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Tips for Training (module 6.2). Objectives Know what user training resources are available to you for HINARI Consider your institutions training resources.

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Presentation on theme: "Tips for Training (module 6.2). Objectives Know what user training resources are available to you for HINARI Consider your institutions training resources."— Presentation transcript:

1 Tips for Training (module 6.2)

2 Objectives Know what user training resources are available to you for HINARI Consider your institutions training resources and how HINARIs materials might be modified Review tips for successful training

3 Group exercises (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?

4 HINARI Training Materials Material from the course workbook or CD Numerous modules and tools at at Material is updated regularly Includes a HINARI Training Material Overview Presentation

5 Recently developed teaching tools Module 7: Additional Resources – Evidence-based Resources, E-book Resources, WHO Resources, Information Literacy, etc. HINARI Short Course (3-4 hour course) –also available as a distance learning course HINARI – The Basics (2 page document) HINARI DOs and DONTs Access Problems and Solutions Overview Authorship Skills training material –How to Write a Scientific Paper –Authorship Skills Web-bibliography –Copyright and Plagiarism –Tips for Effective Writing

6 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 users have?

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

8 Preparation Do background reading and get hands-on experience Read presentation notes and annotate for yourself Dont have to be expert; OK to say I dont know and research/ask HINARI Remember your own workshop experiences - What did and didnt work?

9 Preparation continued 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 or put material on a CD Send material electronically in advance – such as the HINARI Sort Course

10 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; possibly put exercises on Desktop Organize materials

11 Facilitators Role 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

12 Facilitators Role continued Dont 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 dont interrupt; remember comments and questions for group discussion

13 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 Make them feel at ease

14 Questions and Discussions Use peoples 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

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

16 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

17 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 Make changes immediately before you forget or run out of time Ask about what you did not understand

18 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

19 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

20 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?

21 This is the end of Module 6.2 This module initially was developed by Information Training and Outreach Centre for Africa (ITOCA). (http://www.itoca.org) The original source is the International Network for the Availability of Scientific Publications (INASP) Introduction to the Internet training material. (http://www.inasp.info/training/internet/download/index.html) These materials, unless explicitly stated otherwise, are copyright INASP but can be replicated for educational use. Updated


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