The following questions were asked by participants who took part in last week’s Learning Webinar, “The Accidental Technology Trainer. ” We’ve asked guest speaker Stephanie Gerding to provide answers based on her own experience as a technology trainer for libraries.
Any recommendations for maximum class size for teaching technology?
It depends on the topic, the space, and also on the number of computers you have available. I’ve seen some classes work well with two people per computer, but I wouldn’t try to squeeze in more than that. Generally, in a computer lab, I’d say not more than 20 people at the very, very most!
How to determine what info is best for beginners, intermediate, or advanced needs?
I try to outline what the basic skills or competencies are for each software program. Then from there you can break down which are beginning skill sets and which require more knowledge and would be more advanced. It will also depend on how long your workshops are. If you have an hour or you have a day or a week that will change what you can cover. Learning objectives are the best way I’ve found to make sure I don’t try to cover too much. For each 15 minute segment, you want to cover only one objective.
The focus of today seemed to be on technology training. We didn’t really focus on training for technology so much as the basics of training. Are there particular “take a ways” we should think about with technology in particular?
Since this webinar was part of WJ’s Learning series, we were especially focused on fostering learning in relation to technology training. With technology in particular, it is very important that the class be conducted hands-on if at all possible. Build their confidence. Give participants time to explore and let them work independently and in small groups. Let them do it. Rely less on step-by-step instructions than on helping them learn to try things out on their own. Otherwise, when they leave the workshop, or don’t have your instruction sheet with them, they might be at a loss. With how fast technology is changing and with all the emerging social technologies, I think we have to encourage adults to get used to exploring on their own, and not waiting until someone shows them. Of course, with a beginning Word or Internet class, you will need to really orient beginners by using a lot of analogies to help them understand how the software mirrors other things they can relate to. For example, how files and folders on the computer are similar to physical files and folders or how a URL is similar to a street address. It has been very interesting to me to learn how the foundation of good training techniques apply universally to technology training though!
Is there a good resource for computer classes that have already been designed?
Yes! I’ve found the following websites. Also, notice that WebJunction has a lot of lesson plans already. I think it would be wonderful if every library trainer were to contribute one of their lesson plans to WJ. Then we’d have an even richer resource! These are also available on my website.
Akron-Summit County Public Library, Ohio
Very thorough handouts for library workshops on everything from Introduction to Computers to eBay and Blogging.
Hennepin County Library’s Extranet
Includes trainer outlines, PowerPoint presentations and handouts for workshops for the public.
InfoPeople
Archived webcasts, podcasts, training materials such as handouts and PowerPoints, as well as resources for training. InfoPeople is a statewide LSTA project that functions as the training arm of the California State Library.
MERLOT: Multimedia Educational Resource for Learning and Online Teaching
Created by The California State University in 1997 and free to all users, MERLOT is supported by a variety of schools, systems, and organizations. Individual membership also is free, and any member can submit a learning object to MERLOT. Materials are submitted by faculty members who are experts in their content areas, and a peer review system is in place to make sure that the materials are of high quality.
Milwaukee Public Library
Outlines and Handouts on various popular workshops.
Oregon Library Instruction Wiki
Oregon Library Association’s Library Instruction Roundtable’s collaboratively developed resource for librarians involved with or interested in instruction. Includes handouts, tutorials, and teaching techniques.
PRIMO: Peer-Reviewed Instructional Materials Online Database
PRIMO is hosted by ALA’s Association of College and Research Libraries to share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments. Currently includes over 145 projects.
TechAtlas
Free online technology assessment and inventory tool, including staff skills surveys.
WebJunction
Any ideas for academics who have students who may not want to be there?
This might also apply to staff training. The best things you can do are letting them pick topics and projects that they have personal (or academic) interest in. Depending on the class you are teaching, you can let them be involved in independent exercises, small group projects (often best done in class), and sharing. For example, if you have a database class, let the students pick the topics for the sample searches, show them resources that will be of interest to them academically and personally. For example, free access to Cosmo, the New York Times, or other magazines related to their academic pursuits.
Let them make choices as to what will be covered. Give them time to share their interests and experiences. The more personal a training experience, the more memorable it will be as well. Show them immediate benefits. Try to find out what they want to know more about. Also try to build in fun activities. Look to TV game shows to develop a summary exercise, such as Jeopardy, Who Wants to be a Millionaire, or other question based games. They can play as teams or independently. Make it interactive and fun! I’ve seen participants turn from grumpy and mad that they have to attend the class to positively thrilled by the resources “they’ve” found.
Can you share a story from one of your first training events, and what you learned from the experience?
I have definitely evolved as a trainer. Sometimes I’m told that training seems so natural for me, but I’ve really worked at it. In library school, I was actually terrible at public speaking. I set a goal that I would improve by graduation, and just kept throwing myself into situations where I would have to practice. My first real professional training job was at SIRSI, and I was so nervous before the first time I trained that that my co-worker almost didn’t know if I would make it! Training is more art than science. There is not one right way, and no two workshops are ever exactly the same. It wasn’t until my third job (at the Gates Foundation) that I had real train-the-trainer instruction.
Without referring to one specific situation, the things I learned at the beginning of my training career centered on marketing (due to a catastrophic unattended event), gaining confidence, and what I call organized flexibility. By organized flexibility I mean learning to go with the flow and responding to the participants’ needs rather than being tied to an exact agenda. Trying to always be more of a facilitator and learning coach than a lecturer. And some of what I know is most effective about my training, I don’t think I implemented really well until the last five years!
How do you approach training colleagues, in-house?
With staff training you have the advantage of being able to find out more about their learning needs before the actual workshop. Find out what they really want to know about the technology or what they will be using it for. Since they are more likely to know each other, encourage camaraderie by letting them do “show and tell” and small group projects. You can even let them work on their own objectives. I think the Learning 2.0 movement is a great one for staff training, empowering staff to explore and learn on their own. Plus, I really find librarians to be a great group for training, they are usually lifelong learners and interested in adding to their knowledge. Make sure you make them comfortable, create a learning community and let them know they can do this, so they aren’t afraid of making mistakes in front of their colleagues. Try using a theme to add to the fun and create a more relaxed environment. I really believe staff training to be such an important investment for a library to make. Try to make sure ALL staff are trained as well, and not just managers and MLS staff.
Thanks for the great questions and participating in the webinar! Feel free to leave a comment if you have your own opinions on this topic or if you have other questions, I’d be happy to answer them!
–Stephanie Gerding
You cannot hide on the tubes!
