Metadata Train the Trainer Workshop

1. MetadataTrain the Trainer Workshop EcoInstruct 2003 November 24-25, 2003 FGDC / NOAA CSC Environment Canada

2. INTRODUCTION Lynda Wayne GeoMaxim US Federal Geographic Data Committee (FGDC) Mike Moeller Perot Systems Government Services (PSGS) US National Oceanic and Atmospheric Administration (NOAA) Coastal Services Center Vivian Hutchison National Biological Information Infrastructure US Geological Survey (USGS) EcoInstruct2003 Train the Trainer

3. INTRODUCTION Informal • meet and greet Formal • set the tone • establish roles • icebreakers …common to use both EcoInstruct2003 Train the Trainer

4. INTRODUCTION Who’s participating? What’s happening? Where is it happening? What are the resources? What is expected? - introductions - agenda - logistics - materials - food - from instructors - from participants EcoInstruct2003 Train the Trainer

5. INTRODUCTION Ice Breakers Consider: • time available • attire • facility • corporate culture • comfort issues …icebreakers ideas, pg. 3, more? EcoInstruct2003 Train the Trainer

6. INTRODUCTION What are your expectations… • information you expect to receive during this workshop, • audience and forums to which you will apply the information? EcoInstruct2003 Train the Trainer

7. WHAT IS TRAINING? EcoInstruct2003 Train the Trainer

8. TRAINING Adult Learners • life experiences • learn by doing • reality driven • guidance not grades • self-directed • framework of attitudes and values EcoInstruct2003 Train the Trainer

9. TRAINING Barriers to Learning Instructor - language - pace - connectivity - confidence level - presentation skills Corporate Culture - lack of support/follow-up - not incorporated Participant - attendance - commitment - distractions EcoInstruct2003 Train the Trainer

10. TRAINING Audience Analysis Determine skill level, behaviors, knowledge Why analyze? Are objectives appropriate? Can objectives be accomplished? Do we need to adjust content? EcoInstruct2003 Train the Trainer

11. TRAINING What to analyze? Demographics - manager or technician ? Knowledge/Experience - rookie or expert? Interest - self-motivated or forced to attend? Training Relevance - persuasion, introduce concepts, or skill-building? EcoInstruct2003 Train the Trainer

12. TRAINING When to analyze? Workshop design and planning How to analyze? • Registration Forms / Surveys • Other Instructors / Participants • Personal Experience • Common Sense start with a ‘top 10’ list of issues EcoInstruct2003 Train the Trainer

13. TRAINING Learning Styles • Active – “Do’er” • Reflective – “Ponders” • Sensing – “Experientialist” • Intuitive – “Jumps ahead” • Visual – “Picture person” • Verbal – “Prefers dialog” • Sequential – “Detail oriented” • Global – “Big thinker” EcoInstruct2003 Train the Trainer

14. TRAINING Learning Cycle Storming - “What is metadata?” Norming – “Metadata has value.” Forming – “I need metadata.” Performing – “I can do metadata.” Becoming – “I DO metadata!” activities..activities..activities..activities..activities..activities EcoInstruct2003 Train the Trainer

15. TRAINING Learning Retention or ‘Why Some People Are Great Trainers’ • Communicate • Accommodate • Restate and Reinforce • Activities • Baseline • Acknowledge • Breaks Dale Memory Levels 10% of read 20% of heard 30% of seen 50% of heard and seen 70% of said and written 80% of said and done EcoInstruct2003 Train the Trainer

16. TRAINING Levels of Learning • Evaluation – judge value • Synthesis – generate new info • Analysis – make determinations • Application – apply information • Comprehension – put in context • Knowledge - imprint EcoInstruct2003 Train the Trainer

17. TRAINING Post-training enhancements: • Apply new skills after training – encouragement? • Provide assistance – method? • Encourage management support – ideas? • Rewards – what kind ? EcoInstruct2003 Train the Trainer

18. INSTRUCTIONAL OBJECTIVES EcoInstruct2003 Train the Trainer

19. INSTRUCTIONAL OBJECTIVES What Are Instructional Objectives? Robert Mager: ‘defining in precise terms, what the learner will be able to do at the end of the training and how well’ • defines ‘successful’ training • results oriented EcoInstruct2003 Train the Trainer

20. INSTRUCTIONAL OBJECTIVES Why Instructional Objectives? - provide direction - establish measurement / testing - convey intent Serve as a foundation for workshop design EcoInstruct2003 Train the Trainer

21. INSTRUCTIONAL OBJECTIVES Goals vs. Objectives Goal – statement of intent ‘Develop an understanding of the standard’ - lofty, hopeful Objective – performance oriented ‘List 7 major sections of the standard’ - specific, attainable, measurable - punchlist item EcoInstruct2003 Train the Trainer

22. INSTRUCTIONAL OBJECTIVES Elements of an Objectives Learner Oriented focus on the learner’s intended achievement Performance action that the learner will be able to do Conditions what can, and cannot, be used Criteria performance measure / quality EcoInstruct2003 Train the Trainer

23. INSTRUCTIONAL OBJECTIVES Formally… Condition Target Performance Criteria • given what situation/ materials / time frame • who • should be able to do what • to what measure? EcoInstruct2003 Train the Trainer

24. INSTRUCTIONAL OBJECTIVES Conditions What can be used? What cannot be used? Other conditions: - working independently vs. collectively - in a box, with a fox…. EcoInstruct2003 Train the Trainer

25. INSTRUCTIONAL OBJECTIVES Target Generally… workshop participants May be… different participant members e.g. managers vs. technicians EcoInstruct2003 Train the Trainer

26. INSTRUCTIONAL OBJECTIVES • identify • order • name • write • describe • recite • solve • locate • list • prepare • compare/contrast Performance Use action words such as… EcoInstruct2003 Train the Trainer

27. INSTRUCTIONAL OBJECTIVES Performance Avoid words such as… • know • understand • appreciate • think • discover EcoInstruct2003 Train the Trainer

28. INSTRUCTIONAL OBJECTIVES Criteria Speed - complete within 20 minutes Accuracy - list 80% of mandatory fields Quality - number of errors Quantity - number of records EcoInstruct2003 Train the Trainer

29. INSTRUCTIONAL OBJECTIVES really specific… • Given 20 minutes and an actual metadata record, the participant will successfully locate specific values for instructor designated fields, 75% of the time. • Given 2 hours and the SMMS software, the participant will create a metadata record that will pass mp with a maximum of two errors. EcoInstruct2003 Train the Trainer

30. INSTRUCTIONAL OBJECTIVES • After completing the workshop participant will be able to: • explain 3 values of metadata • recognize the 7 primary sections and 3 supporting sections of the CSDGM • determine the definition and status of any field utilizing the CSDGM Workbook • list 3 rules for writing quality metadata effective… EcoInstruct2003 Train the Trainer

31. INSTRUCTIONAL OBJECTIVES • After completing the workshop participant will be able to: • 5. locate online metadata production resources including key national guidelines and repositories • 6. download, install, and run MP, metadata parsing software • 7. create a compliant metadata record using tkme metadata production software effective… EcoInstruct2003 Train the Trainer

32. INSTRUCTIONAL OBJECTIVES Criterion Tests Participation Performance Feedback Evaluation • gauging response • testing and production • participant evaluation of training EcoInstruct2003 Train the Trainer

33. INSTRUCTIONAL OBJECTIVES Criterion Tests Qualitative Subjective • response to questions • questions asked • anecdotal contributions • trainer depends on own intuitive sense • must consider participant personalities EcoInstruct2003 Train the Trainer

34. INSTRUCTIONAL OBJECTIVES Criterion Tests Test Production • quantitative • focus on learning objectives • notify in advance • return graded materials • qualitative - how good quantitative - how much EcoInstruct2003 Train the Trainer

35. INSTRUCTIONAL OBJECTIVES Criterion Tests Feedback Evaluation • ask questions you really care to know about • - instructors - materials • - content - facility • ask specific questions • limit written responses • be positive • review evaluation form with participants EcoInstruct2003 Train the Trainer

36. INSTRUCTIONAL METHODS EcoInstruct2003 Train the Trainer

37. INSTRUCTIONAL METHODS So why mix it up? • Enhances the learning experience • Provides ability to address various learning styles • Allows for customization of material • Keeps the presentation interesting EcoInstruct2003 Train the Trainer

38. INSTRUCTIONAL METHODS The Learning Cycle EcoInstruct2003 Train the Trainer

39. INSTRUCTIONAL METHODS Stage One - The Learning Activity • Purpose is to encourage inductive learning through reading or deductive learning through experience • Provides basis for understanding of concept or skill • Builds foundation for stage two of cycle EcoInstruct2003 Train the Trainer

40. INSTRUCTIONAL METHODS Stage Two – Participant’s Response • Should encourage participants to identify impact of stage one material • Methods to elicit participants’ response may include: • Polling • Rating • Small group discussions • Listing responses on newsprint • Interviewing partners • Questioning • Sentence Completion EcoInstruct2003 Train the Trainer

41. INSTRUCTIONAL METHODS Stage Three – Application of Learning • Learning moves from abstract to concrete • Review of information, concepts and theory augments material learned in previous two stages • Application of learning is reinforced by sharing with others EcoInstruct2003 Train the Trainer

42. INSTRUCTIONAL METHODS Variety – The Spice of Life! • Modified Lecture • Traditional Lecture • Brainstorming • Computer-based training (CBT) • Demonstration EcoInstruct2003 Train the Trainer

43. INSTRUCTIONAL METHODS Variety – The Spice of Life! • Exercises • Worksheets / Surveys • Observation • Question and Answer • Discussion (guided) EcoInstruct2003 Train the Trainer

44. INSTRUCTIONAL METHODS Other methods to consider • Readings • Storytelling • Role Playing • Video • Games EcoInstruct2003 Train the Trainer

45. INSTRUCTIONAL METHODS Winding down • Brings closure to the activity • May involve informal chat (debriefing) or more structured closure activity • Participants reflect upon what was learned and how their goals will be put into action EcoInstruct2003 Train the Trainer

46. TRAINING AIDS AND VISUALS EcoInstruct2003 Train the Trainer

47. TOPIC GROUPS Let’s mingle… • Sort into training topic groups. • Exchange information about yourself and yourtraining efforts. EcoInstruct2003 Train the Trainer

48. PRESENTATION STYLES & SKILLS EcoInstruct2003 Train the Trainer

49. Presentation Styles and Skills Type of speech that should consider: Audience Environment - background - professional / formal - motivation - business / corporate - technical / interactive EcoInstruct2003 Train the Trainer

50. Presentation Styles and Skills Speaking styles: Shy Fearful Distant Reluctant Automated Hyper Energetic EcoInstruct2003 Train the Trainer