training users on hinari (module 6.2). objectives know what user training resources are available to...
TRANSCRIPT
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Training Users on HINARI(module 6.2)
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Objectives
•Know what user training resources are available to you for HINARI•Consider your institution’s training resources and how HINARI’s materials might be modified•Review tips for successful training
note: the material initially developed by ITOCA (http://www.itoca.org) and modified for this workshop
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Group exercise (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?
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HINARI Training Materials
• Material from the course workbook
• HINARI website training subpage
– available at
http://www.who.int/hinari/training/en/
– updated training material online 04/2008
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Recently Developed ‘teaching tools’
• HINARI ‘Short Course’ (3-4 hour course)– PowerPoint presentation for training– Accompany Word document with exercises
• HINARI – The Basics (2 page Word Document)• HINARI DOs and DON’T’s
– PowerPoint presentation for training– Word version for distribution to users
• 10 Top Hints for HINARI Use (PowerPoint)• Frequently Asked Questions (PowerPoint)• Access Problems Overview• Authorship Skills training material (PowerPoint)
– Authorship Skills FAQs– Authorship Skills Web-bibliography– How to Write a Scientific Paper (PowerPoint and Word
document with Exercises)
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HINARI Training Materials
• For those with no PowerPoint or low bandwidth, Word document available
• You may modify training to fit your particular institution and resources
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Key Components
• Your resources• Preparation• Check the venue• Facilitator’s role• Getting started• Questions and discussion• When things go wrong• Keeping focused• Closure and evaluation
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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 participants have?
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Preparation
• Do background reading and get hands-on experience
• Read presentation notes and annotate for yourself
• Remember your own workshop experiences - What did and didn’t work?
• Remember - Don’t have to be expert; OK to say “I don’t know” and research/ask HINARI ([email protected]) or ITOCA ([email protected])
staff.
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Preparation (2)
• 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
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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
• Organize materials
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Facilitator’s Role
• Don’t 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 don’t interrupt; remember comments and questions for group discussion
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Facilitator’s Role (2)
• 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
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Facilitator’s Role (3)
• Don’t sacrifice comprehension for coverage of all material
• Build rapport and find out background and interests of participants
• Provide short and varied activities
• Check for signs of engagement and comprehension (eye contact, posture, facial expressions)
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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
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Getting Started
• During introduction, allow participants to get to know one another (and you to know them) through planned activity (“icebreaker”)
• Increases comfort level with collaboration
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Questions and Discussion
• Use people’s 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
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Keeping Focus
• Listen to groups
• Clarify questions for individuals or group
• If unrelated discussion or web browsing, ask how participant’s doing and what conclusions they’ve reached
• If questions are off-topic, save for breaks or after workshop
• Assistant facilitators can help
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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
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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
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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 ([email protected]) or ITOCA ([email protected])
• Make changes immediately before you forget or run out of time
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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
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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?
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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 06 2008