Think about the inclusion of large and small group discussion, panels, role plays or scenarios, lectures, stories and personal experiences, hands-on activities, games, and time for questions and answers.
Be sensitive to different learning styles and develop a variety of methods that you will use in presenting each topic.
Start with Introductions and/or an Icebreaker Activity:
How can you create an atmosphere that welcomes discussion and input from participants?
Introduce yourself and talk a little about your experience in the field.
To get people talking to each other, have everyone introduce themselves; interview and introduce another person; do a scavenger hunt looking for people who have a specific interest or talent; or participate in some other sort of icebreaker activity.
Do the participants look like they're following well? Are they nodding, volunteering comments, asking questions?
Stop from time to time to ask for questions and ask how everyone is doing.
If participants are tired and/or unengaged, you may need to slow down, turn the material into questions and generate discussion, move more quickly, switch to a different type of activity, or offer a short break.
A seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that are educational in nature. It is usually held for groups of 10-50 individuals. A seminar is frequently held at a hotel meeting space or within an office conference room.
Presenting your ideas to a seminar of your teaching colleagues is a good way to start the process of communicating your scholarship of teaching more widely. While not as formal or large an undertaking as presenting at a conference or writing for publication it will require you to go through many of the same steps.
The Oxford dictionary tells us that a seminar is "a small class at a university, etc for discussion and research; a class meeting for systematic study under the direction of a specified person". And that describes exactly the purpose of this section. You are the specified person, someone who prepares the topic, arranges a program that will encourage and enable all who come to participate and to contribute to each other's learning. many people will recognise this as the definition of a workshop and feel that a seminar is a time where a presenter presents and allows a short time for questions. We prefer the activitiy described by Oxford as we believe that it is through collaboration and communication that we learn best.
As seminar leader you will take responsibility for
identifying the topic
planning the event
providing a scholarly framework
devising the learning stimulus
helping participants to learn
encouraging learning reflection for others as well as for yourself.
These activities can be organized into three stages
purpose for presenting a seminar, what is your justification for taking up the time of your colleagues, being very clear about this. How will the department benefit? How will the individual benefit? What is the relevance of the seminar to the department's goals, objectives and strategy?
How will you use the time allocated to the seminar, how will it be proportioned between?
activity or exercise.
The answers you wrote in relation to 'Designing the seminar', will help you develop your seminar plan. In particular, 'What is it that you want people to learn?' and 'How can you help them to know that?'
Answers to these questions will enable you to prepare a statement about your seminar. You want people to come so make it brief but interesting, remember to include date time and venue.
E-mail is a good way to get in touch with people, you may wish to post a notice on your staff electronic bulletin board or drop a note in colleague's pigeon holes. Remember to follow up key people personally, the best publicity is word of mouth, get people talking about it so there is a sense of anticipation and people are looking forward to the event. Invite your Head of Department personally.
This is where you set the tone for the seminar. It is important to strike a balance between seeming well organized but not determined to control the program too tightly. An overhead that announces the topic and the session plan can be displayed as you welcome people and outline your objectives for the session.
It is good practice to start with a simple activity that will enable all to participate from the beginning, contributes to a sense of camaraderie and increases the energy level of the group. The activity needs to be relevant to the topic andprovide an opportunity for people to draw on their own relevant prior knowledge. See the activity in Sample Seminar Plan . With a few words to conclude the activity affirming peoples contribution and connecting it to what is to follow.
What is it that you want to share with people? What is it that you want people to learn? How can you help them to know that?
Your answers to these questions form the basis for this part of the program. This will probably involve you in some telling but keep this to a minimum; remember that the definition of a seminar is 'for discussion and research, a meeting for systematic study'. Your telling needs to be the catalyst to allow people to explore the topic for themselves. As the director of this learning experience guide the conversation with a series of questions that ask people to make connections between the topic and their own teaching or research, this will enable learning integration. Your task is to outline the issue. Provide sufficient context to people to understand your findings or conclusions then ask for their contribution.
Use some further questions or an activity to bring the discussion to a close. These questions or activities should be reflective, focusing on what has been learnt during the session. It may take a form that will be helpful to you in your own review and evaluation of the session. Conclude with a short remark indicating how the discussion has enlarged your own view and thanking the participants for their contribution to your own learning.
An important part of scholarly practice is reflection and evaluation
Reflection to consider what happened, what was observed, what was learnt (on your part as well as by others), were the outcomes achieved, did any thing unexpected occur, what have you learnt that will enable you to improve on your seminar presentations in the future. As you replay the event in your mind make a note of anything significant. A scholarly evaluation would consider evidence from several sources, here where we consider a single seminar it is important to keep some perspective. As in all evaluations, be clear about what you want to know, in this instance you probably want to know the extent to which you achieved your objectives and some idea of how to improve future seminar presentations.
The evaluation process is not complete until you have made a judgment based on the evidence. In this case you have data from the participants and the product of your own reflection on the event. As in any other evaluation, focus on what your data suggests which you were not aware of as much as on what it confirms what you expected. Write a brief note in your journal about the seminar based on this evidence and include the recommendations that you believe will improve the planning and implementation of a seminar in the future. You may chose to make a more formal report about the seminar, if you are undertaking this activity as part of an accredited program you will have access to more detailed guidelines for an Evaluation Report in the Subject Guide.
Canvas participants' previous experience in relation to the topic.
Provide a brief introduction to establish the context, perhaps one or two references to relevant literature and a mention of the departmental context.Link back to the participants contribution to the opening discussion.
Develop two to three key questions that will enable the participants to tell you in what ways the seminar was useful to them.
Refer to: Making Judgments taking Action
SEMINARS VALUING LIBRARY SERVICES Main Library, UP Los Banos, Los Banos Laguna June 2, 2009 Pasamba, Nehemias A., MLS Mission College, Thailand ABSTRACT With the downturn of American economy and the subsequent worldwide recession, libraries will be one of the sectors whose budgets and staff will be decreased, if not abolished. But crisis brings not only danger of reduction or death but also opportunity. This is the time when librarians can assess their position and create some strategies for change in order to survive and possibly come out strong. One of those strategies is the valuing of library services. This procedure, although commonly done in public libraries in libraries competing for community budgets in advanced countries are rarely done in Asian libraries.
By putting monetary values to the number of books and periodicals circulated, reference questions answered, internet connection hours used, and a host of other services in a spreadsheet (to be demonstrated in the seminar), and comparing it to the shrinking budgets, the stakeholders (librarians, as well as the administrators) will be able to see the great value of library services. Once valued, the amount of services can be benchmarked and increased through more strategies of intensive marketing. The recommendations are: for all libraries to incorporate valuing in their annual budgets and statistical reports; for national organizations to set the price for each service and benchmark the libraries around the country; and for the CONSAL to set standards for the specific items, collect data and make further recommendations to invigorate library and information services in the region.
“ The Evolving Roles of Librarians and Information Providers in the Electronic Age”
Main Library, UP Los Banos, Los Banos Laguna
June 2, 2009
ALAP Celebrates 37th Anniversary
To commemorate its 37th foundation anniversary, the Agricultural Librarians Association of the Philippines (ALAP) conducted a forum and general assembly on June 5, 2009 at the UP at Los Baños Main Library. In spite of the inclement weather, the forum, entitled: Insights from CONSAL: the Evolving Roles of Librarians and Information Providers in the Electronic Age, was attended by more than 30 members coming from various parts of Luzon.
Two librarians shared their thoughts in this gathering. Mila Ramos, IRRI Chief Librarian, talked about insights from CONSAL. Her presentation focused on CONSAL participation and snippets of keynote and selected relevant concurrent presentations. Mr. Nehemias Pasamba, Acquisitions and Media Librarian of Mission College, Saraburi, Thailand, discussed valuing library services. This is a vital quantitative tool for assessing the value of library services in an organization. The general assembly followed the forum. Three other librarians from IRRI participated in this activity, namely Lea Delos Reyes, Emerald Lansangan, and Carmelita Austria. This forum was accredited by the PRC Board for Librarians with 3 CPE credit points.
Seminar: Exercising Leadership in the Library : Your Career Option?”
Prof. Lourdes T. David
Ateneo De Manila University
The Association of Laguna Librarians (ALL) in partnership with ZDRiVE, Inc. is inviting librarians, library managers/administrators, teachers of Library and Information Science and other library personnel to a One-day seminar entitled "Exercising Leadership in the Library: Your Career Option? on April 24, 2009 from 8:00 am to 5:00 pm at the University of Perpetual Help Laguna Library, Sto. Nino, Binan, Laguna. The seminar fee is Php 500.00.