 1977
26 Instructional Objective Components An instructional objective has three components:PerformanceConditionsCriterionWhen considering your instructional objectives, ask yourself:Is the focus on student performance?Can the task be measured or observed?What determines completion of objective?
27 Objectives vs. GoalsGoals are ‘big picture’ descriptions of the final outcome of training.Objectives are specific, measurable steps to complete a given task.Goal – To develop an awareness and understandingof the Federal Geographic Data Committee’s(FGDC) Content Standard for Digital GeospatialMetadata (CSDGM).Objective – By the end of the session,participants will be able to identify the sevenmajor sections and name the three supportingsections of the FGDC CSDGM.Examples
28 These words and phrases Writing Clear ObjectivesTo ensure your objectives will work, avoid using words that are open to interpretation or are subjective in nature.To knowTo understandTo really understandTo internalizeTo appreciateTo believeTo enjoyTo grasp the significance ofTo have faith inTo discoverTo thinkTo solveThese words and phrasesare open to manyinterpretations
29 These words and phrases Writing Clear ObjectivesChoose action verbs that limit interpretation. Focus on the task or skill to be learned.These words and phrasesare more specificTo identifyTo nameTo describeTo constructTo orderTo reciteTo solveTo compare/contrastTo listTo prepareTo locate
31 The Conditions and Criteria The condition defines the situation or circumstances under which thelearner will perform. Think of it as ‘setting the stage.’Conditions answer the following questions:What will the learner be allowed to use?What will the learner be denied?Under what conditions with the desired performance occur?The criteria portion of a learning objective describes the expectations for the learner. It’s where you ‘set the bar.’ Make sure the criteria you select are relevant.
32 Examples of terms for “conditions” The Conditions - ExamplesExamples of terms for “conditions”“Given a checklist, notes, and manual…”“Given the FGDC metadata standard…”“Given a complete technical manual…”“Given a set of blueprints…”“Given a calculator…”“Under simulated conditions…”“Using all of the parts…”“Using the graphic representation…”“Using any equipment needed…”“Using your notes…”“Without the use of a manual…”“Without the use of a calculator…”“With the aid of a checklist…”
33 The Criteria - Examples Some Common Criteria PhrasesAccurate to ____ decimal pointsAt least 8 out of 10 attemptsAt least ____ per cent correctAt least ____ within an hourAt ____ per hourBefore sunsetHaving all correctIn the specified sequenceWith at least ____ correctWithin ____ minutesWithin ____ toleranceWithout errorWith no more than ____ errors
34 Exercises Practice Writing Instructional Objectives "By the end of this module,the participant will be ableto complete Section 1,given the FGDC CSDGM workbook,in 25 minutes with 85% accuracy."Writing Instructional Objectives for your Metadata Presentation
35 Instructional Objectives – Summary and Review In the next section, we will be discussing the various methods of instruction. Keep your objectives in mind while going through that section to identify appropriate methods of measuring your objectives.Let’s review what we’ve covered in this module:We discussed and identified the difference between goals and objectives.We discussed the three main elements of an effective objective (Performance, Conditions, and Criteria).You rewrote some poorly written instructional objectives.You wrote objectives for your 20 minute metadata presentation.
37 Instructional Methods As you plan your workshop, you need to keep in mind the instructional methods you will be using. Think variety and don’t be afraid to mix it up. Some benefits to having several different methods of instruction include the following:Enhances the learning experienceProvides ability to address various learning stylesAllows for customization of materialKeeps the presentation interestingA word of caution: Too many different methods utilizing too many visual aids can be distracting, and may frustrate your participants.
38 Instructional Methods Let’s look at some of the methods you may wish to employ.Modified LectureTraditional LectureBrainstormingDemonstrationComputer-based Training (CBT)ExercisesWorksheets/surveysQuestion and AnswerGuided Discussion
39 Using QuestionsBelow are some examples of various question types you can use with the “Question and Answer” and “Directed Discussion” instructional methods.Type of QuestionExampleClosed yes/no question“Do you create metadata?”Presumptive question (presumes metadata is created and that there are problems with its creation)“What are your obstacles to creating metadata?”Leading question (negative and presumptive)“You’re having problems creating metadata?”Multiple questions“Are you creating metadata? If so, what are your obstacles? Can we assist you with your problems?”Rambling question“Metadata? Problems? Help?”Conflict question (emotional and negative)“Where is your metadata? Why do you not have metadata?”Hypothetical question (problem solving question)“Given the opportunity, how would you…..?”Open questions (opens discussions, invites additional information)“Why metadata?”, “Who does metadata?” , “When do they do metadata?”Probing question (seeks further information or clarification)“You have been creating metadata. Tell me how it has improved your data exchange.”Reflective (a statement requiring response)“This element definition is unclear.”
40 Exercise Applying Levels of Learning Evaluation Synthesis Analysis ApplicationComprehensionKnowledge
41 Other Instructional Methods The previously discussed methods are widely used in metadata training. Below are some other methods that are not as common, but may add a unique and interesting experience for your workshop participants.ReadingsRole PlayingVideosGamesDebriefings
43 Instructional Methods – Review Use many types of instructional methods to keep training pace varied and active.Use interactive methods as icebreakers and refreshers at low energy periods.Divide the class into smaller groups when using active instructional methods.Use the appropriate instructional method for your audience.Debrief after an exercise to reinforce learning.Have fun with what you do!
45 Fear Not! Know your material. Never try to fake it. Are you terrified of speaking in front of a group? Do you get sweaty palms, a racing heart, and an urge to run away really, really fast? Relax. We all do. It’s a natural reaction.How do you get over it? Well, I don’t know if you can ever really get over it, but here are some ideas that may help make it more bearable.Know your material.Never try to fake it.Above all, relax and have fun!
46 The Importance of Training Aids To be an effective metadata trainer, avoid the monotone lecture with no assistance from training aids. Why use training aids, you ask? Simple.Training aids:Facilitate the learning processEnsure consistency from one session to the nextCreates interest in the subjectSimplifies instruction
47 Essentials for Good Visual Aids Visual aids can play a key role in a successful training session. On the other hand, they can also head you down the path to disaster. To avoid that journey, keep in mind these essentials:Your visual aids should:Be simple and easy to understandBe brief and conciseStress essential pointsBe the correct size and clearly visibleDefinitely be interestingUse appropriate colors, spacing, etc.Be applicable to the subject
48 Types of Training Aids Chalkboards Whiteboards Overhead projectors Easel padsChalkboardsWhiteboardsOverhead projectorsSlidesVideos and filmTape recordersHandoutsComputer presentations
49 Training Aids and Visuals – Review Training aids help your training by:Facilitating the learning processMaking it more efficient and effectiveMaintaining consistency of the instructionGenerating interest in the subjectTraining aids can also be abused—leading to a less than desirable training session. To avoid this:Make your visuals simple and easy to understandBe brief but conciseMake sure the material is applicableUse correct font sizes, colors, spacing, and contrastStress essential pointsBe creative, but not obnoxiousHave fun with it!
51 Fear Not !We all experience some anxiety and fear before we give a presentation or a workshop. Use that anxiety to boost your ‘presentation energy!’Think back on a presentation that you remember. Why do you remember it? Was it the content or the way that content was delivered? A good presenter will draw you in, giving you some ownership in the material being presented. In doing so, there is a better chance you will retain some of what is offered.The challenge for you is to capture your nervous energy and use it to create a fun, upbeat, and ultimately beneficial learning experience.
52 You Say Presentation, I Say Speech Political speeches, dedication speeches, or tribute speeches. Each one is a kind of presentation. However, in your case, your ‘speech’ will be a bit different.Your audienceSpecialized backgroundPersonal desire to attendYour EnvironmentBusiness / CorporateProfessional / FormalTechnical / Interactive
53 Start With A Bang, Not A Whimper Make a Statement!Add Some Drama!Stimulate Thinking!Things to do:Gesture naturallyStand up straightSpeak upChin upMoveSMILE!Things not to do:Play with an objectFidgetKeep hands in pocketPace back and forth
54 Delivery EtiquetteStanding in front of a group and presenting material can be nerve-racking. Here are some things to keep in mind:You’re not made of glass, so don’t stand in front of the projectorTalk to the audience, not to the screenMake good eye contact4-second rule when talking25% - 75% on questionsNo shifty eyesUse your voice to your advantageProject, enunciate, pace, modulate, don’t stammerWatch your language
55 Delivery EtiquetteOther odds and ends to keep in mind during delivery:Pointers – It’s not a baton.Projection systems – Stay out of the spotlight!Cursors – Beware the frantic mouse!Color – Some is good—too much is notBrave? Video tape yourself!
56 Delivering The GoodsIf you are beginning to feel a bit overwhelmed with anxiety about your presentations, think about some of these ideas:Before the presentation:Practice, practice, practiceWatch voice pitch, volume, tone, and pacePractice breathing deep and slowFocus on one concept at a timeDuring the presentation:Take a drink to slow downBreathe deeply and slowlySpeak slowly, clearly, and distinctlyBe honest if you don’t know an answerSMILE!Have fun!
57 Consider your appearance. Anything that distracts the participants Last But Not LeastIn all the hustle and bustle to prepare your presentation, don’t forget to prepare yourself.Consider your appearance.Anything that distracts the participantsdetracts from the presentation.Be casual, but tidyDress for the local corporate cultureDress to be comfortableCheck your appearance before the presentation.
58 Presentation Styles and Skills – Review Present the material with energy, enthusiasm, and interest!Speak clearly and with volumeMake good eye contactUse natural gesturesSpeak to the participants, not to your visual aidsSpeak succinctly, avoid filler words such as ‘ahh’, ‘umm’, ‘err’, ‘like’, ‘you know’Prepare and practice. Avoid reading the presentation and eliminate apologiesWear clothing that does not distract from the presentationTurn off electrical visual aids when not in useSchedule physical and mental breaksKeep to your scheduleWelcome questionsObserve the listener for cuesGive feedbackAsk for comments before moving on
59 Discussion TimeLet’s take a few minutes to discuss some of the presentation styles and skills you’ve observed.Any stories about:The best presenter you’ve seen?The worst presenter you’ve seen?The best tip you’ve ever heard?The funniest tip you’ve ever heard?
61 What Is A Lesson Plan?It’s a written guide for you, the instructor. It describes:What material will be presentedHow the material will be presentedWhat is needed to present the materialWhen it will be presentedHow long it will takeQuestions to considerbefore beginningWhere are yourstudents going?How will theyget there?How will you knowwhen they arrived?
62 Lesson Plan Components A well-written lesson plan includes:Goals and ObjectivesProcedures and MethodsEvaluationReferences and MaterialsTimingEquipmentHow to teach the material?How to learn the material?Which is more important to considerwhen writing a lesson plan?Why?
63 Sample Lesson Plan Lesson Plan Content Outline Instructor Notes Lesson Title:Lesson Goal(s):Lesson Objective(s):Handouts:References and Materials:Equipment:Total Time:Content OutlineInstructor NotesNote approximate timing in parentheses outside each main part of the outline. Bullets under headings represent suggested content.Introduction:Tie in with previous learning when appropriateState objectivesMotivate participantsCreate interestState purposeBody:Outline of main points and method of presentationLogical learning sequenceExamples, illustrations, etc.Student participationKey questions and desirable answersLearning activity that is measuredConclusion:Review main pointsDo NOT introduce any new materialTie this lesson to any which follow, if appropriateThe instructor notes section allows you to provide specific details about how each part of the outline should be taught. It might have the questions listed or maybe notes to remind yourself to cover a particular topic or do something in a specific order.Use this section to help guide you in the flow of your presentation.This section will be crucial for other instructors to evaluate how you designed your presentation and can assist them in picking up the lesson and teaching it themselves.
65 Lesson Plans - SummaryLesson plans can be the key to developing a successful metadata workshop.Though often overlooked, these plans help provide the structure and guidance for your workshop.Think of lesson plans as blueprints of your workshop. These blueprints will help you save time in the long run by focusing your attention on specific components within a structured outline.Once your workshop has begun, a well-written lesson plan can serve as a cheat sheet to help you stay on track with your goals and objectives.
67 Preparing The Classroom Key things to check:RoomMaterialsEquipmentInstructorThings to do BEFORE the class starts:Arrive earlySet up before participants start arrivingFollow a checklistHave enough of everything (e.g., tables, chairs, materials, etc.)Give yourself room to move aroundCheck the equipmentKnow how to use the equipmentThings to do WHEN the class starts:AgendaLogisticsIntroductionsNeeds and ExpectationsIcebreakers
68 Be prepared to adapt to unusual situations if training off-site. Consider The EnvironmentThe training environment can have a tremendous impact on the learning experience. Control what you can and try to minimize impacts from factors you can’t control.Some thingsyou can control:TemperatureLightingSeating arrangementBreaksSome thingsyou can’t control:TemperatureLightingSeating arrangementRest rooms andsnack machines close byBe prepared to adapt to unusual situations if training off-site.
69 Herringbone, or chevron layout Seating ArrangementsClassroom layoutBoardroom StyleU-Shape layoutCluster layoutHerringbone, or chevron layout
71 Make yourself a checklist. It will help you stay on track and remember Make A List – Check It TwiceEight weeks beforeFinalize lesson plansDevelop exercises, handouts, and visual aidsOrder supplies and materialsFinalize location for trainingMake yourself a checklist.It will help you stay on track and rememberimportant details.Six weeks beforeConfirm course registration with participantsSend out Participant Background QuestionnaireMake travel arrangements for students and instructor (if needed)One to two weeks beforeFinalize personal preparation for courseInstructor makes random phone calls to participantsConfirm participantsPurchase consumable items (e.g., coffee, tea, etc.)Day beforeSet up classroom. Make sure tables and chairs are arranged appropriately and lay out class materialsCheck that all materials, supplies, and equipment are in the roomCheck and test all audio/visual equipmentIf the room has not been used before, check for location of light switches, thermostat, restrooms, etc.Day of TrainingGet there earlyRecheck your equipmentOrganize and place your notesWarm up your voiceMentally recall the sequence of eventsRelax! You’ll do great!
72 Three Rules to follow when dealing with a difficult student: Handling Challenging SituationsSooner or later, you will have to deal with a difficult student. These situations can be challenging and how you react is critical. Keep these rules in mind when a difficult situation arises.Three Rules to follow when dealingwith a difficult student:Never put anybody down. Be firm, but polite and understanding.There is a reason people act like they do. Do not try to judge them.Treat learners with dignity and respect at all times.
73 Even though the urge may be there, you cannot be “The Terminator!” Oh, Those Difficult IndividualsThe “Monopolizer”The “Quiet One”The “Sidetracker”The “Rambler”The “Chatterbox”The “Disrupter”Even though the urge may be there,you cannot be “The Terminator!”
74 Classroom Management - Summary Prepare key areasRoomEquipmentMaterialsYou!Create an effective learning environment. Take care of basic needs (breaks, drinks, food, restrooms, etc.)Choose the appropriate seating arrangement (if possible) for your training. Plan on being flexible and adapt where necessary.It’s not always a smooth ride. Be prepared to deal with difficult students. Be firm, but polite.
75 ExerciseTake a deep breath.Calm.Must stay calm…Handling It!
77 The Roadmap To Success Successful Metadata Training Format Content Time FrameSuccessfulMetadata TrainingWorkshop DesignAudience AnalysisRequiresto Determine
78 Major Issues To Address Audience – Use the audience analysis to determine audience composition, training needs, and previous experience of participants.Content – Scale workshop content and duration to appropriate audience. Use ‘must know, should know, could know’ to guide content decisions.Format – Audience composition and training needs will dictate appropriate format.Time Frame – Sometimes you have control over time, sometimes you do not. Scale your workshop to cover the appropriate level of material for the time provided.
79 Other Issues To Consider Facility – You can’t do a full-blown two-day hands-on workshop in an auditorium. If you train on the road, be prepared to adapt. Get there early and test systems.Finances – Who is paying for the training? How will they pay? Who will handle the money? Can costs be shared? Are there grants available to pay for training?Materials – Steal! Seriously though, metadata trainers are a great lot, and are always willing to help a new trainer get set up with materials. Seek them out to develop your own training network.
80 Mixing It UpYou may be faced with a mixed audience—meaning mangers mingling with techies.If so, you can still work up an agenda that will satisfy both.Start with both groups and cover basics first. Cut the managers loose and continue with specifics for the remaining audience.Schedule a presentation for just the managers either prior to or after the ‘metadata creator’ group.Ask metadata creators if a wrap-up session with management would be helpful.If group is of mixed experience, pair the more experienced to help the less experienced.Develop ‘going deeper’ options on activities.
81 Is Time On Your Side? Core concepts of metadata ½ day Time might be a limiting factor in your training. If this is the case, think twice before minimizing or eliminating exercises to save time. Exercises can give you good bang for your metadata buck. Some ideas to help with time might include:Use dialog in place of lecture.Use breaks efficientlySend materials to participants ahead of timeWhat other ideas can you think of?Something to consider when planning your workshop:Metadata Workshop Subject Typical Time RequiredCore concepts of metadata ½ dayComprehension of the CSDGM dayHands-on training ½ days
82 Scaling Metadata Workshop Content Core CurriculumWhat is Metadata?Value of MetadataNational Spatial Data InfrastructureFramework Data - overviewGeodata.gov – purpose/roleDemo or hands-onParticipation in Geodata.govCSDGM – purpose and organizationContent overviewGraphic representationUsing the CSDGM WorkbookDetailed reviewQuality Metadata - overviewDetailed ReviewMetadata Tools – overviewMetadata Creation – Getting StartedSoftware-specific instructionSelect Sections and TemplatesParsing metadata using mpFull RecordOptional ModulesMaking metadata part of the processTransition to ISOCreating functional templatesFeature-level MetadataIndividual Profiles and ExtensionsIndividual Frame Data Standards1Hour1/2Day1 1/2Days2+Metadata Workshop Subjects Workshop DurationversionThis chart shows suggested minimum content based on workshop duration.
83 Finding The Right Level Participant has read a metadata record.Participant is familiar with the CSDGM.Participant has used metadata tomanage data resources.Participant has written metadata usingthe CSDGM.Participant has validatedmetadata using MPParticipant regularly produces metadata.YESParticipant needs specific metadataimplementation guidance.NOINTRODUCTORY WORKSHOPINTERMEDIATE WORKSHOPADVANCED WORKSHOPCUSTOM WORKSHOPRe-evaluateparticipant’s needs
84 Go With The FlowAudience AnalysisLogisticsFormatTime FrameWorkshopLevelContentLesson PlanWhen you begin to put together your workshop, your development time can be drastically reduced with a little bit of organization. Following a design flow can also help ensure that you hit your targeted workshop goals.
85 On Becoming A Metadata Trainer Just between you and me, metadata can be pretty boring and tedious. Well, at least to write it. But that’s not the case with teaching it! Here are some things to think about when you get ready to go on stage.Be entertaining - This can be tough. Be natural. Keep the energy up. Use good voice modulation, move around, sprinkle in some humor.Be inviting – Humility works. Be open to questions and ideas. Practice good listening, and be sympathetic to frustrations.Be flexible – Situations arise that will demand flexibility, such as with:ContentDemeanorScheduleOverall workshop plan
86 Keep Them BusyActivities not only help the participant learn the material, but in the right hands, they can be a lot of fun. Below are some activities that other metadata trainers have used in their workshop to keep things interesting and lively.Mine the metadataWriting quality metadataCreating a metadata templateBuilding the business case for metadataPin the tail on the metadataMetadata Jeopardy
87 Be The Standard-Bearer Teaching the FGDC’s various metadata standards is challenging. Often times you have audience members who are indifferent at best and hostile at worst (toward the material). Your knowledge and enthusiasm can make all the difference.For the core of your training, focus on:The seven main sections and three supporting sectionsThe purpose of each sectionThe general content features for each sectionThe concept of conditionalityHow to read and interpret the graphical representation of the production rulesAs time allows, you can also focus on:Tool demonstration and useWriting the first recordDeveloping templatesClearinghouse understanding and use
89 It’s Showtime!Now it’s your turn to shine. You’ll be preparing and presenting a 20-minute metadata presentation. Here is what you will need to include in your presentation:Metadata related topicWritten objectivesWritten lesson planUse at least two types of training and visual aidsAsk at least two questionsMust have an evaluation method (e.g., learning activity)Feedback will be provided by workshop instructors and fellow participantsGround rules for providing constructive feedback:Comment on what worked well and what could be improvedComment on specific behaviors—not the personProvide observations and descriptions—not opinions and judgmentsSuggest useful alternatives