AGORA Basic Course: Additional Resources. Tips for Trainers
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http://www.fao.org/agora This module is part of the AGORA Basic Course. The AGORA Basic Course highlights the baseline skills necessary to use the AGORA program effectively and efficiently. The AGORA programme (Access to Global Online Research in Agriculture), set up by the Food and Agriculture Organization of the UN (FAO) together with major publishers, enables developing countries to gain access to an outstanding digital library collection in the fields of food, agriculture, environmental science and related social sciences. The module with Additional Resources includes tips for trainers presenting this course.
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AGORA Basic Course: Additional Resources. Tips for Trainers
- 1. Tips for Trainers AGORA Basic Course: Additional Resources
- 2. Objectives • Know what user training resources are available to you for AGORA • Consider your institution’s training resources and equipment and how AGORA’s materials might be modified • Review tips for successful training
- 3. AGORA Basic Course • A series of training modules for individual users covering: – What AGORA offers and main features – How to open AGORA, register, log in and navigate to find journals and download articles – How to use CAB Abstracts, Summon Search tool and publishers’ websites to find citations and download articles – What other e-resources AGORA offers – Powerpoint Presentations (~45 minutes each) and hands-on exercises (Word) docs
- 4. 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?
- 5. 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
- 6. Preparation • Do background reading and get hands- on experience • Don’t have to be expert; OK to say “I don’t know” and research/ask AGORA • Read presentation notes and annotate for yourself • Remember your own workshop experiences: What did and didn’t work?
- 7. Preparation • 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
- 8. 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
- 9. Facilitator’s 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
- 10. Facilitator’s Role • 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)
- 11. 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
- 12. 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
- 13. 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 • Examples
- 14. 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
- 15. When Things Go Wrong • Overtime • Broken projector • Slow/no web connection • Difficult participants • No understanding for you and participants
- 16. 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
- 17. 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
- 18. 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 AGORA (agora@fao.org) • Make changes immediately before you forget or run out of time • Ask on where you did not really understand
- 19. Questions? • For training support from AGORA team: – In Africa, please contact the Information Training and Outreach Center for AFRICA itoca@itoca.org – For other locations, contact agora@fao.org • For training materials, go to website www.aginternetwork.org/en/training/ or contact us. Please let us know what you need (agora@fao.org)
- 20. Summary • AGORA provides training materials for your use • Think about your own training facilities and how you can modify resources to fit your situation • Follow tips for successful training • Do own research on AGORA and user needs
- 21. Thank you. Any Questions? Updated February 2015 Questions? Contact agora@fao.org
- 22. The source of much of this lecture is the INASP Training materials on Introduction to the Internet from http://www.inasp.info/training/internet/download/index. html : All INASP training materials, unless explicitly stated otherwise, are copyright INASP (International Network for the Availability of Scientific Publications). Used and modified according to the Creative Commons license at http://creativecommons.org/licenses/by-nc-sa/1.0/
Notes de l'éditeur
- This module is part of the AGORA Basic Course. The AGORA programme (Access to Global Online Research in Agriculture), set up by the Food and Agriculture Organization of the UN (FAO) together with major publishers, enables developing countries to gain access to an outstanding digital library collection in the fields of food, agriculture, environmental science and related social sciences. AGORA provides a collection of more than 5700 key journals and 4100 books to 2800 institutions in more than 100 countries. AGORA is designed to enhance the scholarship of the many thousands of students, faculty and researchers in agriculture and life sciences in the developing world. AGORA is one of the four programmes that make up Research4Life: AGORA, HINARI, OARE and ARDI.
- Facilitator: Here you may wish to allow users to discuss their issues in small groups and then report back to the whole group. Participants should be encouraged to brainstorm about possible solutions to problems and either the facilitator or assistant facilitator can record participants discussion to create a general knowledgebase of problems and solutions in user training.
- Examples of icebreaker activities include: Put people into pairs and give them five minutes to find out about one another. When the time is up, each person introduces his or her partner to the rest of the group. You can specify what the introduction must cover, for example: name, job role, what the person hopes to gain from the course, and something interesting about the person that is non-work related Ask everyone in turn to say their (preferred) name, why they were called this name, and how they feel about it Ask participants to share their views on one thing they like and one thing they dislike Ask everyone to draw on a piece of paper a cartoon ‘face’ showing how they feel about the topic being covered Everyone is invited to write the most important thing they already know about the topic being covered on pieces of paper, that are then stuck on the wall. (This is particularly useful so that you don’t tell students things they already know)
- Time: 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.