metadata train the trainer workshop a three-day workshop showing how to train others to create...

MetadataTrain the Trainer

Workshop

A three-day workshop showing how to train others to create metadata and to

understanding the value and importance of proper data documentation.

Course Overview

1 – The Introduction

2 – What Is Training?

3 – Instructional Objectives

4 – Instructional Methods

5 – Training Aids and Visuals

6 – Presentation Styles and Skills

7 – Lesson Plans

8 – Classroom Management

9 – Targeting Metadata Training

10 – Metadata Presentations

11 – Resources

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Section Name Page

Metadata Train the TrainerTable of Contents

Course OverviewThis course will teach you to do a wonderful thing – train people in metadata! Hopefully you’re here

because of your own interest in becoming a trainer. People who attend this training usually have some

experience with metadata, and as such are familiar with the claims that it’s boring and tedious. To that

we say, it is what you make it. For many of the people you will train, metadata will be something they

come to unwillingly. It will be a challenge on your part to teach them how important and valuable

metadata really is, and actually how simple it is. Metadata training can be a lot of fun, or it can be a

tedious ordeal. That choice is up to you.

In this course, you will learn what training is, how to properly introduce yourself and your topic, what

learning goals and objectives are and why they are important, and some of the different learning types

you will be faced with. We’ll address training and visual aids, along with presentation styles. You’ll learn

how to do an audience analysis, and then use this analysis to help plan and develop your workshop.

We’ll talk about how to manage a classroom, and specifically how to train in metadata. Finally, you will

develop and deliver a short, 20-minute presentation, and the instructors and the other students in the

class will critique your presentation. The object of this is to help you become an effective metadata

trainer. Along the way, we will have some fun. We want you to understand that having fun at what you

are doing, especially when in metadata training, can make all the difference in the world. So with that,

let’s get started.

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At the conclusion of this module the participant will be able to

• Utilize the two types of introductions to gather participant information

• Select and use an appropriate ice breaker

• Conduct and apply a “needs and expectations” exercise

• Identify the need for: an Agenda, Logistics, Materials, Refreshments

Objectives

The Introduction – Informal and Formal

The Introduction

Informal Introduction

Depending on the size of your class and your

particular set up, an informal “meet and greet”

style of introduction will allow you to gather some

information on the participants beyond what you may

have already discovered in preworkshop surveys. It’s

a social interchange that gives the participants a first

impression of you as an instructor, as well as the training.

Obviously, this type of informal introduction works best

with smaller class sizes in more intimate settings. For

example, if you were conducting training for 30 or more

participants in a hotel conference center, you might have

limited time for participant interaction.

In this case, it might be better to consider the . . .

The Introduction

In some cases, you might not have the opportunity to mingle

with participants before the training begins. In that case, your

introduction will be more formal.

Once the participants are seated and ready to begin,

introduce yourself and mention your background and

experience with the topic at hand. Use this time to energize

your participants and establish a lively tone for the workshop.

In this initial introduction, you have the opportunity to

demonstrate your style. Keep it friendly and active.

Encourage the participants to take an active role in the

training. During this introduction, you may choose to do an

icebreaker. We’ll touch on those momentarily. The following

pages discuss what information to cover in your introduction.

Formal Introduction

The Introduction

The agenda provides participants with the operating

guidelines of the workshop. It allows you to set the time

frame for breaks, etc., as well as any additional course

information. Take this time to discuss logistics, such as

safety procedures, the locations of emergency exits,

and restrooms. Identify and discuss the course materials

provided. If you are providing food for lunch or breaks,

point out when and where those breaks will occur.

Finally, take some time to discuss the needs and expectations

of the participants and the group. This is where you can

set the rules for asking questions and addressing issues

outside of the scope of the agenda. It also helps you

understand your participants’ concerns and

anxieties, if any. This portion of the introduction can be used

as an icebreaker, or you can . . .

Items to Address during the Introduction

Agenda

Logistics

Materials

Breaks

Needs

Expectations

Icebreaker

Engage Your Participants with Icebreakers!

The Introduction

As future metadata trainers, you need to understand

that it is vital to put workshop participants at ease.

Your participants will most likely bring to this

training all sorts of preconceived notions about metadata,

and they need to feel comfortable in discussing these ideas.

To set them at ease, use an icebreaker. After you have introduced

yourself and given a quick rundown of your experience, have them

do the same. As they introduce themselves, ask that they say where

they work, and what they do. Then ask them what their top metadata

concern is. Make a list of these concerns on an easel pad that we’ll

call the “parking lot.” As you address a topic, mark it off the list. At

the end of the workshop, come back to the list one final time to tie up

any loose strings. This exercise has several benefits. It brings out

some of the concerns of the participants, allowing them to see that

others may share their concern. It gives you an idea of the topics

you may need to add, and it makes a great way to recap the

workshop.

Topics toAddress

Metadata is scary!

Where do I start?

When do I get my duck?

The Introduction

Icebreakers! Get Your Icebreakers!

Here are some other suggestions for breaking the ice:

“Famous person or place”

Working as a group or in pairs, have each participant write the name of a famous person or place on a

card without showing the other participants. Taking turns, each participant is asked only yes or no

questions by the other participants, one by one, until someone discovers their person or place.

“What’s in a name”

Each participant, in turn, says their first name. The second participant provides the first participant’s

name followed by their name. The next participant would then give the names of the first two, followed

by their name. This continues until all participants have been introduced.

Variation. After participants provide their names, the instructor asks a participant to point to a specific

participant identified only by name. If the participant has difficulty, another participant is asked to help.

The Introduction

The Introductions – Review

The information and activities in the introduction

provide information to both the participants and

the instructor. The introduction establishes the

rapport between the instructor and the

participants and sets the tone for the workshop.

Information in the introduction addresses

the physical and emotional

needs of the participant.


• Explain the five characteristics of adult learners

• Discuss three of the five barriers to learning from instructors

• Diagram or discuss the learning cycle including the impact of including activities or

exercises in a presentation

• Discuss how an audience analysis can assist in the development and execution

of a training workshop

• Discuss methods a trainer can include in the post-training process

Objectives

What Is Training?

What Is Training?

Adult Learners

Unlike students in a more traditional academic setting, your audience will be composed of adult learners. Adult learners tend to exhibit certain characteristics that separate them from a traditional college or high school student. These characteristics include

• Life experiences – Adult learners have had more “time in life” as

it were, and these experiences will dictate how they

approach new material. These life experiences also

dictate participants’ attitudes and values, which form

the emotional framework they operate under. Be aware

that these attitudes and values may differ from yours.

Take caution to avoid offending anyone, especially if

they speak out with a different opinion of the topic at

hand. Acknowledge their opinion, but do not berate

them for it.

• Learn by doing – Adults tend to prefer to learn through hands-on

activities. While you will have to have a certain amount

of lecture material, don’t forget to break it up with

activities that will give participants the opportunity

to put into action what they have just learned.

• Application to reality – Your participants are busy folks and therefore want training that applies to real situations. Time spent on nonrelevant topics could cause you to lose the attention of some participants, and reduce your credibility as an instructor.

• Guidance, not grades – Adult learners are not interested in getting a “grade.” Instead, they want guidance on how best to address this new skill they are learning. Don’t be inflexible with your class. Allow them to explore, within reason, aspects of the topic at hand that they feel are relevant.

• Adults are self-directed – Overall, your participants will be self-motivated and, as such, will not need much

encouragement. Some will work faster than others. Your challenge will be to recognize when your pace is either too fast or too slow, and adjust accordingly.

How is this relevant?

Adult Learners

Other characteristics of adult learners include

What Is Training?

Barriers to Learning – The Instructor

As with any teaching situation, there may be several barriers to learning that need to be addressed to provide effective instruction. As an instructor, some barriers that you have control over include

• Communication – The ability of the instructor to effectively communicate with the participants is critical. Not only is clear and proper speaking important, but the visual aids used must be simple and effective. The issue of visual aids will be addressed a bit later.

• Instructional pace – New trainers tend to be nervous, and that nervousness often leads to a pace that is too fast for effective learning. On the flip side, a slow pace will lead to a drop in a participant’s attention level. Take heart. It takes time to get a feel for the proper pace. Practice your timing on colleagues.

• Connecting with the participant – It is vital that you find a way to connect with your participants. Talking with each participant during breaks and other down time can help establish this connection. A lack of connectivity could lead to a loss in educational opportunity.

• Poor presentation skills – You have all been in a workshop or presentation by a person who has no business standing in front of a group of people. Practice, and mentoring by others, such as through your local public speaking club, can help you overcome any deficiencies in your presentation skills.

• Lack of confidence – Like a predator can smell fear, your participants can detect your lack of confidence. Once again, know your material, and practice, practice, practice.

What Is Training?

While you can control some of these barriers to learning, others you cannot. The participants of your workshop have to take responsibility for their own learning. The items listed here can be discussed at the beginning of the workshop if you feel it is necessary, but be careful how you approach them. Keep a positive spin on your presentation.

• Attendance – If the participant is not there physically, it’s impossible to learn. Stress the importance of showing up on time, both at the start of the workshop and at the end of breaks.

• Commitment to learn – As mentioned earlier, the participants at your workshop usually come because of their own interests. They tend to have a greater commitment to learning the material, but it might help to mention the benefits of completing the assignments in the workshop, as well as participating in the workshop through asking questions where appropriate, and engaging in discussion with others in the class.

• Distractions and concentration – Depending on the setup for your training, there may be various distractions that will fight for the attention and concentration of you participants. Some of these you can control, some you cannot. At the beginning of the workshop, discuss some of these distractions, such as the use of cell phones and checking e-mail during class. Ask that

participants turn off the ringer on their phones and wait until the break to check and reply to e-mail. Nothing is more distracting than trying to lecture on a particular topic only to have someone pecking away at a keyboard in the back of the room.

Barriers to Learning – The Participant

What Is Training?

Analyzing Your Audience – Benefits

One of the most powerful tools you can use when designing your workshop is a preworkshop audience analysis. This analysis is used to identify certain characteristics of potential participants, such as interest, skill level, behaviors, and subject knowledge. The results of an analysis such as this will help you design the workshop content by identifying the primary goals of the learner.

Why analyze your audience? Here are some reasons this can be beneficial.

• Ensures appropriate course goals and objectives are accomplished – Looking at who will be coming to

your workshop can help you develop good workshop objectives that will address any specific

needs of the participants. Plus, a well-developed list of objectives can be used as a guide

to ensure you cover the material required to meet those objectives.

• Allows for adjustments – Analyzing your audience can help you identify areas in your training that can be

adapted to meet particular needs of the participants. If your workshop participants have some

experience with metadata, you might be able to adjust your workshop content to cut out some

introductory material and use that additional time for more appropriate topics, or to give more

time to hands-on exercises.

What Is Training?

What Is in an Audience Analysis?

If you have never conducted an audience analysis, here are some questions to consider:

• Demographics – Are your workshop participants managers (team leaders, middle- or top-level managers)? Are they field personnel, technicians, analysts, or students? Are they the ones that are going to be creating the metadata, or are they just responsible for managing others in the creation of metadata?

• Previous knowledge and experience – What level of subject knowledge are they bringing to the workshop? Are they familiar with the background information? Have they written metadata? Do they write metadata on a regular basis? Do they teach others about metadata? Or have they never even heard of metadata?

• Relevance – How relevant will the training be to their particular jobs? Are they attending because of their interest, or were they told to attend? Will they be writing metadata as soon as they get back in the office, or will there be lag time? How much detail do they need? Upper-level managers generally only need an overview, project managers need to know what good metadata looks like and what resources are involved in its creation and publication, and technicians might need to know the inner workings of the metadata standard and related creation tools.

What Is Training?

Where Does This Information Come from?

There are several sources of potential information on your participants that can be used in your analysis, including the following:

• Registration forms and preworkshop surveys – These forms offer the most direct way to ask pertinent

questions. Make sure you get the appropriate approval from your organization beforehand. Also,

make sure to review your form thoroughly to ensure that the questions you are asking will

provide you with the information you need.

• Other instructors – Other instructors have familiarity with various organizations that might be sending

participants to your workshop. In addition, networking with other instructors is a great way to get

new material and to have your material reviewed.

• Previous participants – It is not unusual to have participants from organizations that you have worked with

in the past. In those cases, rely on your network to contact the co-workers of the participants who

will be attending your workshop to gain some added insight into skill level, job duties, etc.

• Personal experience – Once you have conducted several workshops, you will have gained significant

personal experience that will help you customize your surveys and interpret the results to adjust

your workshop content.

• Common sense – Enough said.

What Is Training?

Learning Preferences and Styles

Learning is an individual and personal journey. A

successful journey requires participants to identify the

learning style and method that suits them. No learning

style is incorrect. Your challenge as an instructor is to be

able to address various learning styles that your

participants will bring to the workshop.

We perceive reality via our senses. The four modes of

learning are visual, auditory, reading/writing, and

kinesthetic. To be effective with your instruction, you

must recognize that different people learn in different

ways, and you should try to adapt your material to

address these various styles.

This stuff is great!

If you will be active in training, it might be beneficial to

research these and other learning preferences and styles

to aid in preparation for your workshops.

What Is Training?

The Kolb Experiential Learning Theory

Based on David Kolb’s Learning Styles, 1984© 1995-2005 Alan Chapman

www.businessballs.com

In 1984, David Kolb, professor of organizational development at Case Western University in Cleveland, Ohio,

published the model of his learning styles. Referred to as Kolb’s experiential learning theory (ELT) and Kolb’s learning

styles inventory (LSI), this model defines four distinct learning styles, or preferences. These styles are in turn based

on a four-stage learning cycle. Taken together, they provide an understanding of an individual’s different learning

styles, as well as an explanation of a four-stage experiential learning cycle that can be applied across the board.

In Kolb’s learning cycle, immediate or

concrete experiences provide a basis for

observation and reflection. These

observations can then be assimilated

and distilled into abstract concepts that

form the basis for new items that can be

actively tested. The results of this testing

lead to new experiences, and the cycle

continues.

AbstractConceptualization

ReflectiveObservation

ActiveExperimentation

Concrete Experience

The Kolbfour-stage

experientiallearning

cycle

What Is Training?



Kolb describes the development of personal learning

styles, which have been influenced by life

experiences. The learning style preference is a

product of two pairs of choices an individual makes.

Kolb envisioned these choices as axis lines. One axis

describes an approach to a task (the processing

continuum), while the other describes an emotional

response (the perception continuum). At the end of

each continuum are conflicting modes.

• Doing (active experimentation, or AE)• Watching (reflective observation, or RO)• Feeling (concrete experience, or CE)• Thinking (abstract conceptualization, or AC)

With each new learning situation, one must decide

whether to “do” or “watch” while simultaneously

deciding whether to “think” or “feel.” The result of

these decisions defines the preferred learning style.

The Kolb Learning Preferences

AbstractConceptualization

“Thinking”

ReflectiveObservation

“Watching”

ActiveExperimentation

“Doing”

Concrete Experience

“Feeling”

Pe

rce

pti

on

Co

nti

nu

um

Processing Continuum

What Is Training?

The Kolb Learning Styles



The combination of where an individual’s

learning preference lies on each continuum will

produce four possible learning styles, according

to Kolb. These styles are

• Accommodating - Doing and feeling

preferences, or concrete-active

(CE/AE).

• Diverging - Watching and feeling

preferences, or concrete-reflective

(CE/RO).

• Assimilating - Watching and thinking

preferences, or abstract-reflective

(AC/RO).

• Converging - Thinking and doing

preferences, or abstract-active

(AC/AE).

Thinking

WatchingDoing

Feeling

AssimilatingConverging

DivergingAccommodating

What Is Training?

http://www.businessballs.com/

Knowing your participants’ learning preferences will enable you to tailor your instruction to a preferred

method or methods. However, it is almost impossible to determine learning preferences and styles

ahead of time. The four learning styles as identified by Kolb are described below. Think about how you

could plan your workshop materials to best address styles such as these. Don’t forget, there are other

learning styles as well, but these are a good representation of how most adults approach learning.

• Accommodating – These folks are proactive learners that combine thinking and doing during their

learning, using their intuition more than logic. People with this learning style primarily learn from

hands-on experiences.

• Diverging – Able to look at things from different perspectives, these folks tend to be creative learners. They

enjoy situations that call for generating new ideas and brainstorming, and they learn through

discovery and experiment.

• Assimilating – These individuals are concise and prefer a logical approach to problems. Theses learners

tend to be objective and impersonal, and rely on facts and information to solve problems and

make decisions.

• Converging – People with this learning style are similar to theorists in that they prefer technical tasks more

than they do people and interpersonal aspects of problem solving. They are practical and

systematic, approaching problem solving by using their ability to find solutions to

questions, and make decisions based on those solutions. They like rules and step-by-step learning.


www.businessballs.com/kolblearningstyles.htm

Learning Styles

What Is Training?

http://www.businessballs.com/kolblearningstyles.htm

The Kolb model is just one example of learning

preferences and styles. Other learning models

include classifying learners as visual, auditory,

kinesthetic, or tactile learners; as left-brained vs.

right-brained learners; and as innovative, analytic,

common sense, or dynamic learners.

As an instructor, your task is to make yourself

aware of various learning preferences and styles,

and then to consider these various styles as you

develop your workshop materials.

Time dedicated to this task on the front end during

the planning and development stage will be

rewarded on the back end when you deliver your

workshop and are successful in helping your

workshop participants gain the knowledge and

skills your are teaching.

Visual

Dynamic

Tactile

Kinesthetic

Innovative

Analytic

Auditory Comm

on S

ense

Other Learning Styles

What Is Training?

The Learning Cycle

Presented with new information, your

workshop participants will go through a

process to assimilate this new

information. This process, or learning

cycle, will be controlled for the most

part by you as the instructor, but some

aspects of the training may be more

unmanaged.

Look at what a typical participant might

experience in the course of your

workshop through the four stages of the

learning cycle.

Peter Honey and Alan Mumford, “The Manual of Learning Styles,” 1992

Reviews theexperience

and information

Draws conclusionsfrom experienceand information

Plans next steps based on experience

and information

Experiences new information

What Is Training?

Take a closer look at each stage:

Experiencing new information – Here the concepts of metadata are

presented. This new material is accompanied by activities to reinforce the concepts.

Reviewing the experience and information – At the end of each segment of

your training, review what has been presented in context of the learning objectives. Allow

your participants to reflect and discuss the topic and the activities to share what they have learned with others. Often,

you will find you will learn just as much from your participants during these times of discussion.

Drawing conclusions from experience and information – At the end of each segment and at the end of the

workshop, the participants will begin drawing conclusions about the relative importance of the information presented and

skills learned to the work they do.

Plan next steps based on experience and information – If the participants decide the information and skills

are relevant to their jobs, then they can begin planning how best to incorporate these new skills and information into their

work. You can help them by maintaining an active follow-up network.

Reviewing theexperience

and information

Drawing conclusionsfrom experienceand information

Plan next steps basedon experience and information

Experiencing new information

The Learning Cycle

Peter Honey and Alan Mumford, “The Manual of Learning Styles,” 1992

What Is Training?

Learning Levels

Take a look at the various levels of

learning as put forth by Benjamin

Bloom in 1956. These levels, referred

to as the cognitive domain, are not

absolutes but rather estimates

of an individual’s level

of learning. These

six levels are arranged

on a scale of difficulty,

whereby a learner

able to perform at the

higher levels is

demonstrating a more

complex level of

cognitive thinking. KnowledgeYou can recall data.

ApplicationYou can apply

knowledge to a new situation.

EvaluationYou can make a judgment as to the value

of the information.

SynthesisYou can build a pattern from

diverse elements.

AnalysisYou can separate information into

parts for better understanding.

ComprehensionYou understandthe information.

Bloom’s Taxonomy

Com

ple

xit

y o

f C

og

nit

ive T

hin

kin

g

What Is Training?

Activities, Activities, Activities!

At each stage of your training, plan activities to reinforce what has just been presented, and to

gauge the level of learning by the participants. Activities that engage your participants will help

cement new skills and knowledge. The amount of time you can spend on activities will vary with

the type of workshop you are presenting.

For example, if you are giving a

one-hour introduction to metadata

presentation to mid-level and upper-level

managers, you may choose an activity

that is as simple as a group discussion.

More in-depth workshops allow for

more involved activities. Whatever the

level of training, make sure your activities

support your stated learning objectives.

Don’t leave your participants wondering

what relevance an activity had on their

learning experience.

• Discussions

• Question and answer

• Exercises

• Hands-on applications

• Games (where appropriate)

Activity Examples

What Is Training?

Thoughts on Breaking Through and Improving RetentionThroughout your workshop, you will have several “make or break” opportunities where you will

either drive home your message or lose the interest of your participants. Here are some thoughts

to help make sure you are successful in leaving a lasting impression.

• Communicate – Your workshop will be delivered using multiple forms of communication, including your voice,

written material, visuals, expressions, and gestures. In all of these, take care to avoid mannerisms or

styles that will distract your participants.

• Flexibility - Become familiar with the various learning styles, and be ready to adapt if need be.

• Goals – State and restate goals and major concepts throughout the workshop.

• Positive reinforcement – Acknowledge your participants’ accomplishments. When correcting someone, do it

in a positive manner.

• Information transference – Whenever possible, work from the knowledge base of your participants.

Preworkshop surveys can help establish what this knowledge base is, and you can ask informal

questions at the start of the workshop and each section. Listen carefully to what your participants are

saying, and use their experiences to apply new knowledge.

• Acknowledge your mistakes – Rectify any miscommunication early. Also, if there is a question asked that you

do not know the answer to, say so. If possible, tell them you will work on finding out the answer

and get back with them. Park those questions on the “parking lot” for future reference.

• Breaks – Make sure to give the participants adequate mental and physical breaks.

Remember, recall falls rapidly after 24 hours. Highly stressed items are easily remembered!Remember, recall falls rapidly after 24 hours. Highly stressed items are easily remembered!

What Is Training?

Post-Training Tips

Depending on the nature of your training relationship with your participants, you may have the

opportunity to maintain good contact with them through a follow-up network. At the very least, you

should maintain e-mail contact with all the participants. Here are some ideas to consider for after

the workshop.

• Applying new skills soon after training – Discuss with the participants the importance of putting into

action the new skills and knowledge they have gained in your workshop. Stress how much easier it

will be for them in the long run if they try to incorporate what they have learned into their daily workflow.

• Provide assistance – If possible, maintain an active follow-up network with the participants. Offer them

assistance whenever they need it. Some will take advantage of your offer, others won’t. That’s simple

human nature. Some folks are comforted knowing they aren’t walking into this new adventure alone.

• Encourage management support – If you have the opportunity to interact with the managers, stress the

importance of support from their level. To be effective and to garner the most benefit from your training,

participants need time, tools, and training. You provide the training, but they will need management to

understand that it will take time to master the new tools and other skills learned in the workshop.

• Rewards after proof of learning – Reward successful completion of the workshop with a certificate stating

the name and date of the course. Some organizations require this proof from their employees.

Regardless, it’s a nice, easy way to acknowledge their efforts.

What Is Training?

Let’s review what we’ve covered in this module.

• We discussed the five characteristics of adult learners.

• We examined some barriers to learning, some you have

control over, others you don’t.

• We discovered the power of an audience analysis.

• We discussed learning preferences and styles

as defined by Kolb.

• We examined the learning cycle as it relates to

metadata instruction.

• We looked at the various levels of learning

according to Bloom.

• We discussed the importance of activities

throughout your workshop.

• We looked at ways to increase retention,

and we discussed some things

you can do after your workshop

to help your participants.

What Is Training – Summary and Review

What Is Training?


• Explain the importance of objectives in the instructional process

• Identify and explain the three main elements of a well-written instructional objective as

defined by Robert Mager

• Write instructional objectives for the 20-minute metadata presentations using Mager’s

suggested guidelines

• Explain criterion-referenced measurements as defined by Mager

• List various formal and informal methods of evaluating learners’ progress in class and

explain why it is important to do so

• Prepare criterion-reference measures suitable to assess achievement of the objectives

for the 20-minute metadata presentation

Objectives

Instructional Objectives

What Are Instructional Objectives?


Robert Mager, in Preparing Instructional Objectives: A Critical Tool in the Development of

Effective Instruction (May 1997), says of instructional objectives:

“An instructional objective is a collection of words and/or pictures and

diagrams intended to let others know what you intend for your students to achieve.

• It is related to intended outcomes, rather than the process for achieving those outcomes.

• It is specific and measurable, rather than broad and intangible.

• It is concerned with students, not teachers.”

An instructional objective has 3 major components:

1. Performance – A description of what the learner will be able to do;

2. Condition – A description of the conditions under which the task will be performed;

3. Criterion – A description of the criteria for evaluating the performance of the

student.

As you consider your instructional objectives, ask yourself:

A – Is the focus of the instructional objective student performance?

B – Can the task be measured or observed?

C – How will I know that the participant has reached the objective?

Objectives vs. GoalsGoals and objectives are often confused with one another.

A goal is a statement of intent that describes

the final outcome of a training session.

An objective provides specific requirements and steps

to complete to succeed with a given task.

Goals may comprise multiple instructional

objectives, whereas instructional objectives should

be discrete statements referring to specific learning

events within the scope of the stated goal.

Goal – To develop an awareness and

understanding of the Federal Geographic Data Committee’s (FGDC) Content Standard for Digital Geospatial Metadata (CSDGM).Objective – By the end of the session,

participants will be able to identify the seven major sections and name the three supporting sections of the FGDC CSDGM.

Examples


Examples of Well-Written Objectives


• “Given the Federal Geographic Data Committee’s Content Standard for Digital Geospatial Metadata

workbook, the learner will complete Section 1 in 25 minutes with 85% accuracy.”

• “Without reference, the learner will identify the two mandatory main sections in the Federal

Geographic Data Committee’s Content Standard for Digital Geospatial Metadata.”

• “Using the graphic representation, the learner can list at least two types of keyword categories available in

the Federal Geographic Data Committee’s Content Standard for Digital Geospatial Metadata.”

• “Using the Federal Geographic Data Committee’s Content Standard for Digital Geospatial Metadata

workbook, the learner can explain the difference between mandatory, mandatory if applicable, and

optional elements.”

• “Given the biological data profile document, the learner will be able to name the three elements added to

the Federal Geographic Data Committee’s Content Standard for Digital Geospatial Metadata Standard.”

• “Given FGDC handout materials, the learner can explain at least two reasons why the FGDC Content

Standard for Digital Geospatial Metadata Standard was developed.”

• “Using the National Spatial Data Infrastructure Clearinghouse Web site, the learner can describe at

least two ways information can be searched.”

Writing Clear Objectives

The key to clarity in writing the

objective involves using action

verbs that describe the specific

behavior the learner will be asked

to do. Focus on what the task or

skill is that will be performed. Avoid

using words or phrases that are

ambiguous and are difficult to

measure or observe.

To know

To understandTo really understand

To internalize To appreciate

To believe

To enjoy

To grasp the significance of

To have faith in

To discoverTo think

To solve

These words and phrases are open

to many interpretations


Writing Clear Objectives

When writing your objectives,

use action verbs that limit the

amount of interpretation. These

words should lead to a clear

definition of what the objective

is and how it can be met. To write

To identifyTo name

To describe To construct

To order

To recite

To solve

To compare/contrast

To list

To prepare

To locate

These words and phrases are more specific

Crafting a clear instructional

objective for a particular

task or section of your

training may not always be

the easiest, most intuitive task,

but it will be time well spent.

It will not only help guide you

in your training, but your

participants will also appreciate

having a clear direction defined.


Common Action Words


Add

Alphabetize

Analyze

Apply

Arrange

Assemble

Bend

Build

Calculate

Carry

Catch

Choose

Circle

Cite

Clarify

Collect

Color

Compare

Compute

Conduct

Construct

Contrast

Copy

Count

Cut

Decide

Define

Demonstrate

Describe

Design

Detect

Differentiate

Discover

Discriminate

between

Discern

Discuss

Divide

Draw

Explain

Finalize

Fold

Generalize

Identify

Illustrate

Indicate

Infer

Interpret

Isolate

Judge

Justify

List

Lift

Label

Make

Mark

Match

Modify

Multiply

Name

Order

Plan

Point

Pick

Perform

Place

Punctuate

Prepare

Prove

Predict

Quote

Rearrange

Recall

Recite

Rewrite

Ride

Run

Rank

Recognize

Record

Relate

Repeat

Reproduce

Restate

Reorganize

Select

Sequence

Show

Solve

State

Separate

Spell

Swim

Tell

Transcribe

Tabulate

Taste

Throw

Translate

Underline

Use

Write

Walk

Exercise – Identifying Performance


Directions: Read the objectives below. Which ones are stated in terms of clear and effective

performance (according to Mager’s definition)?

Y or N To better understand the history of Executive Order 12906.

Y or N To know the steps for using Metadata Parser.

Y or N To explain the difference between a mandatory and mandatory if applicable element.

Y or N To detail the steps for setting up a clearinghouse node.

Y or N To discuss the major sections of the metadata standard.

Y or N To appreciate how the metadata standard has affected GIS technology.

Y or N To list the steps for getting an FGDC profile endorsed.

Y or N To describe the International Organization for Standardization.

Y or N To really understand the spatial elements of Section 4.

Y or N To identify the mandatory elements in Distribution Information.

Condition


The condition part of an objective includes a description of relevant or important situations or

circumstances under which the learner will be expected to perform. This could involve listing what the

learner will be allowed to use or what the learner will be denied.

Within the instructional objective, the condition component answers the questions:

• What will the learner be allowed to use?

• What will the learner be denied?

• Under what conditions will you expect the desired performance to occur?

How detailed should you be?

Be sure that the target performance would be recognized by another person. Write the

objective in such a way that another person could read your objectives and be able to

understand them. Conditions can be stated in a negative sense (“without the use of

handouts”) or with no “given” at all.

Condition


Examples of terms for “conditions”

“Given a checklist, notes, and manual…”

“Given the FGDC metadata standard…”

“Given a complete technical manual…”

“Given a set of blueprints…”

“Given a calculator…”

“Under simulated conditions…”

“Using all of the parts…”

“Using the graphic representation…”

“Using any equipment needed…”

“Using your notes…”

“Without the use of a manual…”

“Without the use of a calculator…”

“With the aid of a checklist…”

Criterion


The criterion part of the objective tells “how well” you expect the learner to perform. It is considered the standard

by which performance is evaluated. Be careful to impose criteria that are relevant and important. If you specify a

minimum acceptable performance for an objective, you should also have a standard by which you can test your

instruction.

Below are some examples of well-crafted criteria.

Speed (time limit) – “Given section 1 definitions, complete the exercise in 20 minutes.”

Accuracy – “The learner will correctly list at least 80% of the mandatory fields in Section 7.”

Quality – “Using the Metadata Parser tool, the learner will process a metadata record to produce a

final record with less than 2 errors.”

Criteria can also be identified in a nonexplicit manner through references (“…according to FGDC Content

Standard for Digital Geospatial Metadata 2000”); procedure (“…compare with existing metadata records”); or

examples (“…as demonstrated in the videotape”).

Criterion


Examples of common criteria phrases

Accurate to ____ decimal points

At least 8 out of 10 attempts

At least ____ per cent correct

At least ____ within an hour

At ____ per hour

Before sunset

Having all correct

In the specified sequence

With at least ____ correct

Within ____ minutes

Within ____ tolerance

Without error

With no more than ____ errors

Writing Objectives


Writing instructional objectives

can sometimes be a difficult

endeavor. By breaking the

objective down into its

component parts, it becomes

easier. Try it for yourself.

The action word is something you

can observe; the item is normally

an object or item from the

session; the conditions are what’s

given and any variables; and the

criteria is the measurable

standard.

Example

“By the end of this session, the participant will be able to . . .

Complete (action word) Section 1 (item) given the FGDC

Content Standard for Digital Geospatial Metadata

workbook (conditions) in 25 minutes with 85%

accuracy (criteria).”

“By the end of this session, the participant will be able to . . .”

__________________________ (action word)

__________________________ (item)

__________________________ (conditions)

__________________________ (criteria)

Exercise – Practice Writing Instructional Objectives


Rewrite the following poorly written objectives using Mager’s three-part format (performance, condition, criterion).1) Fully appreciate the steps for establishing a

Clearinghouse node. ___________________________________________________________________________________________

2) Know how to create a metadata record.

_____________________________________________________________________________

3) Teach students to enjoy using Metadata Parser.

______________________________________________________________________

4) Believe in the objectives of Executive Order 12906. ________________________________________________________________

5) Appreciate the history of the FGDC.

________________________________________________________________________________

6) Grasp the significance of Section 2 - Data Quality

Information._________________________________________________________________________________________________

7) Teach the use of a metadata tool. _________________________________________________________________________________

8) Fully understand the value of a Distribution

Liability Statement. ____________________________________________________________________________________________

9) Appreciate the fine points of the FGDC metadata

standard structure.

_____________________________________________________________________________________________

10) Internalize the advantages and disadvantages of using

stand-alone versus on-line metadata entry tools. ____________________________________________________________________

Criterion Test


A criterion test is a series of questions, exercises, or activities that measure the skill or knowledge of

the learner against the specified criteria of an objective. The purpose of criterion testing is to

measure the amount of learning (new skill or knowledge) acquired during the training.

What are the ways we have measured learning in this class so far?

*______________________________________________________

*______________________________________________________

*______________________________________________________

*______________________________________________________

*______________________________________________________

Exercise – Writing Instructional Objectives for Your Metadata Presentation


Write an instructional objective(s) for your 20-minute presentation. Keep in mind Mager’s

principles. You might find it helpful to use the writing objectives formula we used earlier.

Remember to answer these questions:

• Who will perform the task?

• What is the skill or task to be performed?

• What will the learner work with or without while performing the task?

• What is the minimum level of performance?


In a future section, you will learn the various methods of instruction.

Keep your objectives in mind while going through that section to identify

appropriate methods of measuring your objectives.

Right now, review what we’ve covered in this module:

• The difference between goals and objectives.

• The three main elements of an effective objective

(Performance, Condition, and Criterion).

• You rewrote some poorly written instructional objectives.

• You wrote objectives for your 20-minute

metadata presentation.

Instructional Objectives – Summary and Review

This module will discuss many types of instructional methods and provide some insight into where they are best used. From this presentation the participant will be able to

• Explain the importance of using various instructional methods

• Select instructional methods to address certain learning styles

• Identify advantages and challenges of 10 of the 14 listed instructional methods

• Select instructional methods to achieve specific goals

• Utilize several instructional methods in the metadata presentation created

for this workshop

• Utilize debriefing sessions to reinforce learning

Objectives

Instructional Methods



Take a look

at several types

of instructional

methods that you

can choose from

to use in your

workshop.

The method or methods that you choose for your

workshop may ultimately determine whether your

workshop is a raging success or a dismal failure. Being

well-versed in the subject matter is indeed important, but

equally important is how you present that material. A

boring, monotone workshop will cost you the attention of

your students. On the other hand, a workshop utilizing

numerous methods and filled with all kinds of different

visual aids may be too distracting and cause your

participants to become frustrated. The methods you use

should complement what is being taught, and they should

be methods that you are comfortable using. Standing in

front of a class feeling uneasy about what you are doing is

not very fun, for you or the participants.


Instructional MethodsMethod Advantages Challenges

Modified Lecture Typical of computer-based learning.

Applies the new-do-review concept.

Good for group size of 10-20 if other instructional

methods are used.

Lecture may reduce application time.

Activities must be structured and planned.

Traditional Lecture

Typically used in education.

High information volume.

Short time frame.

Repeats critical concepts.

Uses high-energy activity at beginning.

Suitable for groups of 20 or more.

Learning is one-way, passive.

Requires innovation to hold attention.

Attention drifts.

No feedback.

Brainstorming Good icebreaker.

Sparks ideas from others.

Develops spirit of congeniality.

All ideas are accepted equally.

Limit the time for activity.

Break from traditional learning.

Allows adjustment to group and to develop comfort level.

Suitable for groups of 10 participants or more.

If large group, break the group into smaller groups.

Possible idea rambling.

Demonstration Instructor demonstrates/explains new

skill or technique.

Allows the participant to observe and then operate the

tool.

Must have small or moderate-size group with audio- visual. Must assure all participants have the opportunity to hear and see the demonstration.



Computer-Based Training (CBT)

Off-line:

Integrates non-CBT activities.

Allows partnered learning.

Immediate application of knowledge and skills.

Internet:

Assure Web sites are related to instructional objectives.

Demonstrate the use of the tool, then provide activity

Machine noise distractions: games, e-mail, Internet.

Software meeting all participant needs.

Logistical constraints of space, connectivity.

Exercises Instructor presents information/topic, and

discussion and exercise/activity follows.

Allows participant to practice.

Self-graded exercises allow the “retiring” participant

greater comfort level.

This method may be used in a variety of class sizes.

Requires pre-planning to assure learning objectives

are met.

Highly active exercises not appropriate for large groups.

Worksheets and Surveys

Allows independent activity.

Allows sharing of information.

Allows pre-workshop preparation.

May be used with a variety of learning objectives and

group sizes.

Instructor must prepare prior to workshop.

Question and Answer

Allows further investigation or clarification of an issue.

Reviews lengthy topics thoroughly before continuing.

Useful for small to large groups.

Unrelated questions should be noted and reserved for

later discussion (keep focus)

Repeat questions to allow all participants to hear the

question and the answer.



Guided Discussion

Opens with a question.

Effective after video or presentation.

Can be used as a review technique.

Allows participants to share experiences.

Allows passive learners to gain from others’ experiences.

Works well in moderate to small groups (20 persons or fewer).

Large groups may be divided into smaller groups.

Instructor needs to guard against the overly

dominant learner.

Instructor needs to keep time frame in mind.

Discussions can prolong a session and,

depending on the topic and emotional character of

the topic, can distract or derail the focus of the

discussion. Return the group back to the materials

after a reasonable period has been spent on the

issue. Table or “park” tenacious issues for

discussion during break, lunch, or after class.

Discussions can prolong a session and,

depending on the topic and emotional character of

the topic, can distract or derail the focus of the

discussion. Return the group back to the materials

after a reasonable period has been spent on the

issue. Table or “park” tenacious issues for

discussion during break, lunch, or after class.

UseCaution


Using Questions

Type of Question Example

Closed yes/no question “Do you create metadata?”

Presumptive question (presumes metadata is created and that there are problems with its creation)

“What are your obstacles to creating metadata?”

Leading question (negative and presumptive) “You’re having problems creating metadata?”

Multiple questions “Are you creating metadata? If so, what are your obstacles? Can we assist you with your problems?”

Rambling question “Metadata? Problems? Help?”

Conflict question (emotional and negative) “Where is your metadata? Why do you not have metadata?”

Hypothetical question (problem-solving question) “Given the opportunity, how would you…..?”

Open questions (opens discussions, invites additional information) “Why metadata?” “Who does metadata?” “When do they do metadata?”

Probing question (seeks further information or clarification) “You have been creating metadata. Tell me how it has improved your data exchange.”

Reflective (a statement requiring response) “This element definition is unclear.”

Questions used in “Question and Answer” and “Directed Discussions” come in many forms. The

following are examples of different types of questions with example questions for each type.

Closed questions begin: Can… Do… Is… Are… Did…Open questions begin: What… Where… When… How… Who…Probing questions begin: Why… Why not… How… What…

MORE TIPS:

Exercise – Applying Levels of Learning

Questions used in a discussion can assist the instructor in determining the level of learning taking place in the presentation. Apply the “Levels of Learning” (“What Is Training” page 2-17) to these types of questions:

What level of learning is the closed question?

What level of learning is the open question?

What level of learning is the probing question?

Why would an instructor want to include all of these questions in a discussion?

Develop a set of questions (two or more) as a method to reinforce learning and to engage the participants in a discussion on a concept or concepts in your metadata presentation.



Instructional Methods – Some Other Methods

The previous methods discussed are widely used in metadata training. What follows are some

methods not widely used but which can potentially provide a unique and interesting experience for

your participants.

Readings • Requires a preview of the material by the instructor.• Readings must be distributed and assigned in advance. Some

readings can be assigned for breaks.• Not all will participate—some may be slow readers.• You can measure the learning from this exercise by creating an outline for the content. The participants can fill in

the missing information.

Role playing • This method can be difficult, and the instructor must develop the

roles and provide sufficient background information to the participants.

• Extrovert learners will thrive with this method, while passive learners may decline an active role.

• Create a hypothetical situation that provides a subject for discussion.

• This method is an example of experiential learning. • Can be effective with any size audience and knowledge base.


Instructional Methods – Some other methods

Videos • Entertaining, but passive, method of learning. • Maintains attention and stimulates discussion. • Any knowledge base and group size may benefit from this method, and it’s

especially useful for very large groups. • Preface the video to point out the objective.• It may be difficult to locate a video that sufficiently addresses the concept. • Requires equipment.

• Example – NSDI Satellite Conference on Metadata video shows actors portraying a data documentation situation.

Games• Requires time to develop the concept and game materials. • Instructor provides structure, decides termination point, debriefing. • Allows measuring learning and application. • High participant involvement and peer learning. • Care should be taken to curb over-competitiveness. Game ideas:

Metadata jeopardyMatch game


Instructional Methods – Some other methods

Debriefings An unobtrusive chat that discusses the instructional method, learning, and obstacles that occurred. It

acknowledges the knowledge or skill obtained and reflects on the learning that took place and plans for material

changes or adaptations. Debriefing requires an agreement from the participants to maintain a safe environment

where the individual is accepted and where participants can speak openly. Debriefings contain constructive and

impersonal criticism. The instructor must keep control of the classroom. The debrief brings closure to the

exercise.

A good ending to the debrief is “Are there comments before we move on?”

The instructor states the following:

• Debrief purpose

• Object of the exercise

• Needs and expectations of the individual

• Needs and expectations of the group

Intrapersonal issues may arise during an exercise that concern a participant. Acceptance, value, and self-

concept issues may appear. Recognize that these issues occur. If the intrapersonal issue becomes a deterrent

to learning, the instructor may need to take additional actions.

Exercise – Instructional Methods

Develop an instructional method or methods to integrate into your metadata module. Note the following with your method selections:

• Who is the expected audience? (managers, metadata creators, etc.)

• What is the reason for using the chosen method? (measure learning, re-energize, etc.)

• Estimate the amount of time necessary to

conduct the activity.

• Use the questions developed in this module’s first exercise for a discussion (instructional method) or to focus the debriefing.


• Use many types of instructional methods to keep training pace varied and active.

• Use interactive methods as icebreakers and refreshers at low energy periods.

• When using active instructional methods with a large group, divide the

group into smaller units, making the activity easier to handle.

Smaller groups also allow the “retiring” participant to

feel comfortable.

• Select the type of instructional method based on learning

objectives, venue, and characteristics of the

audience. Managers have a different purpose

and goal than the metadata creators.

• Debrief after an exercise to reinforce learning.

Ask questions about the learning

experience, such as

What happened?

Why did it happen?

How can this be used?

How can this exercise become a better learning tool?

Instructional Methods – Review


At the end of this module, the successful learner will be able to

• Describe the training aids presented

• Practice using at least three of these training aids

• Identify the advantages, disadvantages, and “how to” skills for the training aids

listed in this section

Objectives

Training Aids and Visuals


Why Some People Avoid Using Training AidsFear! Whether from fear of the equipment, fear of standing in front of

others, or fear of making a mistake, a workshop can be less than

exciting if you let fear take control. Here are some ideas to

consider that may help reduce or eliminate your fear.

Know your material – Standing in front of a group of eager

students and feeling uncertain about what

you are talking about can make your

anxiety soar.

Never try to fake it – If you don’t know the answer to a question,

just say so. Make a point of letting your inquisitor

know that although you don’t know the answer at

the moment, you will try to find it and get back with him.

Relax! – Above all, relax. People are much more forgiving and

understanding than you might think. Have a good

time and try to enjoy interacting with the class. It

makes your life a lot more fun and their experience

that much more positive.

Training

Aids

are your

FRIEND!


The Importance of Training Aids

• Facilitates the learning process – When used properly, training aids can greatly increase your

teaching efficiency, leading to an increase in retention of taught material.

• Ensures consistency between training sessions – The reason companies like McDonald,s are so

successful is because of their consistency. If you will be doing a particular training session over and

over, training aids can help you maintain your consistency.

That way, your message gets across every time.

• Creates interest in the subject – No one wants to sit in a

classroom for two days and listen to an instructor

stand behind a podium and drone on and on. You

need to mix it up a bit to capture and hold the

interest of your participants.

• Simplifies instruction – Sometimes, it’s a lot easier to show

something and discuss it than it is to only describe it.

A well-constructed diagram or graphic not only helps

the participants grasp the material, but it can act as a

sort of cheat sheet for you, so that you cover

everything you intended to.


Using Visual Aids Essentials for good visual aids:

• Simple and easy to understand – Don’t clutter your message

with a lot of gaudy colors, graphics, or flashing icons.

• Brief and concise – Enough said.

• Stress essential points – Use your visual aids to help hammer

home key points.

• Correct size and clearly visible – If possible, preview your

material. Make sure you are using the proper font size for the

presentation and setting. Avoid too much text.

• Interesting – Find ways to make your visual aids interesting and

fun. Your participants will appreciate it.

• Colors, spacing, etc. – Avoid colors that clash and background

images or colors that swallow up font colors.

• Applicable to the subject – While your vacation last summer was

probably a blast, it’s probably not a good topic to introduce in

your workshop. Don’t loose your participants with

irrelevant material.


Types of Training Aids – Easel Pads

• Stand to one side and maintain good eye contact

• Don’t talk to the easel pad; talk to your audience

• Practice flipping and tearing

• Keep precut pieces of masking tape handy

• Post high on wall for reference

• Use light pencil to make notes to yourself

• Keep blank pages between written sheets

• Tag or clip edges of pages for easy reference

• When finished, turn to clean sheet

• Use as a notepad to capture ideas

• Cover individual entries and reveal as needed

Advantages Easy to carry around. Material can be posted and reused. Material can be prepared in advance or during the presentation.

Disadvantages May be a distraction if placed improperly. Easily damaged. May require significant preparation prior to workshop.

Tips on Using Easel Pads


Types of Training Aids – Easel Pad Tips

Legibility

Print. Don’t use Script.DON’T USE ALL CAPITAL LETTERS.Size - Generally, printing should be 2 inches in height when group is 20 feet away, increasing by half an inch for every additional 10 feet.

Writing

Do not talk to the easel pad as you write.Stand facing the easel pad square on, not to one side, and move across as you write. Often if you stand to one side, your writing lines may curve up or down.

Symbols

Use pictures, symbols, drawings, sketches, etc. to convey the message or supplement the words.

! * ? + < >

Layout

KISS – Keep It Short and Simple.6x6 Rule: Six lines down and six words across.Include a title.

Color

Use bold reds, black, blues, violets, and some greens. Avoid pale colors – yellows, pinks, pale greens, etc.Use different colors for impact, to separate items, to link items, to vary the presentation, etc.

Write the words first, then draw the box.Very effective for impact or separation of ideas.Don’t overdo it!

Boxes


Types of Training Aids – Chalkboards and Whiteboards

Some advantages: Inexpensive to purchase Chalk/Eraser easy to obtain Can use a variety of colors

Some disadvantages: Messy on hands and clothes Not available in all locations May require a lot of preparation work

Some advantages: Generally portable Markers/erasers easy to obtain Can use a variety of colors

Some disadvantages: Expensive to purchase Markers dry out quickly Slippery to write on unless practiced.

Tips on Using Chalkboards or Whiteboards

• Don’t wear dark-colored clothing (chalk dust)

• Don’t talk while writing with your back to the group

• Slant the chalk to avoid a screeching sound

• Erase with up and down strokes versus side to side

• Before erasing, check to see that everyone has had

a chance to finish copying

• If using porcelain boards, make sure you use the

right pens

• Eliminate chalk buildup to avoid messy appearance

• Write legibly and large enough for those in back to see


Types of Training Aids – Overhead Projectors

Advantages:

Lets speaker face group at all times.

Instant placement or removal of information.

May be used in normal lighting conditions.

Disadvantages:

May not be available at your training site.

Bulky to transport between locations.

Requires extra preparation.

Tips on Using Overhead Transparencies

• Have a spare bulb and know how to put it in.

• Leave transparency on for a least 20 seconds.

• If you hear yourself start to say, “You probably can’t see this,” don’t show it.

• Turn machine off when through or when there will be a long time delay between transparencies.

• Use a pencil or pen as a pointer directly on transparency.

• Face and talk to audience, not to screen. Maintain good, consistent eye contact.

• Lay the transparency down straight.

• Number transparencies in the order they are to be used.

• Make notes so you know which transparency is shown when.

• If your lettering is small, have a handout to go with it.

• If someone else is handling the transparencies for you, practice your timing or develop cues to signal the next transparency.

• Stack transparencies with a sheet of paper between each.

• Use a card or piece of paper to cover later items until they are discussed.

• Write directly on the transparency to capture topics being discussed at the moment.


Types of Training Aids – Designing Transparencies

When putting together your transparencies, consider the following:

• Use a heading or title, along with a few key ideas

• Use only six to eight words per line

• Use only six or seven lines per transparency

• Keep your margins at about ½ inch

• Keep the transparency projected in the upper 2/3 of the projector screen

• Your letters should be at least 5/16 of an inch high

• Don’t use more than 2 different type fonts

• DO NOT USE ALL CAPITAL LETTERS. THEY ARE HARD TO READ.

• Stand six feet away and see if you can read what you have projected

• Note the difference between serif fonts and sans-serif fonts. As a general

rule, use serif for text, and sans-serif for headings.

Serif: Has ditties – This is an example of a serif type font. (Times New Roman)

Sans Serif: No ditties – This is an example of a sans-serif type font. (Arial)


Types of Training Aids – SlidesDisadvantages:

Costly and time consuming to purchase.

Larger rooms may require special equipment, such as a tripod.

Not easily updated.

Requires a fairly dark room.

Tips on Using Slides• Make sure slides are loaded properly so you don’t show one upside down

• Create visually appealing slides with concise message

• Spend more time on complex topics; move quickly through easy to grasp points

• Check lighting to ensure instructor can be seen

• Use a wireless remote if possible or have someone advance slides for you

• Standing next to a projector will force you to shout over the fan noise

• Check location of projector so it’s not in the way of audience

Tips for Designing Slides• Slides project best with light-colored type and graphics on a dark background

• Use a font size larger than that for overheads, especially if slides are to be used in a larger room

• Don’t put too much on a slide. Use the 6x6 rule: Six words per line, six lines per slide

• Replace words with images wherever possible

• To check a finished slide, hold it up to the light at arm’s length. If you can read it, it is probably okay

Advantages:

Generally simple to use.

Trainer can set the pace.


Types of Training Aids – Videos and Film

Disadvantages:

It’s your turn. List some possible disadvantages to using

videos or films.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Tips on Using Videos• Instructor should always preview the video before showing

• Become familiar with contents; use video only if it supports the instructional objective

• Introduce video to participants

• Allow for discussion after the video is shown

• If you announce you are going to show a video, show it

• Prepare area and know how to use the equipment; test prior to use, if possible

Advantages: More information can be covered in a shorter period of time.

Consistency through standardized instruction.

Closer to real-life situations.

Gives instructor a break/rest.

Variety, change of pace.

Brings expert into the classroom.


Types of Training Aids – Tape Recorders

Advantages:

Tapes are inexpensive to purchase.

Very portable.

Adds variety to your presentation.

Incorporating a taped recording into the workshop

Once again, time to don the thinking cap. Can you come up with some

creative ways to incorporate a taped recording into your training?

What are some of the pluses and minuses of your idea?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Disadvantages:

May require substantial preparation time.

Cannot be used too often within a workshop.

The player system may be expensive and difficult

to transport.


Types of Training Aids – Handouts

Disadvantages:

May require substantial pretraining preparation.

Can be a distraction if timed improperly.

May contradict what the speaker is talking about.

Advantages:

Inexpensive to produce.

Can provide additional information not covered in

the main presentation.

Becomes a permanent reference for the participants.

If main points are featured, may free up participants

to listen more closely.

Tips on Using Handouts• Don’t talk while handing out material

• Give directions before handing out material

• Make sure all handouts are readable

• Give credit to authors and sources

• Consider using a “handout” table

• Have enough copies

• Count out ahead and stack so you can distribute quickly

• Don’t give out too many or too much


Types of Training Aids – Computer Presentations

Disadvantages:

Equipment is expensive to purchase.

Not all locations have equipment available.

Can compete with the instructor (screen savers, sleep

mode, annoying blinking things, etc.)

Advantages:

Instructor can set the pace.

Presentations can be easily updated and changed.

Most can be used under normal lighting conditions.

With advances in technology, equipment is much

lighter and more portable.

Tips on Using Computer Presentations• Always check equipment before the presentation!

• Have spare equipment (bulbs, extension cords, etc.)

• Remember the technology is there to support your presentation

• Don’t talk to the screen

• Don’t stand in front of the projector

• Maintain good eye contact

• Make sure all images and lettering are readable

• Use the 6x6 rule (six words per line, six lines per screen)

• Make sure background color and text color have good contrast

• Avoid too many graphics or “blinking things”

Training Aids and Visuals – Summary and Review


This section covered some advantages, disadvantages, and “how to” techniques for using

various training aids and visual aids. Below are some key things to remember.

The importance of training aids:• Facilitates the learning process

• Ensures consistency between training sessions

• Creates interest in the subject

• Simplifies instruction

Essentials for good visual aids:• Simple and easy to understand

• Brief and concise

• Stress essential points

• Correct font sizes, clearly visible lettering

• Interesting!

• Watch color contrast, spacing, etc.

• Applicable to the subject

This module provides background on the differences between a speech

and a presentation, different types of presentation delivery, and

presentation behavior to avoid. The participant will be able to

• Describe the differences between a speech and a presentation

• Determine what type of speaker you are

• Identify and avoid poor board etiquette

• Avoid poor presentation techniques

• Integrate several presentation methods into the module prepared for this workshop

Objectives

Presentation Styles and Skills


One of the Most Difficult Things You May Ever Have to Do

Do you feel like this when you have to give a presentationor workshop?

Use those nerves and anxiety to boost your presentation energy!


A Presentation Is a Speech by Another NameThink for a moment about the different types of speeches you have heard. Some were probably

political speeches by a candidate running for office, some may have been dedication speeches

at the opening of a new building, and others may have been tribute speeches honoring a

particular individual or group. A presentation, in many ways, is just a different type of a speech.

However, unlike the examples above, some things may be a bit different about your

presentation:

Audience – Most likely, your audience will have a specialized background, and will have a

personal desire to attend your presentation.

Environment – As a metadata trainer, it’s most likely that you will find yourself in one of

three environments – business, professional, or technical. Each may require a slightly

different approach, and so knowing your target audience is crucial.

Putting together a metadata workshop will involve more work than just putting together and

delivering a presentation. However, think about the different sections of your workshop as

individual presentations. Doing this may make the development of your material a little easier

and may make your workshop delivery go a bit smoother.


Use a catchy visual aid or stunning statement to start your

presentation with excitement. It wakes up your participants

and can take the edge off your anxiety. It also gives you the

opportunity to provide an interesting example of the subject

at hand. If you grab their attention early, you won’t have to

fight for it so hard later on.

Add some drama!Make a statement!

Stimulate thinking!

As you proceed with your presentation, here are some things to keep in mind:

• Gestures – Be natural with your gestures. Don’t keep your hands in your pockets, and don’t fidget.

• Stand up, speak up, chin up – Good posture will make it easier to project your voice, plus it lends an air of

confidence to your appearance.

• Move, but don’t pace – Be careful you don’t come across like a caged animal. Be relaxed, and your

audience will relax. Tense up, and they will too.

• SMILE! – Have fun with it. A smile goes a long way toward making the whole experience much more

pleasurable on both sides of the podium.

Delivering Your Presentation


Have you ever been in the audience when a speaker either talked exclusively to the screen or

stood directly in front of the projector and wouldn’t move? It makes for one uncomfortable

experience. If you are using a projector, whiteboard, or flip chart, make sure you stand to the

side and use a pointer.

Delivering Your Presentation

Writing metadata using availabletools from the Internet.

Yes, yes, yes!Stand to the sideand use a pointer.

Writing metadata using availtools from the Internet.

No, no, no!Don’t stand

in front of thescreen!


Delivering Your Presentation – It’s in the EyesHave you ever been in a presentation where the speaker looked only at the

screen or flip chart, and did not look at the audience?

How did that make you feel?

When delivering your presentation, always try to maintain good eye

contact. Good eye contact with your audience shows sincerity. As you

speak and are looking around the room, try to spend 4 to 5 seconds in

eye contact with individuals in the audience. When you are answering

questions, look to the questioner for 25 percent of the time and the rest

of the audience for the remaining 75 percent. This kind of eye contact

involves the participants, draws response from them,

and

shows you are confident in what you are saying.You want to avoid the “shifty eye,” where you are constantly looking

around, like you are looking for the closest exit. Also, avoid looking

around people. Make direct eye contact. Finally, whenever possible,

avoid reading your material, either directly off the screen or out of your

workshop materials. To avoid reading, practice your presentation.


Delivering Your Presentation – No Time to Speak SoftlyIn your presentation, your voice is an important tool. Use it wisely.

Speaking in front of a group of people can be intimidating. It is important to realize how you sound.

When you are nervous, you will talk fast, or perhaps you will talk softly. This can kill a good

presentation. It takes practice, so don’t get frustrated. Just take a deep breath and slow down.

Here are some things to keep in mind:

• Projection – Make sure the folks in the back of the room can hear you. When you get started,

ask them.

• Enunciation – Speak clearly. Once again, this is tied to your speaking speed.

• Pace – One of those things that comes with practice.

• Modulation – Change the tenor of your voice to emphasize important

points. Repeat information that you want the participants to

remember.

• “Um, ah, er” – It’s tough, but try to avoid these ‘fillers.’ One way to get

better at cutting out the “um’s” and “ah’s” is to join your local

public speaking club. They specialize in helping people become

effective speakers.

Finally, avoid sexist language and improper grammar. Be professional.


Delivering Your Presentation – Odds and Ends

Below is a virtual compendium of miscellaneous information to consider (as if you didn’t have enough to consider already!).

• Pointers – It’s not a baton! Use a pointer judiciously, and avoid “playing” with it.

You might put an eye out.

• Projection systems – Work with them, don’t compete. Remember, talk to the audience,

not the screen.

• Cursors – When using a computer-based presentation, avoid the frantic mouse

syndrome. Keep in mind your participants are trying to follow what you are doing, and a

mischievous mouse is distracting.

• Color – Use color to liven up a monotone presentation, but avoid too many colors. Also,

pay attention to your color contrasts between your background and text. Avoid

background images and text colors that compete.

• Videotape yourself – It’s a great way to critique yourself and correct any problems.


Delivering Your Presentation – It’s Time. Now What?So you’ve thought about all the tips given in this section, and now it’s time to present your material. Now what do you do?

If you are like most people, you are probably going to be very nervous.

That’s a good thing. Nerves and anxiety are good. They can give an

energetic edge to your presentation. However, if you begin to feel

overwhelmed by your nerves and anxiety is a constant companion, here

are some things that might help.

Before the presentation:• Practice the presentation

• Be aware of your voice pitch, volume, tone,

and pace

• Breathe deeply and slowly

• As you run through the presentation in your

head, focus on one concept at a time and

try to anticipate questions. If you do get

asked something you don’t know, be

honest. Don’t try to fake it.

During the presentation:• Take a drink of water; this helps slow you down

• Breathe deeply and slowly

• Speak slowly, clearly, and distinctly

• Ask for comments before moving on


Delivering Your Presentation – One Last Thing

In all the hustle and bustle to prepare your presentation, don’t forget to prepare yourself.

Your appearance – Anything that distracts the participants

detracts from the presentation.

• Be casual, but tidy

• Dress for the local corporate culture

• Dress to be comfortable

• Check your appearance before the presentation.

Presenting can be a truly wonderful experience, or it can be your worst nightmare. Which

scenario you experience depends a lot on how well you prepare. Let’s review some of the things

you have learned in this section.


Delivering Your Presentation – Review

• Present the material with energy, enthusiasm, and interest!

• Speak clearly and with volume

• Make good eye contact

• Use natural gestures

• Speak to the participants, not to your visual aids

• Speak succinctly, avoid filler words such as “ahh,” “umm,” “err,” “like,” “you know”

• Prepare and practice; avoid reading the presentation and eliminate apologies

• Wear clothing that does not distract from the presentation

• Turn off electrical visual aids when not in use

• Schedule physical and mental breaks

• Keep to your schedule

• Welcome questions

• Observe the listener for cues

• Give feedback

• Ask for comments before moving on

At the end of this session, the successful learner will be able to

• Define what a lesson plan is and describe its key components

• List potential content areas to be included in a lesson, given an instructional objective

• Develop a lesson plan for the 20-minute metadata presentation that ensures the

objective or objectives will be met

Objectives

Lesson Plans

What Is a Lesson Plan?

Lesson Plans

A lesson plan is basically a written guide for the instructor that describes

• What material will be presented

• How the material will be presented

• What is needed to present the material

• When it will be presented

• How long it will take

Which areas should you targetin your lesson plan?

Which is more important to consider

when writing a lesson plan?

• How to teach the material?

- or -

• How to learn the material?

Why?

MustKnow Could

Know

ShouldKnow

Key components of alesson plan:

• Goals

• Objectives

• Procedures and methods

• Evaluation

• References and materials

• Time

• Equipment

Lesson Plan Components – A Closer Look

Goals – These determine your purpose, aim, and rationalefor what you will be teaching. Goals set expectationsfor the lesson.

Objectives – Similar to goals, objectives more specifically definewhat you expect the participants to be able to doduring the lesson. Objectives describe the conditions underwhich the participants are expected to perform, and theyoutline the criteria used to evaluate how well the lesson objectives have been met.

Procedures and methods – This section provides a step-by-step descriptionof how the lesson will be delivered and how the objectiveswill be met. This section is for you, to help you keep trackof what you want to accomplish during the lesson. You maydecide to divide this section into an introduction, a main activity,and a closure or concluding activity.

Evaluation – This portion defines how you will know that your students havearrived at the intended destination. This can be done throughwritten activities, guided discussions, or question and answersessions.

References and materials – List your sources as well as any materials, suchas handouts, etc.

Time – How long do you anticipate this lesson to take? Useful in planning overall workshop.

Equipment – Listing the equipment you plan to use can be very helpful whenthe time comes to give the training. It helps keep you organized,and acts as a reference list for when you do off-site training.

Where are your students going?

How will they get there?

How will you know when they arrived?

Questions to considerbefore beginning

Lesson plans are often overlooked. They do require some work, but the benefits far

outweigh the up-front costs, especially when developing new course material.

Ultimately, they may save you considerable time in the long run.

Lesson Plans

Exercise – Lesson Plan Content

Lesson Plans

Brainstorm at least four topics that are relevant and four topics that are NOT relevant to the

subject, time, and objective listed below:

Subject: Types of Metadata Creation Tools

Time: 15 minutes

Objective: The successful participant will identify two types of metadata creation tools and list at

least two advantages and disadvantages of each type.

Relevant Not Relevant

1. 1.

2. 2.

3. 3.

4. 4.

Sample Lesson Plan Format

Lesson Plans

Lesson Title:

Lesson Goal(s):

Lesson Objective(s):

Handouts:

References and Materials:

Equipment:

Total Time:

Content Outline Instructor Notes

Note approximate timing in parentheses outside each main part of the outline. Bullets under headings represent suggested content.

Introduction: Tie in with previous learning when appropriate State objectives Motivate participants Create interest State purposeBody: Outline of main points and method of presentation Logical learning sequence Examples, illustrations, etc. Student participation Key questions and desirable answers Learning activity that is measuredConclusion: Review main points Do NOT introduce any new material Tie this lesson to any which follow, if appropriate

The instructor notes section allows you to provide specific details about how each part of the outline should be taught. It might have the questions listed or maybe notes to remind you to cover a particular topic or do something in a specific order.

Use this section to help guide you in the flow of your presentation.

This section will be crucial for other instructors to evaluate how you designed your presentation and can assist them in picking up the lesson and teaching it themselves.

Lesson Plan

Exercise – Writing Your Lesson Plan

Lesson Plans

Lesson Title:

Lesson Goal(s):

Lesson Objective(s):

Handouts:

References and Materials:

Equipment:

Total Time:


Lesson Plan

Lesson Plans


Lesson plans can be the key to developing a

successful metadata workshop.

Though often overlooked, these plans help provide

the structure and guidance for your workshop.

Think of lesson plans as blueprints of your workshop.

These blueprints will help you save time in the long

run by focusing your attention on specific

components within a structured outline.

Once your workshop has begun, a well-written lesson

plan can serve as a cheat sheet to help you stay on

track with your goals and objectives.

Lesson Plans – Summary

Lesson Plans

At the end of this module, the successful learner will be able to

• Identify things you can do before and when the class starts to help facilitate learning

• Explain advantages and disadvantages of different classroom seating arrangements

• Develop strategies for handling “challenging” participants

Objectives

Classroom Management

Classroom Preparation


Key things to check include:• Room – Check temperature, lighting, seating arrangement.

• Equipment – Make sure everything works. If possible, locate back-up equipment.

• Materials – If using a computer-based presentation such as PowerPoint, load your

presentation and test the projector, computer, etc. Check overhead projectors (keep a

spare bulb handy).

• Instructor – Check your clothes, go outside and take a few minutes to relax.

Things to do BEFORE the class starts:• Arrive early.

• Set up before participants start arriving.

• Follow a checklist.

• Have enough of everything (e.g., tables, chairs,

materials, etc.).

• Give yourself room to move around.

• Check the equipment.

• Know how to use the equipment.

Things to do WHEN the class starts:• Agenda

• Logistics

• Introductions

• Needs/Expectations

• Icebreakers

A working clock, comfortable chair and desk, and 72

degrees. I’m set!

Training Room Environment


The training environment can have a tremendous impact on the amount of learning that’s achieved.

Factors that might work against effectiveness:• A room that’s too large and “grand”

• A room too small to allow the class to be broken into smaller groups

• Inaccessibility of the training location for all learners

To help you as an instructor, ensure that basic needs are satisfied:• The room is at a comfortable temperature

• Restrooms are available and their locations are known

• Seating is comfortable

• Refreshments and breaks are provided

• Safety first – Go over location of fire escapes and other emergency procedures

Other considerations include:• Distracting fan noise

• Adequate lighting (natural, if possible)

• A visible clock

• Telephones near the training area

• Paper and pens available for participants

Seating Arrangements


Boardroom style

U-shape layout

Cluster layout

Classroom layout

Herringbone, or chevron layout

Exercise – Have a Seat


Classroom

Advantages:

Disadvantages:

Herringbone or Chevron

Advantages:

Disadvantages:

Boardroom

Advantages:

Disadvantages:

U-Shaped

Advantages:

Disadvantages:

Cluster

Advantages:

Disadvantages:

Think about the seating arrangements on the previous page. List some advantages and disadvantages for each type of seating arrangement.

Workshop Checklist Sample


Eight weeks before• Finalize lesson plans• Develop exercises, handouts, visual aids• Order supplies and materials• Finalize location for training

Six weeks before• Confirm course registration with participants• Send out participant background questionnaire• Make travel arrangements for students and instructor, if needed

One to two weeks before• Finalize personal preparation for course• Instructor makes random phone calls to participants• Confirm participants• Purchase consumable items (e.g., coffee, tea, etc.)

Day before• Set up classroom; make sure tables and chairs are arranged appropriately and lay out class materials• Check that all materials, supplies, and equipment are in the room• Check and test all audio-visual equipment• If the room has not been used before, check for location of light switches, thermostat, restrooms, etc.

Day of training• Get there early.• Recheck your equipment.• Organize and place your notes.• Warm up your voice.• Mentally recall the sequence of events.• Relax! You’ll do great!

Good planning can

make your life so much

easier when it comes

to putting on your

workshop. A checklist

keeps you on track and

helps you avoid

forgetting important

details.

• Never put anybody down (i.e., call attention to their behavior or chastise them in any way). It’s

okay to be firm, but always be polite and understanding.

• However people act and whatever they do, remember that they have their reasons. You’re not in a position to make judgments. You need to

respect that there’s a reason for their behavior.

• Treat learners with dignity and respect at all times.

Handling Challenging Situations


In training, occasionally you get a person in class who just goes against the grain. These individuals come in all types. Instructors need the skills to deal with these situations so the training experience can be positive and the learning process isn’t disrupted.

Before getting into these situations, instructors should follow three rules:

Examples of Challenging Situations


The Monopolizer Student A is excited to be in class. Student A has a lot of questions for the instructor and is also participating continuously in the discussion by speaking out and answering questions. Student A is so talkative that other participants aren’t getting to say much during the discussion. What might you do?

The Quiet One Student B is interested in the class, but hasn’t said much during the discussions. Student B is willing to talk one on one during breaks and you know he or she has experience dealing with the topics in class. What might you do?

The Sidetracker Student C is enjoying the class and actively participates in discussions with good comments. However, often these comments do not relate to the topic. Sometimes Student C is getting ahead of the agenda or even bringing up items that don’t apply to the class. What will you do?

The Rambler Student D is a good student who makes relevant comments and suggestions. However, the answers always involve long, detailed monologues that are taking up valuable class time. What do you do?

The Chatterboxes Students E and F like to talk during lecture times. They always seem to be making comments or chuckling when the instructor is trying to talk. Often they are distracting the other students around them. What will you do?

The Disrupter Student G doesn’t care what topic the instructor is teaching because he or she has a problem with their organization. At every opportunity Student G blames their organization and keeps bringing it up during discussions. What will you do?

Key areas for classroom preparation:

• Room• Equipment• Materials• Instructor

One of your priorities as an instructor is to provide an effective learning environment, including taking care of participants’ basic needs (breaks, drinks, food, restrooms, etc.).

Different classroom seating arrangements have certain advantages and disadvantages. Each willlend itself to different types of training.

Your workshop may not always go smoothly. Sometimes you’ll have difficult participants. It’s crucial to develop various strategies for handling these “challenging” participants.

Classroom Management – Summary



• Discuss the four major issues in metadata training

• Develop content for a metadata workshop based on

Audience

Format

Time frame

Other issues

• Discuss methods to reduce training costs

• Locate supplemental metadata materials

• Address special training issues

Objectives

Targeting Metadata Training


Planning and Organizing Metadata Training

FormatContent Time Frame

SuccessfulMetadata Training

Workshop Design

Audience Analysis

Requires

to determine



Major Issues

• Audience – The audience is the driving force behind how you will address each of the topics that follow.

The audience analysis, as discussed earlier, will establish who the audience is, along with the training

needs and previous experiences of the participants. You don’t want to do a real technical presentation for upper-level

managers, just as you would not want to be too general with a group of scientists,

technicians, or analysts.

• Content – Remember that not all metadata trainees in a workshop will be metadata creators. Managers and metadata

creators can have specific and varying training needs and learning goals. The instructor, with the

organization’s training coordinator, uses the audience analysis and each module’s learning objectives to determine the

workshop content based on the participants’ training requirements. Content is a consideration that is influenced by the

audience, format, and time frame. Use the ‘must know, should know, could know” concept to help determine

the appropriate content.

• Format – Will you give a modified lecture, or will your workshop be a combination of lecture and computer-based

training? The metadata creator audience will benefit more from the computer-based training format, while the

needs of the manager will be better met by the modified lecture. Once again, the audience composition, content, and

time frame will influence the format of the workshop.

• Time frame – The duration of metadata training varies. Common time frames experienced by other metadata

workshop developers have been 1 hour, 4 hours, 8 hours, and 16 hours. Time frame is a consideration influenced by

the audience analysis, content, and format, along with other issues discussed later.


Other Issues

• Facility – The training format, content, and audience influence the facilities required for metadata training. If the

format is lecture and the content covers basic concepts or enabling metadata creation, the facilities

required are simple. However, if metadata creation is a training goal, then facilities with computers,

metadata creation software, and Internet connection for clearinghouse instruction will be needed.

Partnering with an agency that has a training center or with a university’s computer laboratory are good

methods to gain access to computer facilities and to cut training costs. Make an agreement to provide

training for students, research staff, and faculty in exchange for the use of the training facility for future

classes.

• Finances – Money is always an issue. Who will be paying for this training? How will they pay? Who will handle

the money issues? Whenever possible, share the costs. Also, seek out grants as a means to provide

financial support for your training. The Federal Geographic Data Committee (FGDC) provides grant

money for metadata initiatives. Also, explore ways to develop partnerships within and between agencies,

with colleges and universities, and with professional organizations.

• Materials – One of the more daunting obstacles new trainers face is developing material. Not to worry. There is a lot

of material already out there that you can gain access to. The FGDC, the National Biological Information

Infrastructure, the NOAA Coastal Services Center, and other trainers can provide you with adequate

material to begin. But don’t just take their material and use it as it. Put your look and feel on it. Modify it to

suit your needs. For more on what’s available, refer to the “Resources” chapter.


Some Issues with Mixed Audiences


If the participants vary in their learning objectives and separate workshops are not an option, consider the following suggestions:

• Schedule the managers to attend the first presentation or two covering basic concepts and corporate

requirements, thereby meeting the managers’ learning objectives. After the managers have departed,

you can continue with the “nitty-gritty” of metadata creation for the remaining participants.

• Have the managers attend a 1- to 4-hour presentation before or after the computer-based training for the

“metadata creator” group.

• Ask the metadata creators if a wrap-up session with their manager would be helpful. In this wrap-up session,

the metadata creators can discuss what they will need to begin the metadata creation process, and the

manager can discuss any constraints that may affect this process. Be sure to lay out some ground rules

to avoid veering off topic and to establish an environment where people feel free to voice their opinions

or suggestions.

More and less experienced participants:

• Utilize the experienced participants as training assistants during activities by pairing them with less

experienced participants.

• Develop “going deeper” options for activities. For example, less experienced participants may be asked to

answer a set of questions using a metadata record as the source, while the more experienced are

asked to critique the metadata record.

The audience analysis may indicate other issues related to the training that might jeopardize the success of

metadata training. For example, some participants may perceive institutional barriers within their organization that

obstructs the development of metadata and hinders institutionalizing metadata creation.

Institutional Barriers to Training


Recommendation – If you have quite a few participants from one organizational unit and you feel (either from the

audience analysis, or from discussions in the workshop) that there may be some institutional barriers present, attempt

to have a debriefing session with the participants and the organization’s managers. Establish with the managers the

“safe learning environment concept” prior to the debriefing to allow the participants to freely discuss perceived barriers

to creating metadata. Be careful, though. You don’t want to set up a situation that degrades into a gripe session, just

as you don’t want to have a situation develop where there may be the possibility of retribution on the part of the

managers. Make sure your ground rules are established and are written in such a way as to avoid these situations.


Some Issues with Time Frames

Time frame or duration of metadata training varies. Common time frames, as determined by experienced

workshop developers, can 1 hour, 4 hours, 8 hours, or 16 hours. Time frame is a factor that can be derived from

the audience analysis but is often determined by logistical constraints such as facility and participant availability.

The most tempting method of reducing time is to minimize or eliminate activities. However, activities can be the

most valuable learning method and means of addressing diverse groups. As such, your creative energy is needed

to preserve the activities.

Some ways to save time include:

• Using dialog instead of lectures where possible

• Integrating social activities (icebreakers, breaks) with learning activities. For example, you might say,

“During your break, talk with your fellow participants to see if you can come up with some of the

biggest roadblocks to metadata creation within organizations. When we get back from break, we’ll

discuss what you have come up with.”

Something to consider when planning your workshop:

Metadata Workshop Subject Typical Time RequiredCore concepts of metadata ½ dayComprehension of the CSDGM 1 dayHands-on training 1½ days

ScalingMetadataWorkshopContent inTime


Core Curriculum

What is Metadata?Value of MetadataNational Spatial Data Infrastructure Framework Data - overview Geodata.gov – purpose/role

• Demo or hands-on• Participation in Geodata.gov

CSDGM – purpose and organization• Content overview• Graphic representation • Using the CSDGM Workbook• Detailed review

Quality Metadata - overview• Detailed review

Metadata Tools – overviewMetadata Creation – getting started

• Software-specific instruction• Select sections and templates• Parsing metadata using mp• Full record

Optional ModulesMaking metadata part of the processTransition to ISOCreating functional templatesFeature-level metadataIndividual profiles and extensions Individual frame data standards

1Hour

1/2Day

1Day

1 1/2Days

2+Days

Metadata Workshop Subjects Workshop Duration

version 20050411

This chart shows suggested minimum

content based on workshop duration.

Check for updates at:www.fgdc.gov/metadata/

Determining Appropriate Workshop Level


Review your audience analysis information and apply the criteria belowto determine the appropriate level for your workshop.

Participant has read a metadata record.

Participant is familiar with the CSDGM.

Participant has used metadata to manage data resources.

Participant has written metadata usingthe CSDGM.

Participant has validatedmetadata using MP

Participant regularly produces metadata.

YES

YES

YES

YES

YES

YES

Participant needs specific metadataimplementation guidance.

YES

NO

NO

NO

NO

NO

NO

NO

INTRODUCTORY WORKSHOP

INTERMEDIATE WORKSHOP

ADVANCED WORKSHOP

CUSTOM WORKSHOP

Re-evaluate participant’s needs

Workshop Design Decision Flow

Expand the lesson plan into a full workshop program (lesson plan, agenda, presentations, workbooks, and materials list) by addressing logistical opportunities and constraints.

Audience Analysis

Logistics

Format

Time Frame

WorkshopLevel

Content

WorkshopLesson Plan

Content

What is the general metadata knowledge level of the workshop participants? Is it consistent or variable?

Determine if the participants would benefit most from introductory, intermediate, advanced, custom, or split training.

How long are the participants and facility available for the training?

Determine the metadata subjects most critical to the workshop level given the time frame.

What workshop formats (lecture, demonstration, hands-on, etc.) can be employed to deliver the content most effectively within the time frame?

Do I have facility, finances, and materials to implement the lesson plan?

Design the workshop lesson plan to indicate the format and instructional methods used to deliver each metadata subject.


The major considerations in planning and organizing metadata training (audience, time frame, format, and logistics) can be organized into a workshop-design decision flow. Using this flow diagram can reduce your workshop development time, and can help ensure that you will hit your training goals.

Qualities of a Metadata Trainer


OK, let’s be honest. Metadata can be tedious. But teaching it need not be. There are some special qualities a

successful metadata trainer needs to possess. These qualities include

• Entertaining – You have to be able to keep the energy level up. Do this by using strong voice modulations,

good movement, and incorporating tasteful anecdotes and jokes.

• Inviting – Be humble. Do NOT be a know-it-all. Stay open to questions, be a good listener, and understand

and be sympathetic to the frustrations of your participants.

• Flexible – You must be able to adjust:

• Content – You will have different levels of ability and background knowledge to deal with,

sometimes within a single class. The ability to adjust your content so as to reach everyone will be

difficult at times but will mean you will enjoy a greater level of success in your training.

• Demeanor – It’s amazing how the mood will change in a class, especially after lunch. Look for

signs of frustration, anxiety, boredom, and exhaustion and adjust your

mood to bring about a change.

• Schedule – Sometimes you will have unique opportunities that present themselves at a workshop,

such as an invitation to visit a map-making facility, or an opportunity to

have a guest give a special presentation on a topic of interest to the class. If your

schedule is flexible, these diversions can be a wonderful addition to a workshop. Take

advantage of them where possible.

• Overall workshop plan – Just keep in mind that if something can go wrong, it probably will. A

good instructor will have a contingency plan for those occasions. Do you?

Activities to Use in Your Workshop


Metadata trainers are cut from a different cloth, to be sure, but they are some of the most fun people you will ever

meet. The activities listed here are just a few examples of how other metadata trainers have made their class fun.

• Mine the Metadata – Participants are given a metadata record and a set of questions. They have to “mine” the

record for the answers. Great for those folks who are new to metadata.

• Writing Quality Metadata – Participants are given examples of data sets and are asked to come up with

informative titles and abstracts.

• Creating a Metadata Template – OK, this one may not be as fun, but the result is good information for a

metadata record. Participants use the workbook to identify and populate those metadata elements that

would be pertinent to their organization. They can also begin crafting standardized statements for

elements such as “Use_Contraints,” “Access_Constraints,” “Distribution_Liability,” etc.

• Building the Business Case for Metadata – Divide the class into groups. You play the role of the manager,

and each group will be responsible for making its case for metadata. Groups have to “sell” you on the

idea of doing metadata.

• Pin the Tail on the Metadata – Participants select metadata elements from a hat. Using the workbook and the

graphical production rules, they decide which of the main sections that element belongs to. When

they have decided, they “pin” their element on the wall below the appropriate section heading.

• Metadata Jeopardy – This one may take some work, but it’s fun. A set of “answers” is posted as $100, $200,

$500, $1000, and $3000 answers and organized under metadata-related topic headings such as

“CSDGM,” “Tools,” “Value of Metadata,” or even specific sections of the standard. Either divide the

class into groups, or select a group of participants to play. They play just like television Jeopardy,

picking an answer and then phrasing their response to that answer in the form of a question.

Teaching the CSDGM


One of the most challenging aspects of metadata training is teaching the FGDC’s Content Standard for Digital

Geospatial Metadata. At a minimum, you need to provide a clear overview of the following:

• The seven main sections and 3 supporting sections of the standard

• The purpose of each section

• The general content features for each section

• The concept of conditionality

If time allows, do a detailed review of one or more of the sections. This will help clear up some lingering

uncertainty. This is a crucial part of the information metadata creators need. However, they don’t need you to

stand there and walk them through every element. If you do that, you’ll lose them. The way to teach these sections

is through various learning activities. Here are some examples:

• Lecture on the graphical production rules. When the lecture is complete, give the participants a worksheet

with a list of questions pertaining to the different elements of section one. They will use the

graphical productions rules and the workbook to answer the questions.

• Review the graphical production rules for a specific section, and then have the participants complete

elements in that section using either template forms or computer-based metadata entry

software that pertain to their situation. In some cases, you can have participants bring in their

data sets to document. If that is not an option, have them fill out the sections they can, such as the

abstract, contact information, etc., which can be incorporated into a template record later.

• Combine lecture and hands-on activities like these for the remaining sections. In the end, the participants

should have at least the beginnings of a metadata record.

Metadata is not an easy subject to teach. Hopefully there has been some good stuff to in this

course to consider when planning your metadata workshop. Let’s review what you have learned in

this module.

• We looked at some of the major issues associated

with metadata training.

• We talked about how to deal with an audience of

mixed skill levels.

• We discussed some issues with time frames,

and how to adjust your workshop accordingly.

• We showed you some suggested curriculum for

various lengths of workshops.

• We looked at workshop design flow diagrams

for planning your workshop.

• We examined the qualities of a good

metadata trainer.

• Finally, we discussed some activities you can use

in your training.

Targeting Metadata Training - Summary and Review



• Give a 20-minute instructional session using audience involvement

techniques, at least two training or visual aids, two types of questions,

and some form of evaluation

Objectives

Metadata Presentations

It’s Showtime!

Metadata Presentations

It’s that time – time for you to put your learning to the test by preparing a short 20-minute metadata presentation. Relax. It will be fun. Below is a list of what you will need to include, followed by the ground rules for providing constructive feedback for the presentations.

1. Metadata-related topic

2. Written objectives

3. Written lesson plan

4. At least two types of training or visual aids

5. At least two questions

6. An evaluation method (e.g., learning activity)

7. Presentation may be videotaped, depending on equipment availability

8. Feedback will be provided by workshop instructors and fellow participants

Providing Constructive Feedback: Ground Rules

• Comment on what worked well and what could be improved

• Comment on specific behaviors, not the person

• Provide observations and descriptions, not opinions and judgments

• Suggest useful alternatives

metadata train the trainer workshop a three-day workshop showing how to train others to create...

Documents

targeting metadata training

metadata presentations

valuable metadata

page metadata train

training aids

effective metadata trainer

address training

type of informal introduction