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Accidental Trainer

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  • 1. Brenda Hough http://maintainitproject.org MaintainIT - Library Training Specialist - [email_address]   Stephanie Gerding http://stephaniegerding.com Independent Library Consultant - [email_address] Internet Librarian 2008 Preconference
  • 2.
      • I am __ from __. (name, library, location).
      • The kind of training I do is…
      • Something fun or unique about myself is…
    •        OR
    •      My favorite quote is …
      • One thing I want to get out
    •      of today’s session is…
  • 3.
    • These 8 questions will be answered:
      • What skills should a technology trainer have?
      • Why should libraries offer technology training?
      • How do we learn and how do we help others learn?
      • How do you create a learning community in a workshop?
      • What hands-on activities increase learning, participation, and retention?
      • How do you organize and design a workshop?
      • How can you deal with difficult training situations?
      • What are some best practices from other libraries?
  • 4.
      • Teach classes in a computer lab
      • Provide online webinars
      • Create self-paced tutorials
      • Help a library customer send an email
      • Show a co-worker how to create a blog
      • Work in any type of library
      • Didn’t plan on tech training
    •      being part of your library work!
  • 5.
      • Less than ONE Year
      • 1-5 years
      • 5-10 years
      • 10-15 years
      • 15-20 years
      • More than 20 years!
  • 6.
      • Technology knowledge isn’t optional anymore
        • Required for work, education, government, politics, cultural, social—technocultural isolation
      • Your library has computers and the people using them will ask for help
      • They want tech training!
      • Libraries bring people and knowledge together
  • 7.  
  • 8. What are some KEY skills to have as a technology trainer? Flexibility Social Skills Self-confidence Planning Facilitation Delivery Subject Knowledge Communication Respect Patience
  • 9.
      • A learning style refers to how a person takes in and processes information
      • Many learning models—over 50
      • Adults differ in the ways they learn:
        • the type of information they learn best
        • their preferred sensory intake
        • individual preferences, personalities & experiences
      • People take in the world differently
  • 10.  
  • 11.  
  • 12.
      • They can be self-directed and have choices
      • They can relate & build on their experiences
      • They have learning needs and motivation
      • They know why the topic is relevant
      • They can practice, reflect, think, and share
      • They can apply new knowledge/skills immediately—it is practical
      • Their basic needs are met (physiological, safety, social, esteem, and self-actualization)
  • 13.
      • Not just individuals but a community collaborating
      • Mind and body: Safety, comfort and basic needs
      • Learning is creation, not consumption
      • Help them connect with each other, the topic and you; engage them
      • Facilitation and organized flexibility
      • Let THEM do it: discussions, activities
  • 14. From flickr.com; FL Keys, Monroe County Library
  • 15.
      • Engage Your Participants from the Start
      • Be a Brain-Friendly Presenter
      • Encourage Lively and Focused Discussion
      • Urge Participants to Ask Questions
      • Let Participants Learn from Each Other
      • Enhance Learning by Experience and Doing
      • Blend in Technology Wisely
      • Make the End Unforgettable
    •          Adapted from Mel Silberman’s
    •          Training the Active Training Way
    •  
  • 16.
      • Polling
      • Pair Share or Learning Partners
      • Action Plans
      • Question Sharing
      • Storytelling
      • Analogies
      • Snowball Fight
      • Scavenger Hunt
      • Top 10 Lists
      • Chocolate Hugs and Kisses
      • Jeopardy
      • Speed Dating
  • 17.
    • Storytelling
    • "When facts become so widely available and instantly accessible, each one becomes less valuable. What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact. And that is the essence of the aptitude of Story - context enriched by emotion."  
      •       -Daniel Pink, A Whole New Mind
  • 18.
      • Training and Development Plans
      • Marketing
      • Workshop Plan
      • Modules
      • Training techniques
      • Evaluation
      • Materials
      • Administrative Details
  • 19.
    • WORKSHOP PLAN
      • Title
      • Target Audience
      • Length
      • Workshop Goal
      • Learning Objectives
      • Description
      • Modules and Timing
      • Evaluation
      • Materials and Supplies
  • 20.  
  • 21.  
  • 22.
      • “ I just need 3 sources by tomorrow”
      • “ Fantastic Freebies for Everyone”
      • 23 Things
      • ImaginOn.org classes from PLCMC
        • YouTube Contest
        • Take Photos for Your Webpage
        • Present your Research—h.s. students
        • Teen Second Life: Get One!
        • Make Your Own Computer Games
        • Gaming for Parents
        • E-mail by Appointment & Computer Q & A
      • Teen Volunteer programs; on call, assistant
  • 23.
      • Acknowledge that nervousness is normal.
      • Don't apologize or call attention to your nervousness.
      • Be aware of your breathing.
      • Remember that the participants want you to succeed.
      • Have a positive and confident outlook, even if you fake it at first!
      • Establish a warm-up routine/checklist. Get comfortable and familiar with the room, equipment, lights, etc.
      • Know as much as you can about your audience.
      • Practice and practice.
      • Focus on the people and your message, not your nerves.
      • Start with a relevant joke or story to give accessibility to the content.
    10 Tips to Calm the Qualms
  • 24.  
  • 25. The Accidental Technology Trainer: A Guide for Libraries ($29.50/ISBN 978-1-57387-269-0) Information Today, Inc., 2007

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