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Train the Trainer Workshop Metadata Michael Moeller

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1 Train the Trainer Workshop Metadata Michael Moeller
Metadata Specialist NOAA Coastal Services Center Train the Trainer Workshop

2 Course Overview 1 – The Introduction 2 – What is Training?
3 – Instructional Objectives 4 – Instructional Methods 5 – Training Aids & Visuals 6 – Presentation Styles & Skills 7 – Lesson Plans 8 – Classroom Management 9 – Targeting Metadata Training 10 – Metadata Presentations

3 Welcome to the wonderful world of metadata training!
So, why are you here? You have an interest in becoming a trainer? You believe in the importance of metadata? You were told to come? Other reasons?

4 The Introduction

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 the correct 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 what concerns 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 where they work, and what brought them to the class. Express questions/concerns – After they introduce themselves, have each participant suggest a question or concern. Use the ‘parking lot’ for these, and revisit them from time to time throughout the workshop. Games – This can be tricky. Make sure the game is appropriate for the audience and avoid overly silly or childish games. Build in relevance to the class material. Others?

8 What is Training?

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 successful metadata 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 students that have been ‘directed’ to attend your training and as such will present 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 Analysis Demographics – Find out if your participants will be managers, technicians, field scientists, or students. Determine if they will be 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 Survey You can pull information about your participants from a variety of sources—including (but not limited to) the following: Registration forms and pre-workshop surveys Other instructors Previous participants Personal experience Common 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. Thinking Watching Doing Feeling East-west axis is the Processing Continuum and refers to how we approach 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. Thinking Watching Doing Feeling Accommodating Diverging Converging Assimilating Accommodating (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
Visual Dynamic Tactile Kinesthetic Innovative Analytic Auditory Common Sense Left Brain Right Brain Acme Learning Styles Others? Acme Learning Styles Acme Learning Styles

19 The Learning Cycle Experiences new information Plans next steps
based on experience and information Reviews the experience and information Draws conclusions from experience and information

20 Complexity of Cognitive Thinking
Learning Levels Knowledge You can recall data. Application You can apply knowledge to a new situation. Evaluation You can make a judgment as to the value of the information. Synthesis You can build a pattern from diverse elements. Analysis You can separate information into parts for better understanding. Comprehension You understand the information. Bloom’s Taxonomy Complexity of Cognitive Thinking What level do you want your students to reach in your workshop?

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 Examples Discussions Question and answer Exercises Hands-on applications Games (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 communication Be flexible State and restate workshop goals Offer positive reinforcement Transfer information at the appropriate level Acknowledge your mistakes Give 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 training Provide assistance Encourage management support Rewards after proof of learning

24 Instructional Objectives

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: Performance Conditions Criterion When 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. Goals Goals 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 understanding of the Federal Geographic Data Committee’s (FGDC) Content Standard for Digital Geospatial Metadata (CSDGM). Objective – By the end of the session, participants will be able to identify the seven major sections and name the three supporting sections of the FGDC CSDGM. Examples

28 These words and phrases
Writing Clear Objectives To ensure your objectives will work, avoid using words that are open to interpretation or are subjective in nature. To know To understand To really understand To internalize To appreciate To believe To enjoy To grasp the significance of To have faith in To discover To think To solve These words and phrases are open to many interpretations

29 These words and phrases
Writing Clear Objectives Choose action verbs that limit interpretation. Focus on the task or skill to be learned. These words and phrases are more specific To identify To name To describe To construct To order To recite To solve To compare/contrast To list To prepare To locate

30 Exercise Identifying Performance

31 The Conditions and Criteria
The condition defines the situation or circumstances under which the learner 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 - Examples Examples 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 Phrases Accurate to ____ decimal points At least 8 out of 10 attempts At least ____ per cent correct At least ____ within an hour At ____ per hour Before sunset Having all correct In the specified sequence With at least ____ correct Within ____ minutes Within ____ tolerance Without error With no more than ____ errors

34 Exercises Practice Writing Instructional Objectives
"By the end of this module, the participant will be able to 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.

36 Instructional Methods

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 experience Provides ability to address various learning styles Allows for customization of material Keeps the presentation interesting A 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 Lecture Traditional Lecture Brainstorming Demonstration Computer-based Training (CBT) Exercises Worksheets/surveys Question and Answer Guided Discussion

39 Using Questions Below are some examples of various question types you can use with the “Question and Answer” and “Directed Discussion” instructional methods. Type of Question Example Closed 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
Application Comprehension Knowledge

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. Readings Role Playing Videos Games Debriefings

42 Exercise Developing Your Instructional Method

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!

44 Training Aids and Visuals

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 process Ensure consistency from one session to the next Creates interest in the subject Simplifies 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 understand Be brief and concise Stress essential points Be the correct size and clearly visible Definitely be interesting Use appropriate colors, spacing, etc. Be applicable to the subject

48 Types of Training Aids Chalkboards Whiteboards Overhead projectors
Easel pads Chalkboards Whiteboards Overhead projectors Slides Videos and film Tape recorders Handouts Computer presentations

49 Training Aids and Visuals – Review
Training aids help your training by: Facilitating the learning process Making it more efficient and effective Maintaining consistency of the instruction Generating interest in the subject Training aids can also be abused—leading to a less than desirable training session. To avoid this: Make your visuals simple and easy to understand Be brief but concise Make sure the material is applicable Use correct font sizes, colors, spacing, and contrast Stress essential points Be creative, but not obnoxious Have fun with it!

50 Presentation Styles and Skills

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 audience Specialized background Personal desire to attend Your Environment Business / Corporate Professional / Formal Technical / Interactive

53 Start With A Bang, Not A Whimper
Make a Statement! Add Some Drama! Stimulate Thinking! Things to do: Gesture naturally Stand up straight Speak up Chin up Move SMILE! Things not to do: Play with an object Fidget Keep hands in pocket Pace back and forth

54 Delivery Etiquette Standing 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 projector Talk to the audience, not to the screen Make good eye contact 4-second rule when talking 25% - 75% on questions No shifty eyes Use your voice to your advantage Project, enunciate, pace, modulate, don’t stammer Watch your language

55 Delivery Etiquette Other 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 not Brave? Video tape yourself!

56 Delivering The Goods If you are beginning to feel a bit overwhelmed with anxiety about your presentations, think about some of these ideas: Before the presentation: Practice, practice, practice Watch voice pitch, volume, tone, and pace Practice breathing deep and slow Focus on one concept at a time During the presentation: Take a drink to slow down Breathe deeply and slowly Speak slowly, clearly, and distinctly Be honest if you don’t know an answer SMILE! Have fun!

57 Consider your appearance. Anything that distracts the participants
Last But Not Least In all the hustle and bustle to prepare your presentation, don’t forget to prepare yourself. Consider your appearance. Anything that distracts the participants detracts from the presentation. Be casual, but tidy Dress for the local corporate culture Dress to be comfortable Check your appearance before the presentation.

58 Presentation Styles and Skills – Review
Present the material with energy, enthusiasm, and interest! Speak clearly and with volume Make good eye contact Use natural gestures Speak to the participants, not to your visual aids Speak succinctly, avoid filler words such as ‘ahh’, ‘umm’, ‘err’, ‘like’, ‘you know’ Prepare and practice. Avoid reading the presentation and eliminate apologies Wear clothing that does not distract from the presentation Turn off electrical visual aids when not in use Schedule physical and mental breaks Keep to your schedule Welcome questions Observe the listener for cues Give feedback Ask for comments before moving on

59 Discussion Time Let’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?

60 Lesson Plans

61 What Is A Lesson Plan? It’s a written guide for you, the instructor. It describes: What material will be presented How the material will be presented What is needed to present the material When it will be presented How long it will take Questions to consider before beginning Where are your students going? How will they get there? How will you know when they arrived?

62 Lesson Plan Components
A well-written lesson plan includes: Goals and Objectives Procedures and Methods Evaluation References and Materials Timing Equipment How to teach the material? How to learn the material? Which is more important to consider when 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 Outline Instructor Notes Note approximate timing in parentheses outside each main part of the outline. Bullets under headings represent suggested content. Introduction: Tie in with previous learning when appropriate State objectives Motivate participants Create interest State purpose Body: Outline of main points and method of presentation Logical learning sequence Examples, illustrations, etc. Student participation Key questions and desirable answers Learning activity that is measured Conclusion: Review main points Do NOT introduce any new material Tie this lesson to any which follow, if appropriate The 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.

64 Exercise Writing Your Lesson Plan

65 Lesson Plans - Summary Lesson 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.

66 Classroom Management

67 Preparing The Classroom
Key things to check: Room Materials Equipment Instructor Things to do BEFORE the class starts: Arrive early Set up before participants start arriving Follow a checklist Have enough of everything (e.g., tables, chairs, materials, etc.) Give yourself room to move around Check the equipment Know how to use the equipment Things to do WHEN the class starts: Agenda Logistics Introductions Needs and Expectations Icebreakers

68 Be prepared to adapt to unusual situations if training off-site.
Consider The Environment The 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 things you can control: Temperature Lighting Seating arrangement Breaks Some things you can’t control: Temperature Lighting Seating arrangement Rest rooms and snack machines close by Be prepared to adapt to unusual situations if training off-site.

69 Herringbone, or chevron layout
Seating Arrangements Classroom layout Boardroom Style U-Shape layout Cluster layout Herringbone, or chevron layout

70 Exercise Have a seat!

71 Make yourself a checklist. It will help you stay on track and remember
Make A List – Check It Twice Eight weeks before Finalize lesson plans Develop exercises, handouts, and visual aids Order supplies and materials Finalize location for training Make yourself a checklist. It will help you stay on track and remember important details. Six weeks before Confirm course registration with participants Send out Participant Background Questionnaire Make travel arrangements for students and instructor (if needed) One to two weeks before Finalize personal preparation for course Instructor makes random phone calls to participants Confirm participants Purchase consumable items (e.g., coffee, tea, etc.) Day before Set up classroom. Make sure tables and chairs are arranged appropriately and lay out class materials Check that all materials, supplies, and equipment are in the room Check and test all audio/visual equipment If the room has not been used before, check for location of light switches, thermostat, restrooms, etc. Day of Training Get there early Recheck your equipment Organize and place your notes Warm up your voice Mentally recall the sequence of events Relax! You’ll do great!

72 Three Rules to follow when dealing with a difficult student:
Handling Challenging Situations Sooner 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 dealing with 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 Individuals The “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 areas Room Equipment Materials You! 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 Exercise Take a deep breath. Calm. Must stay calm… Handling It!

76 Targeting Metadata Training

77 The Roadmap To Success Successful Metadata Training Format Content
Time Frame Successful Metadata Training Workshop Design Audience Analysis Requires to 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 Up You 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 efficiently Send materials to participants ahead of time What other ideas can you think of? Something to consider when planning your workshop: Metadata Workshop Subject Typical Time Required Core concepts of metadata ½ day Comprehension of the CSDGM day Hands-on training ½ days

82 Scaling Metadata Workshop Content
Core Curriculum What is Metadata? Value of Metadata National Spatial Data Infrastructure Framework Data - overview Geodata.gov – purpose/role Demo or hands-on Participation in Geodata.gov CSDGM – purpose and organization Content overview Graphic representation Using the CSDGM Workbook Detailed review Quality Metadata - overview Detailed Review Metadata Tools – overview Metadata Creation – Getting Started Software-specific instruction Select Sections and Templates Parsing metadata using mp Full Record Optional Modules Making metadata part of the process Transition to ISO Creating functional templates Feature-level Metadata Individual Profiles and Extensions Individual Frame Data Standards 1 Hour 1/2 Day 1 1/2 Days 2+ Metadata Workshop Subjects Workshop Duration version This 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 to manage data resources. Participant has written metadata using the CSDGM. Participant has validated metadata using MP Participant regularly produces metadata. YES Participant needs specific metadata implementation guidance. NO INTRODUCTORY WORKSHOP INTERMEDIATE WORKSHOP ADVANCED WORKSHOP CUSTOM WORKSHOP Re-evaluate participant’s needs

84 Go With The Flow Audience Analysis Logistics Format Time Frame Workshop Level Content Lesson Plan When 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: Content Demeanor Schedule Overall workshop plan

86 Keep Them Busy Activities 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 metadata Writing quality metadata Creating a metadata template Building the business case for metadata Pin the tail on the metadata Metadata 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 sections The purpose of each section The general content features for each section The concept of conditionality How to read and interpret the graphical representation of the production rules As time allows, you can also focus on: Tool demonstration and use Writing the first record Developing templates Clearinghouse understanding and use

88 Metadata Presentations

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 topic Written objectives Written lesson plan Use at least two types of training and visual aids Ask at least two questions Must have an evaluation method (e.g., learning activity) Feedback will be provided by workshop instructors and fellow participants Ground rules for providing constructive feedback: Comment on what worked well and what could be improved Comment on specific behaviors—not the person Provide observations and descriptions—not opinions and judgments Suggest useful alternatives

90 Good Luck!


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