2ObjectivesKnow what user training resources are available to you for HINARIConsider your institution’s training resources and how HINARI’s materials might be modifiedReview tips for successful training
3Group 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?
4HINARI Training Materials Material from the course workbook or CDNumerous modules and tools atatMaterial is updated regularlyIncludes a HINARI Training Material Overview Presentation
5Recently 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 courseHINARI – The Basics (2 page document)HINARI DOs and DON’T’sAccess Problems and Solutions OverviewAuthorship Skills training materialHow to Write a Scientific PaperAuthorship Skills Web-bibliographyCopyright and PlagiarismTips for Effective Writing
6Your 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?
7Tips for Successful Training Prepare beforehandCheck the venueFacilitate learningIntroduce training and participantsHandle questions and discussionTroubleshootKeep participants focusedAsk open questionsSummarize and evaluateMake improvements for future training
8Preparation Do background reading and get hands-on experience Read presentation notes and annotate for yourselfDon’t have to be expert; OK to say “I don’t know” and research/ask HINARIRemember your own workshop experiences - What did and didn’t work?
9Preparation continued Do the computer exercises and identify any problemsGet list of attendees and information on their skill levels if possibleGet contact details for venue and organizers if off-sitePrint out handouts and workbooks or put material on a CDSend material electronically in advance – such as the HINARI Sort Course
10Check the Venue Arrive early Know support staff and their contact information and learn the layout if new venueSet up and check computers and other equipmentPractice exercises againGet computer log ins and bookmark web resources; possibly put exercises on DesktopOrganize materials
11Facilitator’s RoleTo ‘create conditions in which learning can naturally take place’Encourage ‘active learning’ - student discussion and cooperative, hands-on activitiesMinimize passive listening and note takingBe responsive to needs and interests of group
12Facilitator’s Role continued Don’t talk to/read from screenMake eye contact and try for conversational styleEncourage, listen and positively respond to participants’ comments, questions and feedbackListen to discussions but don’t interrupt; remember comments and questions for group discussion
13Getting Started Introduce yourself Tell participants what will be covered and what they will gainExplain the timetable and the activitiesPoint out the location of facilities (food, bathrooms, etc.)Find out what people already know and what they are interested in learningMake them feel at ease
14Questions and Discussions Use people’s names when addressing themTell people when you want them to ask questions (during or at end of presentation)Explain that questions increase learning for whole groupBe enthusiastic and encouraging to all responses
15Keeping Focus Listen to groups Clarify questions for individuals or groupIf unrelated discussion or web browsing, ask how participant’s doing and what conclusions they’ve reachedIf questions are off-topic, save for breaks or after workshopAssistant facilitators can help
16When Things Go Wrong Overtime – keep your eye on the clock Broken projector – call technician and give the group an activitySlow/no web connection – call technician, continue lectures or review activities in workbook as a groupDifficult participants – if the questions are distracting, deal with them during a breakTime: Keep your eye on the clock. If you’re running late tell the participants. Ask them if they would like to continue for a little longer on the current activity, or if they would like to move on. If the workshop is going too fast, pause and allow discussion on the subject in greater depth, or have some interesting fallback topics available.Broken projector: Give the group a short discussion activity, or move on to a prepared task while you send for a technician. If it can’t be fixed, do the presentation asking participants to look at your prepared handouts.Slow/no web connection: Call for a technician. Point out that the workbooks are self-explanatory and that the exercises can still be completed when students leave the workshop (if they have a Web connection). Ask participants how they might handle this problem if it happened with their own students. If you have participants who have experience of the Web sites you are covering, get them to describe the content and their experience. If not you will have to describe it yourself. Keep a sense of humour!Difficult participants: Act calmly. If the person has concerns then raise them head-on “Would you like to share your thoughts with the group?” Sometimes people are difficult because they feel their views aren’t being acknowledged. If the person is asking too many questions, check to see if the rest of the group are interested in the subject. If the group seems annoyed, because time is being wasted, ask if the group would prefer moving on, with the questioner being answered during a break.
17Changes for Next Time Reflect on problems and successes Look for trends in feedbackMake notes on changes to be made to slides, exercises, handoutsShare notes with other facilitators and HINARIMake changes immediately before you forget or run out of timeAsk about what you did not understand
18Closure and Evaluation Conclude activities with summaryProvide overall pictureAsk open-ended questions instead of “Do you understand?’Ask participants to reflect on their learningBe positive about achievementsHand out feedback forms
19Tips for Successful Training (review) Prepare beforehandCheck the venueFacilitate learningIntroduce training and participantsHandle questions and discussionTroubleshootKeep participants focusedSummarize and evaluateMake improvements for future training
20Group 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?
21This 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