# Applications of ICT in Libraries/Educator

This page is designed for the use of students undertaking the **Level 8
PDA** (Advanced Diploma ICTL) in
**Applications of ICT in Libraries**.

These qualifications were developed by the **Scottish Library and
Information Council (SLIC)** and are
validated by the **Scottish Qualifications Authority
(SQA)**

**Carrying Out the Educator Role** is an optional unit in the Level 8
PDA programme.

Information regarding the **background to the courses**, **content** and
**certification opportunities** can be obtained by following the **Level
7** (Diploma ICTL) or the **Level 8**
(Advanced Diploma ICTL) links.

Further information can be obtained from **angela.lees@sqa.org.uk**

## Establishing ICT training needs for individuals or groups

### Training needs analysis

Before embarking on designing and delivering any training programme you
must establish your precise objectives. This means determining:

-   1\. the **existing** skills, knowledge and competences of each of
    the learners
-   2\. the skills, knowledge and competences the learners **require**
    in order to operate effectively in their existing work role or to
    progress to a different work role
-   3\. And, from 1 and 2, the **gap** in skills, knowledge and
    competence which the training is designed to address.

It will be the objective of your training that each participant learns
enough to eliminate this gap.

This process is often called a **Training Needs Analysis (TNA)** or
**Learning Needs Analysis (LNA)**. For Outcome 1 you must demonstrate
that you can carry out a straightforward TNA for individuals and groups
of learners.

The first step then is to make an **accurate estimate** of the learner's
current competence.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, outline what
may happen if you embark on delivering training without ascertaining the
existing skills, knowledge and competence of your learners.

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#### TNA problems

There are two equally damaging scenarios.

At one extreme you may have **overestimated** the learners' skills and
knowledge. You therefore pitch your training at too high a level. If you
are lucky, the learners will point this out to you and you may be able
to think on your feet and do a quick redesign of the training.

However, if you find yourself having to devote a considerable amount of
time to bringing the learners' skills and knowledge up to the point at
which you thought you would be starting from, you will be unlikely to be
able to achieve the final learning objectives in the original timescale.

If you have overestimated the skills of only one or two members of a
learning group, it is quite likely that they will not draw your
attention to this. Instead they will sit quietly, not wishing to appear
foolish in front of their colleagues. In this situation they will learn
little and will become demotivated and disinterested.

At the other extreme you may have **underestimated** the learners'
skills and knowledge. You will then find yourself delivering training
which covers areas which they already know -- "teaching Granny to suck
eggs".

Your learners are likely to become quickly **disenchanted** and possibly
aggressive. If this applies to only one or two in a learning group,
these learners are likely to switch off and may distract other group
members.

From these examples, you can see the importance of really knowing your
learners before you start.

#### Estimating ICT Competence

Learners may have acquired differing **levels** of ICT competence
through:

-   **formal training** in the workplace
-   **experience** in the workplace
-   **off-the-job training** such as an ICT course at school or college
-   **personal development** and experience outside work.

Where skills and knowledge come from non-workplace environments, it is
important to make sure that they are transferable into a workplace
setting. ICT skills and knowledge usually do transfer readily. Thus your
TNA should relate to competences from both work and non-work
environments.

The obvious place to start is with the learners themselves. However,
people are, depending on their personality, often inclined to underplay
or alternatively exaggerate their ICT competence and experience. So you
will wish to **corroborate** the learner's estimates of their competence
through hard evidence or the views of other people.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of who
else, apart from the learners themselves, might be able to provide you
with useful information on a learner's ICT competence.

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#### Sources of information regarding ICT competence

You might usefully consult some or all of the learner's:

-   **line manager** or immediate supervisor
-   **colleagues**
-   **previous tutors** or trainers from within and outside your own
    organisation
-   **clients** in the library who will have received a service from the
    learner which is ICT related.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, note down as
many techniques as you can which you might use to gather information on
the learner's competence from the learner themselves or from any or all
of the people listed above.

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#### Information gathering techniques

You might use some or all of:

-   direct observation of the learner using ICT in the workplace
-   examination of work samples or work records belonging to the learner
-   practical tests and assessments of the learner's use of ICT
-   questionnaires or checklists covering key ICT competences
-   the learner's staff appraisal reports
-   interviews or focus groups with learner, manager, colleagues,
    tutors, clients

#### Direct Observation

This is one of the most reliable methods for you to gauge the learner's
competence. You will see for yourself exactly what they can and cannot
do. You can supplement this by **questioning** to extend to situations
which occur rarely or would be emergencies. Use questions like \"What
would you do if the system crashed at this point?" or "Can you think of
an occasion when what you have just done would not be appropriate?"

There are a few **disadvantages** with direct observation. The learner
may feel nervous and so under-perform. Alternatively, they may "play to
the camera", although this is usually easily spotted. The main drawback
is that observation must be done on a one-to-one basis. It is therefore
time-consuming. Another difficulty can be that you have to arrange a
time which is convenient to both you and the learner and when work
conditions allow the learner to carry out the specified tasks.

#### Examination of Work Products

ICT tasks often produce **printed materials** or **electronic records**
which are stored in the computer. These demonstrate clearly what a
learner has been capable of.

#### Practical Tests and Assessments

You may be able to devise a short pre-training assessment which all
learners will undertake. Make sure that this assesses only the knowledge
and skills which are directly relevant to the proposed training (and, it
goes without saying, to the work to which this training is related).

Devising assessment material is a skilled task. It is always
advantageous to have a dummy run with a couple of volunteers who will
give you unbiased feedback and point out any ambiguities or deficiencies
in the assessment. You may be able to get assistance in devising
assessment materials from your Training or HR Department.

#### Questionnaires or Checklists

Questionnaires or checklists can be completed by the learner themselves
or by other people who can give an **informed opinion** as to the
learner's competence. It is important not to make these too detailed.
You should home in on the key competences only.

Here's an example of a checklist which might be used to establish a
learner's competence in using applications under Microsoft Windows.

Please tick the box which best describes your ability to carry out each
of the tasks below:

  ----------------------------------------------------------------------------------- ------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------- ----------------------------------------------------
  Task                                                                                I have done this often and am confident about my ability                  I have done this quite a few times and I would probalby be able to do this in most situations        I have done this occasionally and would need some reminders about how to do it again   I have never done this
  Run an application from the desktop or by using the Start menu
  Create a new folder
  Open a document and use the Save and Save As options
  Save a document in different formats
  Print a document
  Cut, copy and paste within a document, between documents and between applications
  ----------------------------------------------------------------------------------- ------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------- ----------------------------------------------------

#### Staff Appraisal Reports

Staff appraisal documents are, of course, **confidential**. However,
with the agreement of the member of staff concerned you may be shown
relevant extracts relating to ICT skills.

#### Interviews or Focus Groups

These an take place with learners, managers, colleagues tutors or
clients and may be one-to-one or group interviews. It is vital to obtain
the consent of the learner before you invite opinions from others as to
the learner's ICT competence. It is equally important to reassure others
that the learner has agreed to your interview with them. In some cases
the learner may be able to suggest appropriate interviewees who could
provide valuable insight into their ICT competence.

In all cases it is essential to start the interview by explaining the
reasons why you are exploring the learner's ICT competence. It is good
practice to use a checklist to ensure that you get all the required
information from each interviewee.

#### Areas of competence

You can use these techniques to profile the learner's **existing ICT**
skills in the areas of:

-   hardware
-   operating system environment (e.g.: Windows)
-   packages used (e.g.: Word)
-   the library's own ICT management system
-   the Internet

In Outcome 1 of Unit 3 we discussed in some detail the areas which you
would want to explore under each of these headings. If you want to
review this material, you can click the ICTL logo near the top left of
the page to return to the Unit 7 home page and navigate to the relevant
Outcome from there.

#### Learning objectives

The next stage is to determine your learning objectives, i.e.: the
skills and knowledge which it is intended all learners should possess at
the end of the training. These will usually be related to:

-   improving the learners' **competence in their current job**
-   preparing for planned **new ICT devleopments** which will impinge on
    the learners' current job
-   upskilling so that the learners can move on to a different job which
    requires **increased ICT competence.**

To determine the required skills and knowledge, you can use the same or
modifications of the methods for assessing existing ICT competence

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, look at this
list again:

-   direct observation of learner using ICT in the workplace
-   examination of work samples or work records belonging to the learner
-   practical tests and assessments of the learner's use of ICT
-   questionnaires or checklists covering key ICT competences
-   the learner's staff appraisal reports· interviews with learner,
    manager, colleagues, tutors, clients

Remembering that this time you are focusing on the end product of the
training, amend the list to show the methods you could employ.

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#### Methods of gathering information

We think that this time you will lay more emphasis than previously on
evidence from people other than the learner. Of course, it is still
important to consult the learner in order to gain their views on the
skills which they think they require. However, at this stage you are
likely also to consider:

-   **direct observation** of others using ICT in the workplace, e.g.:
    staff already employed in a post to which the learner may aspire
-   **examination of work samples or work records** belonging to others,
    e.g.: a colleague in a similar job to the learner who demonstrates
    greater ICT competence
-   **questionnaires or checklist**s covering key ICT competences, e.g.:
    completed by managerial or supervisory staff
-   **interviews** with managers, supervisors and colleagues in similar
    posts or in promoted posts
-   **literature** provided by suppliers of new/upgraded ICT equipment
    which it is intended to install in the library.

And finally having gathered all your evidence as to the existing skills
and knowledge of your learners and the competence which are the end
result of the training, you can design an appropriate training programme
to upskill the learners to the required level.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, consider what
approach you might adopt if your training needs analysis establishes
that the ICT skills of your small group of learners differ considerably.

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#### Dealing with differing skill levels

Your approach might be to design **individual learning programmes** for
each learner which they can work through independently of their
colleagues.

However, it is probably more cost-effective to bring the skills of all
group members up to a common base level and then provide group training
from that point on. You might, for instance, arrange for three of the
group to work through some basic ICT learning packages in the library
before you delivered some group sessions on simple Internet searching.

## Selecting a delivery approach

### Learning styles

We all learn in a variety of ways but each of us tends to have one
learning style with which we feel most comfortable. Many educational
theorists have written about learning styles and the implications of
these for delivery of training. One well-accepted approach is that of
**Honey and Mumford** who identified four main learning styles:

-   activists
-   reflectors
-   theorists
-   pragmatists

According to Honey and Mumford, different learning activities are
associated with each of the four learning styles.

#### Activists

Activists prefer **new experiences, opportunities to tackle problems**
and **difficult tasks**. They like challenges, generating new ideas,
brain storming, leading others. Their philosophy is: \"I\'ll try
anything once\".

They tend to act first and consider the consequences afterwards. They
are gregarious and like learning in a group with other people, although
they can tend to try to centre all such group activities on themselves.

#### Reflectors

Reflectors are thoughtful people who prefer to **collect all the facts**
and data and **consider every aspect** of a situation before taking
action.

They will listen to others' opinions and experiences and learn from
these. They are likely to adopt a low profile in group discussions but
enjoy observing other people in action.

#### Theorists

Theorists prefer a **clear structure, focus and purpose** and will want
to know exactly what is expected of them. They like to have time to
**think logically** about ideas and situations and try to fit these into
a pattern.

They learn by thinking problems through in a step-by-step, logical way.
They like to analyse and synthesise. They are uncomfortable with
subjective judgements, lateral thinking and anything flippant. They are
happy to learn alone without group support.

#### Pragmatists

Pragmatists learn best through **concrete activities** which let them
try out ideas, theories and techniques. They like to have the
opportunity to **practice** what they are learning with **feedback**
from a knowledgeable mentor.

As they are essentially practical, down to earth people who like making
practical decisions and solving problems, they tend to dislike
long-winded and open-ended discussions.

Although each learner is likely to have one preferred learning style,
everyone can use a **mixture of styles**, depending on the type of
learning and the occasion.

QUESTION TextEntry1: Different Learning Implications

#### Other approaches to learning styles

The approach of **Honey and Mumford** is just one way of looking at
different learning styles. If you wish to explore this further, you will
find some good summaries of other approaches at:
<http://www.learningandteaching.info/learning/experience.htm>

Another way of categorising learners is to measure their attributes in
terms of:

-   1\. Active vs reflective
-   2\. Sensing vs intuitive
-   3\. Visual vs verbal
-   4\. Sequential vs global.

You can learn more about these learning styles and their implications
for design and delivery of training at:
<http://www.engr.ncsu.edu/learningstyles/ilsweb.html>

This also includes a **short online questionnaire** which you can be
used to determine your own learning style.

That\'s the end of this section. You can review any topic by using the
menu at the left-hand side of the screen, or move on to the next
section: Delivery approaches ...

### Delivery approaches

When we explored the four different learning styles, we realised that
the trainer must choose **appropriate delivery methods** in order to
accommodate the styles of the learners.

Another equally important dimension to consider is matching the delivery
method to the nature and content of the learning.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, list the most
common types of delivery method which you might be able to include in a
programme of workplace training.

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#### Delivery methods

Among the most common delivery methods are:

-   "chalk and talk"
-   demonstration
-   group problem solving
-   role playing and simulations
-   practical activities, individually and in groups
-   individualised learning, e.g. from a book or an e-learning package
-   videos and other media.

#### "Chalk and Talk"

This phrase is often used to describe **traditional teaching**. The
picture it conjures up is of the trainer in front of the group of
learners, giving a talk on some topic. Nowadays, the "chalk" element is
more likely to be a whiteboard, flipchart or a PowerPoint computerised
presentation. This method is suitable where the trainer wishes to impart
theoretical knowledge to the whole group of learners.

We absorb more information from **what we see** than from what we hear.
So it makes sense always to include visuals, either on the board, chart
or screen or through handouts or posters. The learners' **attention
span** will be limited when they are required only to listen to someone
talking. Good practice is to introduce a variation by asking questions
of the learners, encouraging the learners to ask questions of you or by
interspersing your talk with group discussions.

#### Demonstration

The trainer will demonstrate **how to carry out a practical activity**
to either a group of learners or to an individual. You might be able to
incorporate demonstrations from other people -- experienced colleagues
or one of the group who is more skilled than the others.

When group demonstrations are involved, it is crucial that every group
member can observe the demonstration clearly and has the opportunity to
ask questions of the demonstrator.

#### Group Problem Solving

**Team working** is one of the most highly prized skills in the
workforce of today. Any training which involves group problem solving
has the multiple advantage of:

-   improving the learners team working skills
-   developing the particular competences related to the training topic
-   enhancing the core problems solving skills of the learners.

Problem solving activities need to be carefully structured by the
trainer. A useful approach is to encourage the learners to adopt a
process of Plan--Do--Review. This ensures that they progress to the
stage of evaluating their problem solving strategy and learning from it:
not just designing and implementing a strategy for solving the problem.

#### Role Playing and Simulations

These offer the opportunity for participants to practice in a safe
environment and to learn about situations which occur only rarely or
which involve danger and emergency action.

However, role-playing and simulations should be used sensitively,
remembering that many learners feel apprehensive in artificially
constructed situations.

#### Practical Activities

**Hands-on practical work** has an important role to play in workplace
learning. It offers the learners the opportunity to develop skills in a
real situation, with the equipment they will actually use on the job. Do
make sure that there is enough equipment.

In particular, it is unwise to double learners up on terminals to
undertake computer-related tasks. This usually results in one (the more
confident) learner carrying out all the tasks, while their partner
passively watches.

#### Individualised Learning

You may have access to commercially produced learning packages (print or
electronic) which are applicable to the training you wish to deliver.
The alternative is to design your own -- but be warned - this requires
**considerable skill** and **time input** on the part of the trainer, if
a polished and professional product is to result.

#### Videos and other media

It is common to use audio or video material in learning sessions. These
provide the opportunity to engage the learner by introducing experiences
from beyond the training room or the library service. And they can
provide a welcome change from the trainer's voice!

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, complete the
chart below.

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Which learning activity(s) would be most suitable for the training
topics listed?

  -------------------------- ---------------------------------------------------------------------------- ------------------------------ ------------------------------- -----------------------------------------------------------------------
                             New health and safety regulations and their implications for the workplace   Dealing with awkward clients   Operating the new e-catalogue   Catching up for two learners who missed the previous learning session
  "chalk and talk"
  demonstration
  group problem solving
  role-playing/simulations
  practical activities
  individualised learning
  Videos and other media
  -------------------------- ---------------------------------------------------------------------------- ------------------------------ ------------------------------- -----------------------------------------------------------------------

#### Choosing learning activities

It is possible to think of a scenario when you might use each of the
activities for any of these topics. However, we think the most fruitful
choice is likely to be.

  -------------------------- ---------------------------------------------------------------------------- ------------------------------ ------------------------------- -----------------------------------------------------------------------
                             New health and safety regulations and their implications for the workplace   Dealing with awkward clients   Operating the new e-catalogue   Catching up for two learners who missed the previous learning session
  "chalk and talk"           X
  demonstration                                                                                X                              X                               X
  group problem solving      X
  role-playing/simulations                                                                                X
  practical activities                                                                                X
  individualised learning                                                                                X
  Videos and other media                                                                                X                                                              X
  -------------------------- ---------------------------------------------------------------------------- ------------------------------ ------------------------------- -----------------------------------------------------------------------

### Motivating learners

Motivation is the key to all successful learning. You may have designed
a wonderful training programme but if the learners are not motivated to
learn, your efforts are doomed to failure.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, make a list of
factors which can demotivate learners

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#### Demotivating learners

We could demotivate you by giving a long list here! But instead here is
a summary of what we think are the **main demotivators** for learners.

**The training itself:**

-   The training is at too high or low a level.
-   Learners have been compelled to attend the training without the
    reasons for their participation being adequately explained.
-   The topic appears irrelevant to the learners.
-   The trainer has not outlined clearly at the start of the training
    what the **specific learning objectives** are.
-   The training is **delivered badly.**
-   The **learning environment** is poor.

**The learner:**

-   Learners have had previous **negative experiences** at school,
    college or of workplace training.
-   Learners are **distracted** by problems unconnected with the
    learning.

#### Level of training

If the training is pitched at the **wrong level**, it will result in
learners who are either **struggling to cope** or **bored**. Neither
category of learner will be particularly motivated to learn. If you have
carried out the training needs assessment properly, this should simply
not occur.

Learners for whom the training would have been at too high a level
should have received preparatory training to upskill them and extend
their knowledge to the competence required.

Learners for whom the training would be at too low a level should either
simply not attend or could be slotted in part way through the programme
at the point at which the learning becomes relevant to them.

#### Other demotivating factors

We will group the next three points together as they are closely linked.

-   Learners have been compelled to attend the training without the
    **reasons** for their participation being adequately explained.
-   The topic appears **irrelevant** to the learners.
-   The trainer has not outlined clearly at the start of the training
    what the **specific learning objectives** are.

We take it as read that the topic is relevant to the learners -
otherwise there is no justification for you to deliver the training.

Reasons for attendance should be clearly explained to the learners in
advance and links between the proposed training and their work
demonstrated. It is especially important to outline the benefits to the
learners themselves (as opposed to the library service) which will
result from the training programme. You might be able to show, for
instance, how learning to use a new computer program could cut down on
boring, repetitive manual tasks. As the trainer you may either discuss
these issues yourself with the learners in advance of the training or,
alternatively, you should ensure that another person does so, most
probably their line manager. In the later case you may find it helpful
to construct a briefing sheet.

At the start of the training programme you will outline your specific
learning objectives and how you intend to deliver the training to
achieve these. At this point you should clarify what your expectations
of the learners are and, conversely, what support the learners can
expect from you.

#### Badly delivered training

We hope that when you have completed this unit, this will not be the
case! However, let us list a few common pitfalls which you should try to
avoid.

-   Trying to pack **too much material** into a learning session
-   Poorly produced **visuals**
-   Irritating **mannerisms** on the part of the trainer, e.g.: jingling
    coins in pocket, fiddling with jewellery
-   **Poor delivery**, e.g.: mumbling, speaking too quickly
-   **Lack of variation** of learning activities
-   **Poorly structured learning programme**, e.g.: no logical flow
    through content (See Outcome 3)
-   Trainer does not have **sufficient knowledge** or skills in topic

#### Poor learning environment

We are using the term "learning environment" to encompass the **venue**,
**the equipment**, the **resources** etc. You should make sure that any
practical issues which might demotivate the learner are minimised.

Examples might be too high or too low temperatures in the training room,
training sessions which start late or over-run, extraneous noise or
distractions, technical problems with ICT equipment, interruptions from
colleagues seeking information on day-to-day work. And do make sure that
all mobile phones are switched off before the training commences.

#### Previous negative experiences

Obviously establishing a friendly, reassuring **relationship** with the
learner is crucial here. It may also be helpful to expand on the
differences between the current training programme and any previous
negative experiences which the learner has had. You could emphasise for
instance that your learners will be able to work at their own pace, can
practice what they are learning in the workplace with support from more
experienced colleagues, will not have to sit formal examinations or test
etc.

One major motivator is for the learner to see that they have achieved
something. Success breeds success. The implication of this for you as
the trainer is that learning programmes must be broken down into small
sections and the objective and sub-objectives for each section should be
clearly explained to your learners. For instance, if the training
relates to word processing, a sub-objective might be for the learner to
become competent in left, right and full justification of text.

#### Distractions

If a learner is worried about **personal problems**, they will be unable
to give their full attention to learning new things. This is possibly
the most difficult demotivator for a trainer to tackle. After all, you
can do little if one of your learners is experiencing financial
difficulties, marital problems or is concerned about their health. All
you can do in these circumstances is to reassure the learner that you
are sympathetic to any difficulties which they have shared with you and
that you will attempt to accommodate any special requests resulting from
them.

You may be able to take some action about more practical problems
though. An example would be if the training occurs at the venue which is
not the learner's normal workplace, resulting in childcare problems
because of long journeys by public transport. By allowing such a learner
to leave ten minutes earlier, you might be able to resolve the
situation.

If you wish to read more about the theory of motivation and its
application to training, you will find a good summary at
<http://www.learningandteaching.info/learning/motivation.htm>

## Design of learning materials and programmes on ICT related topics

### Defining learning objectives

You should define learning objectives in **specific terms**. Learning
objectives usually involve a statement of:

-   **the task or knowledge** involved, i.e.: what must the learner be
    able to do or know? E.g.: save data in a spreadsheet
-   **the condition,** i.e.: how will it be performed? E.g.: without
    reference to the Help facility
-   **the standard,** i.e.: how well must it be performed? E.g.:
    correctly in 90% of cases

It is generally accepted that all learning objectives should be SMART
(Specific, Measurable, Achievable, Realistic, Timebound.) You can find
more information about this at
<http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195>

You can find useful guides to writing learning objectives at the
following locations:

**A Quick Guide to Writing Learning Objectives:**

-   <http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html>

**Guidelines for Writing Learning Objectives:**

-   <http://apha.confex.com/apha/learningobjectives.htm>

**Writing Quality Learning Objectives**
<http://www.learninginstitute.qmul.ac.uk/wp-content/uploads/2011/05/Aims-and-Outcomes-Guide.pdf>

#### Bloom\'s Taxonomy

You may find it useful to investigate Bloom's Taxonomy as a framework
for writing learning objectives. In 1956 Benjamin Bloom wrote a book
entitled "Taxonomy of Educational Objectives" which has been widely
adopted within the educational community as the de facto way of
classifying **cognitive competence**. An updated version of the book,
edited by Anderson and Krathwohl was published in 2001. You can easily
find it at www.amazon.co.uk and other online bookshops.

Bloom's Taxonomy is a simple way of categorising cognitive skills. It
has six levels:

-   1\. knowledge
-   2\. comprehension
-   3\. application
-   4\. analysis
-   5\. synthesis
-   6\. evaluation.

You can get further information at:
<http://www.bobbyelliott.com/Taxonomy.htm>

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.1**

Choose a simple task, e.g.: "Using tables in Word" and write learning
objectives for it.

(Try to choose a task which is of some relevance to you, or to one of
your clients, as we'll be using it for activities throughout this
section.)

------------------------------------------------------------------------

#### Structuring learning

In structuring learning you should take account of the learning cycle.
In its simplest (3 stage) form the way in which learning takes place may
be expressed as plan, do and review. See
<http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm>
for more detail.

or Kolb's more sophisticated version:

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

#### Learning sequence

You should be able to devise a **logical sequence** for the learning,
taking account of which parts of the learning are a precursor for
others, moving from simpler to more complex concepts and grouping
related topics together.

Any session should have a **beginning** (where the objectives are
clearly stated and agreed by the candidate and the learners), a
**middle** (where the learning activities are undertaken) and an **end**
(where the learning is summarised and next steps agreed).

The learning plan should be made clear to the learners when the learning
programme commences. In structuring the learning the candidate should
ensure that a variety of **learning experiences** are included to
prevent tedium from demotivating the learner.

You can find a lot of useful information about **structuring learning**
from the link below. Although it is specifically aimed at teachers, most
of the information given is equally applicable in other learning
contexts.

<http://www.teachfind.com/national-strategies/foundation-subjects-strand-key-messages-about-structuring-learning>

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.2**

Draw up a learning plan to allow a specific client to achieve the
objectives you listed in the previous activity. Your plan should take
account of the client's preferred learning style.

------------------------------------------------------------------------

#### Using ICT to create learning materials

Your approach to the use of software to create learning materials will
be dependent on the availability of software within your own
organisation. There are several **courseware creation packages**
available, which can be used. Although they offer many features to
include multimedia etc., the vital advantage is that they provide
routing (branching and looping) through the material allowing learners
to take their own appropriate path. They can also provide automated and
recorded assessment.

One easy-to-use package is **Course Genie**, which lets you create
course materials in Word and convert them automatically to HTML. This
software has now been superceeded by Wimba Create:

<http://www.wimba.com/products/wimba_create>

This site also offers extensive demos on the use of the software.

Other examples of content creation software include **Authorware,
Director** and **Dreamweaver** (http://www.macromedia.com) and products
such as **Lectora** (http://www.lectora.co.uk). It should be noted that
these are complex products and you may require specialised training to
achieve maximum benefit.

If specialised software is not available, there are other ICT routes.
Word processing software such as Microsoft Word can be used to author
content. Graphics, animations, videos and sound files can also be
included in the document, as well as text. Animations and sound files
will then operate when the document is viewed on a computer.

A more polished package can be created by using presentation software
such as **Microsoft PowerPoint**. The greatest advantage is that this
will create a page-based approach. Additionally a **common look** can be
created throughout the whole package. Again, sound or still and moving
visual effects can be incorporated.

You should have knowledge of how both specialised and general software
can be used to create a learning package and have experience of
authoring with either general or specialised software.

You can use a site like: <http://www.jiscrsc.ac.uk/scotland> which has a
range of practical units on making the most of Microsoft software aimed
at designing simple learning episodes.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.3**

Use the package of your choice to create a short learning episode
designed to meet one of the objectives you outlined earlier.

------------------------------------------------------------------------

#### Selecting and merging content from internal and external sources

You should appreciate that it is not always necessary to produce
**original content** for learning packages. A wealth of learning
material is available through the Internet and much of this is copyright
free for educational purposes. You should ensure that any chosen
material matches the learning objectives and style of the complete
package and that the use which is made of the chosen material is fully
compliant with copyright.

You can often find useful materials quickly with a search engine, but
you may also like to check some of the following links:

The BBC offers a number of useful online courses on PC-related topics:
<http://www.bbc.co.uk/learning/onlinecourses/>

You can find useful online resources for learning about Microsoft Office
products at:
<http://office.microsoft.com/en-us/training-FX101782702.aspx>

If your library is an SQA centre, you may be able to get access to the
**PC Passport** materials produced by SQA. You can get more information
at: <http://www.sqa.org.uk/pcpassport>

If you have access to these materials you can download them in Word
format, allowing you to modify them if you wish.

There are also a number of low-cost or open source courseware suppliers.
For example, **Moodle** is open source software
widely used by schools, colleges and universities

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.4**

See if you can use a search engine to locate any resources which would
be useful for meeting the learning objectives you outlined earlier.

------------------------------------------------------------------------

## Support individuals and groups in their use of learning materials

### Types of support

We often see the terms coaching, mentoring and training used in relation
to workplace learning.

------------------------------------------------------------------------

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, can you write
down a short definition of each of these terms, as you understand them?

------------------------------------------------------------------------

#### Support roles

Although there may be some argument over the precise meaning of these
terms, the following definitions bring out the key differences between
them.

In **coaching**, the learner and the coach are active collaborators. The
coach observes the learner in a real, naturally occurring workplace
situation as they try to complete tasks. The coach provides hints, help,
and feedback as needed.

**Mentoring** involves a sustained relationship between the learner and
the mentor who offers support, guidance, and assistance.

**Training** is more formal learning, and more of a one-way process,
where the trainer imparts skills and knowledge to the learner.

#### Coaching

Coaching was originally used in business to describe support given to
people who were seen as under-performing in some way. Now it is more
usually seen as a means of supporting people on the job in order to help
them **improve their competence** and achieve their maximum potential.
The analogy of the sports coach developing the tennis player to improve
their techniques and win more matches may be helpful.

Coaching is generally considered to be a fairly **short-term** activity,
related to specific objectives. It consists of a one-to-one interaction
between the coach and the person being coached in a relatively informal
setting. The aim is to provide the learner with feedback in their
performance together with suggestions on how to improve from a
knowledgeable and skilled person.

Skilled coaches know when to be **directive** and when to be
**passive**. They can distinguish between situations when it is
appropriate to **intervene** to support the learner and when it is more
effective to permit independent learning even though this involves the
learner making mistakes.

#### Mentoring

Mentoring has become very fashionable in the last few years. Although
mentoring is a relatively widespread practice there is no **formal
definition** of what mentoring is but, generally speaking, it could be
defined as a relationship between two people - the mentee (the person
being mentored) and the mentor - which will positively affect the
development of at least one of them. Note the phrase "positively affect
the development of at least one of them". This recognises the fact that
most mentors will say that they too have gained from the experience of
mentoring.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.1**

Think of people who have had a significant influence on the development,
progression and direction of your career. You may come up with several.
Now identify what they did which influenced you.

------------------------------------------------------------------------

#### Significant influences

You will probably find that the people who have affected your career
significantly:

-   Guided you
-   Supported you
-   Created opportunities for you
-   Provided a role model for you.

By doing one or more of these things they were fulfilling the role of a
mentor in some way. Someone who is designated as a formal mentor will do
all of the above. The mentoring relationship will last over a period of
time. This allows mentor and mentee to get to know and trust one
another.

------------------------------------------------------------------------

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, write down the
qualities which you consider a good mentor would require.

------------------------------------------------------------------------

#### Mentor qualities

We think that a good mentor should:

-   Provide a **good role model**
-   Possess excellent **communication skills**
-   Be able to **empathise** with the mentee
-   Recognise that learners have **different motivations, skills,
    knowledge and needs** and be able to capitalise on these
-   Be good at **spotting learning opportunities** and challenges which
    will assist the mentee's development
-   Be **well informed** about the objectives and content of the
    training programme being undertaken by the mentee in order to
    provide maximum support
-   Provide **meaningful feedback** to the mentee
-   Understand that sometimes it may be necessary to **push** the mentee
    to move out of their comfort zone
-   Encourage the mentee to **think for themselves** and work out
    solutions to problems

From the above you can appreciate how useful coaches and mentors could
be in supporting the learning programme which you are delivering.

To find out more about coaching and mentoring, look at:

-   <http://www.coachingnetwork.org.uk/ResourceCentre/WhatAreCoachingAndMentoring.htm>

#### Training

Training is more directive than either coaching or mentoring. It
involves the learners receiving input from the trainer in the form of
instruction. Training is always specific and may be long or short term.
The trainer is your role! This unit explores the skills you require and
the methods you may use to deliver direct training to the learners.

As the trainer, you must consider the ways in which coaches and/or
mentors could contribute to the progress of your learners. You must
exercise care in the choice of staff to undertake the coaching/mentoring
role. As well as having the necessary work-related knowledge and skills,
they must be in a position to devote time to coaching/mentoring and
should be able to develop a real rapport with your learners.

QUESTION TextEntry1: Coaching, Mentoring or Training

### First line ICT support

You are designing and delivering training on ICT related topics. It is
therefore very likely that your learners themselves will be operating
ICT equipment as part of the learning programme. When a learner is using
any type of computerised equipment, it is likely that from time to time
some **technical snags** will arise.

You must be able to assist the learner with straightforward trouble
shooting e.g. printing problems because the page set-up is not correct;
computer "hanging"; changing screen resolution. You should also be able
to assist any learner with special needs to use appropriate features of
the technology.

We are not suggesting that you should possess sophisticated trouble
shooting skills: this is the responsibility of ICT technical staff. You
should simply be able to cope with typical, straightforward difficulties
which can arise.

The next few pages summarise some of the most common problems you are
likely to encounter, together with some tips on how to solve these.

#### The monitor appears blank

-   Check to see if the computer has 'gone to sleep' by pressing the
    **space bar** on the keyboard.
-   Check that the monitor is **switched on** and connected to the mains
    i.e. is the power light illuminated?
-   Check that the monitor is **correctly connected** to the computer.
-   Check to see if the system works after the computer is **reset** or
    switched off at the mains and on again.

#### The computer hangs

Sometimes, after using the computer for some time, it 'hangs'; neither
keyboard nor mouse appears to operate.

-   Wait a while to see if the computer is performing some **intensive
    task** and recovers.
-   Try **CtrlAltDel**. If you are lucky it will bring up a task manager
    window which will show you which application is not responding and
    allow you to close down only that application.
-   Use the **reset button** to restart the computer.
-   **Switch the computer off** at the mains and then on again.

#### Monitor text is too small

Sometimes a client has difficulty reading off the monitor because the
text is too small.

-   If this is confined to a particular application, it is usually
    possible to adjust the **zoom setting**. If this does not appear in
    a box near the top of the window, it will be found in the menu
    system under View: Zoom or View: Text size.
-   If this applies to everything on the monitor, then, if you have
    access rights, you can change the **monitor settings**. Right click
    with the mouse on the desktop, choose Properties from the resulting
    menu, choose the Settings tab from the dialogue box, reduce the
    Screen resolution setting and OK. Unfortunately, the lower the
    screen resolution, the less can be displayed on the monitor. This
    often results in an uneasy compromise for people with problems with
    their sight.

#### Nothing comes out of the printer

-   Check that the printer is switched on and connected to the mains
    i.e. is the power light illuminated?
-   Check that the printer is **correctly connected** to the computer.
-   Check that the printer has **paper** in it.
-   Check the **ink supply**.
-   Try printing a **test page**.
-   Check the print settings in both the operating system and the
    application to see that the computer is looking for the correct
    printer and that the correct size of paper has been selected and
    that manual/auto (as appropriate) is chosen.

#### Print layout is wrong

Sometimes the printer does not seem to use the whole of the sheet of
paper and the layout is not the same as on the monitor.

When using a word processor like Word, it is possible to set the **paper
size** in the application. However there is also a setting for the
printer itself. If these two settings are different, then the output
will not appear correctly on the page. The driver for a newly connected
printer may default to US legal for the paper size. It is normal to use
A4 in this country and applications will use this as default. Go to the
printer properties and check the paper size. Start: Settings: Printers:
right click on the printer concerned, choose Properties and select the
Device settings tab.

#### Disk is full

Sometimes, when saving data from an Office application like Word, the
message comes up that the disk is full.

-   It may be that the client's **floppy disk** or **pen drive** is
    full. This is quite likely for any sizeable word-processed document
    especially if it contains graphics or other embedded items.
-   A fault condition can arise concerning interaction between the
    application and the operating system which results in a false
    reporting of the disk full error. This is irretrievable and requires
    the computer to be rebooted. If the client will lose a fair amount
    of unsaved data, it is worth opening a new document and **copy and
    pasting** from the original to the new document and then trying to
    save that. You may be lucky!
-   Note: a similar problem can occur regarding the **computer** running
    out of memory. Again only rebooting the computer will correct the
    situation.

#### The printer jams

There is no universal solution for this problem as each printer has its
own unique mechanism. The best you can do is to familiarise yourself
with the various types of printer in your library and how to un-jam
each.

## Evaluate and revise learning materials and programmes

### Assessing learner progress

When the learning programme is underway, you will want to **review
regularly** how your learners are progressing towards their objectives.
We should make it clear at this point that this unit is intended for
library staff who find themselves in the role of educators and not for
those who are required to undertake formal assessment of learners for
National or Scottish Vocational Qualifications or other workplace
awards. That type of assessment must be undertaken by someone who has an
assessor or teacher qualification.

In this unit we are concerned only with assessment which will give
**feedback** to the learner on his/her progress towards the learning
objectives and to you, the trainer, as to how effective the learning
programme has been. (You may see this referred to as "formative"
assessment.) In this context you will use methods which are as
non-threatening as possible to the learner.

------------------------------------------------------------------------

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, note down any
ways that you could use to assess how well your learners are
progressing.

------------------------------------------------------------------------

#### Methods of assessing progress

We can think of quite a few methods of assessing learner progress. Two
of the commonest are:

-   Direct observation
-   Examination of products

#### Direct Observation

The most immediate method is to observe directly the **activities**
being undertaken by the learners during the learning programme. From
this you will get a clear idea as to whether your learners are actually
managing the tasks they have been set and how well they are coping.

While you are not in any way 'giving marks', you can use this
information in two ways. Firstly you can use it to provide a little bit
more assistance to any learners having difficulty. Secondly you can use
it to assess the success of your own approach in delivering the
learning.

Trainers benefit from **observing the learners** at all points in the
learning programme, not just when they are involved in specific tasks.
Their facial expressions and body language will give you feedback on how
well the training is being received. If you notice a learner, yawning,
fidgeting or gazing out of the window while you are explaining a topic,
it is unlikely that they are absorbing the information fully.

Perhaps they know this information already, perhaps the material is too
advanced for them, perhaps your explanation has confused them -- in all
of these cases, you need to take some action in order to re-engage them
in the learning process.

#### Examination of products

Many of the learning activities you will ask the learners to undertake
will produce a result which can be checked. This may be a **printout**
or **screen dump** or perhaps a **file**. This is an excellent method to
use for feedback purposes because, if your learning is well designed,
the product will not be seen as something artificial, produced solely
for assessment purposes. Also, as evidence, it should be fairly
incontrovertible, either there will be a result or not.

Examining products gives you **feedback** without the learner really
being aware that their performance is being assessed. You can simply
review the product with the learner, leading naturally into a discussion
of how easy it was to produce this, how it might be improved etc.

#### Assessment 'lite'

You may find it useful to use some methods which veer in the direction
of traditional educational assessment. For example, you can carry out a
**quiz** or use a simple tick box test. You can construct these yourself
or tap into ones which experts have designed.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 5.1**

Go to
<http://www.learner.org/courses/neuroscience/interactives/interactive2.html>
and try the learning related quiz which explores whether your left of
right side of the brain is dominant. This quiz is quick and fun to
complete. Although it is simple it would give you some useful feedback
on your learners if you asked them to complete it before embarking on
the learning programme.

------------------------------------------------------------------------

When making up simple tests, it is best to confine yourself to
TRUE/FALSE or "fill in the blanks" (sometimes called CLOZE) questions.
Compiling multiple-choice questions requires a great deal of skill and
is best left to specialists.

#### True/False Test on Word Processing

Indicate if the following statements are true or false.

  ------------------------------------------------------------------------------------- ------- ------- -------
  1 To copy and paste, you use Ctrl C and Ctrl V                                        True
  2 A text with a straight margin on the right hand side is called "right justified"    True
  3 Pressing the Delete key removes letters to the left of the cursor.                                  False
  4 We change the colour of the text by highlighting it and left clicking                       False
  5 Arial is the name of a font.                                                        True
  6 Left clicking on a word in the text activates the spell checker.                            False
  7 The "save as" command is used to save a copy of the document as a duplicate file.   True
  8 To change the style of bullet points, you must go to the format menu.               True
  9 A running title along the top of pages in a document is called a tag line.          True
  10 You use the thesaurus feature to find alternative spellings of a word              True
  ------------------------------------------------------------------------------------- ------- ------- -------

#### Cloze Question on Word Processing

A text with a straight margin down the right hand side is
called\_\_\_\_\_\_\_\_\_\_\_ justified.

#### Direct Feedback

Here you can obtain feedback from individual learners using **verbal
interaction**. This can best be done during or perhaps towards the end
of a training session.

You can also allow the learner to create direct feedback by issuing
**scorecards**. The learner can use these to record the tasks in which
they consider themselves to be competent as they progress through the
learning.

#### A simple scorecard

This illustrates a scorecard for a learner who is part way through a
learning programme on training needs analysis techniques.

+:--------------------------------------------------------------------:+
| **Training Needs Analysis Techniques**                               |
+----------------------------------------------------------------------+
| Use this scorecard to record your competence in the use of the       |
| techniques covered in the programme. You are asked to review this at |
| the end of each weekly session.                                      |
|                                                                      |
| The numerical scale represents                                       |
|                                                                      |
| 0 = I have no experience of this at all                              |
|                                                                      |
| to                                                                   |
|                                                                      |
| 5 = I am 100% competent in using this technique                      |
+----------------------------------------------------------------------+
|                                                                      |
+----------------------------------------------------------------------+
| Direct observation of the learner using ICT in the workplace         |
+----------------------------------------------------------------------+
| Examination of learner's work samples or work records                |
+----------------------------------------------------------------------+
| Practical tests and assessments of the learner's use of ICT          |
+----------------------------------------------------------------------+
| Questionnaires or checklists covering key ICT competences            |
+----------------------------------------------------------------------+
| Examination of the learner's staff appraisal reports                 |
+----------------------------------------------------------------------+
| Interviews with learner, manager, colleagues, tutors, clients        |
+----------------------------------------------------------------------+
| Focus groups of learners, colleagues, managers etc.                  |
+----------------------------------------------------------------------+

#### Computer Based Assessment

Some ICT based learning packages incorporate **diagnostic tests** which
score and benchmark learner competence automatically as they work though
the package. It is best to use a method where the learner sees the
result and not something which appears secret and is suddenly sprung on
the learner at the end of the course of learning.

Alternatively you can use special software such as **Hot Potatoes** to
create your own computer based assessment tools. If you wish to read
more about this, look at:
<http://www.ucl.ac.uk/isd/staff/e-learning/tools/hot_potatoes>

### Designing feedback tools

The previous section dealt with **evaluating** the learning you have
developed in terms of assessing the learners' progress towards the
learning objectives. It is also important to evaluate the learning you
have developed by getting feedback on the learning experience. As you
can imagine, the overall quality of the learning experience has a deal
of effect on the rate of progress of the learner.

------------------------------------------------------------------------

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, note down
which aspects of the learning experience you would want to ask the
learners about.

------------------------------------------------------------------------

#### Aspects requiring feedback

Here is a list of issues we would expect to be included in feedback on
the learning experience. You may have thought of some additional points.

-   Were the **learning objectives** relevant?
-   Did the **content** match the stated learning objectives?
-   Was the **quality** of the learning materials satisfactory?
-   Did the trainer provide sufficient **support**?
-   Was the trainer's **presentation** clear?
-   Was the **learning environment** pleasant?
-   Were there any deficiencies or problems with the **equipment**?
-   Was the **learning experience** enjoyable?

You can see that we have included a mixture of issues relating to
learning objectives and delivery/support, as well as on the learning
environment and enjoyment.

#### Objectives related issues

-   Were the learning objectives relevant?
-   Did the content match the stated learning objectives?

This area is important because the learner's **perception** of the
relevancy of the objectives is what matters. If you are not getting this
relevancy over to the learners, then you will have great motivational
problems. Also once the learner has accepted that the objectives are
relevant, they must experience the content you provide as being the
correct material.

Although trainers may sometimes dismiss **negative feedback** from one
individual learner in this area, it is clear that a low score from a
significant number of learners for this area needs a serious response on
your behalf.

#### Delivery related issues

-   Was the **quality** of the learning materials satisfactory?
-   Did the trainer provide sufficient **support**?
-   Was the trainer's **presentation** clear?

This are core areas for you as a trainer because they are the areas you
have most control over and input into.

If the learners consider the **quality of the learning materials** to be
unsatisfactory, you should probe this further to find the exact cause of
their dissatisfaction -- were the materials at the correct level,
clearly expressed, professionally presented, attractive to look at etc.

Different learners will require varied **levels of support** from the
trainer. In this instance, negative feedback from just one or two
learners is significant because it can indicate that you have tailored
your level of support to suit the majority of the group and ignored the
needs of those who are finding the learning more difficult than average.

Individual learners will undoubtedly have different views on the
**learning experience** in terms of the trainer's delivery -- an element
of personality is involved here. But again, if there is not a broad
positive result from your learners in this area, you will have to look
very closely at what you are doing.

#### Learning environment issues

-   Was the **learning environment** pleasant?
-   Were there any deficiencies or problems with the **equipment**?

This area is one where the trainer may have limited control. If you are
allocated a dingy windowless room in which to carry out the training, or
if you are given an old slow PC to carry out your ICT demonstrations on,
you will have real problems in providing a good learning experience. Try
to pre-empt complaints on the learning environment by resolving any such
difficulties **in advance** of delivering the learning.

#### Enjoyable experience

-   Was the learning experience enjoyable?

Finally we consider an overall question as to whether the learning was
enjoyable. Is this a valid question? Well, if the learners did not enjoy
the experience, it is unlikely that they benefited fully from it or that
they will ever come back willingly for more!

#### Feedback form design

There are different methods of obtaining feedback. You can use **paper
forms** handed out to the learners, or utilise a **computerised
approach**.

#### Types of feedback form

As we saw on the previous page, you should try to create questions which
are:

-   **relevant** to the area to be evaluated
-   expressed in **neutral terms** so as not to prompt a certain answer
-   **clearly phrased** and non ambiguous.

In order to compare feedback from different learners or groups of
learners, it is best to design feedback forms in which learners can
score different aspects of the learning on a scale, by ticking the box
corresponding to their choice.

You might offer five choices.

  --------------- ---------- ---------------- ---------- ---------------
   **Very Poor**   **Poor**   **Acceptable**   **Good**   **Excellent**
  --------------- ---------- ---------------- ---------- ---------------

But you can apply some psychology here. If you have an odd number of
possible ratings as we have here (5), there is a tendency for learners
just to choose the **middle** one. You can try to force them to make a
more measured evaluation by having an even number of possibilities which
makes them positively choose.

  ---------- ---------------- ---------- ---------------
   **Poor**   **Acceptable**   **Good**   **Excellent**
  ---------- ---------------- ---------- ---------------

These four categories can be represented by numerical values, say zero
to three.

-   Poor = 0
-   Acceptable = 1
-   Good = 2
-   Excellent = 3

Doing this, allows you to carry out some simple statistics, such as
finding the average response for the whole group of learners and to
compare the overall response of different groups.

#### Feedback statistics

Perhaps it's easier to see this in an example. Imagine you have a group
of 10 learners. Their answers to the questions on the feedback form are:

-   Poor -- 0 responses
-   Acceptable -- 3 responses
-   Good -- 6 responses
-   Excellent -- 1 response

This converts to a total of 18 (0x0 + 3x1 + 6x2 + 1x3). Dividing 18 by
the number of learners (10) gives an **overall score** of 1.8 for the
group as a whole, equating to Good.

Another way of looking at this data is to produce a **graph**.

image:feedbackstats.png

You can then make a **visual comparison** of the results for each
question.

#### Unstructured feedback

Of course you should allow the learners to provide some feedback on the
form which is not structured by your questions. It is important to leave
space for them to make **comments**, either throughout the form at
appropriate questions or at the end under 'any other comments'.

To analyse these, you should simply list the actual responses and note
any duplicated points of view.

There are a couple of other points to note apart from question design if
you are to motivate your learners to make a good job of completing the
form

Before proceeding, note down anything else that you can think of that
should be in the **feedback form design** if it is to be successful in
its purpose.

#### Essential elements of feedback form design

Well, for the form to be successful, the **instructions must be easily
understood** and it should be **easy to fill in**. It should also be
**quick** for the learner to complete. This all suggests a **short
questionnaire**, one or two sides maximum with a limited number of
questions having straightforward possible responses

#### Simple feedback form

You can find many examples of simple course feedback forms on the
internet

#### Commercial software and websites

You may also like to explore using commercial software such as
**SurveyMonkey** which facilitates design of survey forms and collation
and analysis of results via the Internet. See it at
<http://www.surveymonkey.com>

There are many Internet websites offering advice on feedback form and
questionnaire design. One problem is that many of them are aimed at
professional researchers and thus too detailed. However, you may still
benefit from looking at some of these sites, as the basic principles of
questionnaire design are the same, regardless of the subject area being
researched. Here are some suggested sites.

-   <http://www.sysurvey.com/tips/wording.htm>
-   <http://www.statpac.com/surveys/question-qualities.htm>

### Assessing success of learning approaches

The diagram shows the training cycle. It represents a continuous process
of:

-   Identification of training needs
-   Design of the training and learning programme
-   Delivery of training and learning programme
-   Evaluation of training and learning programme

For more information on the training cycle see:

<http://mournetrainingservices.blogspot.co.uk/2009/06/training-cycle-explained.html>

You have carried out the first three stages and are now about to carry
out the fourth with the help of the feedback on the learning experience
coupled with evidence on learner progress. In particular, the feedback
will be used to assess the effectiveness of the design and delivery of
the programme. This will feed into **revision** of those aspects of the
learning programme which were judged to be less than satisfactory. With
a further check on the identification of the needs and the re-design of
materials and delivery, a cycle of continuous improvement is
established.

You have essentially two sources of information for your evaluation:

-   the **evidence** of learner progress
-   the **feedback** on the quality of the learning experience.

Both are important and there are definite connections between the two.
For instance, there could be a general reduction in learner progress not
related to content and delivery issues but due to the learning taking
place in a room which is always too hot resulting in the learners
experiencing discomfort.

#### Learner progress

In analysing the learner progress, in order to create improvements, you
must look for **trends**. The first time you deliver the training to a
small group, poor performance from one learner may affect your results
disproportionately. Over time and a large number of learners, this
random effect diminishes. So you are looking for the particular topics
and outcomes where a significant number of learners have difficulty.

Of course 'a significant number' is a matter of opinion. But let us say
that, if out of a group of fifteen learners, three had a difficulty with
one topic, while excelling at all the other topics, then we would say
that is significant. So you need to look for these parts of the learning
and revisit the design of those parts.

#### Learning experience

Most of the feedback will have been converted into a set of averaged
numerical data representing the learner group as a whole. You now have
to **interpret** this data. Broadly speaking, you are having no real
problems if the scores hit a point somewhere a bit above the middle
value. You cannot expect every learner to think that everything is
perfect. On the other hand, remember that most people tend not to give
low scores unless there is a real problem. Of course different learners
will have different **expectations**. However, again the hope is that
they will apply the same expectation level to each of the facets of the
learning experience and this variable will average out over all the
questions and learners.

There is one danger in using the **average** and getting a middling
score. That is, if out of a group of, say, twenty learners, ten score
highest and the other ten score lowest. This gives the appearance of a
just acceptable result with no great worry. A score of 50% for the
learning environment could be due to one side of a room being too cold.
A score of 50% for relevance of course content could be due to a group
of 20 where 10 thought the training was pitched at the ideal level and
10 who found most of the content already familiar.

So remember, you have to look at both the **average score** and the
**spread of scores** across the group of learners.

#### Looking for trends

Regarding 'Any other comments', you are again looking for **trends**. If
the same type of comments comes up three or four times out of a group of
fifteen learners, then you need to address it.

When you are delivering training to colleagues within your own
organisation, remember that you need not be completely reliant on
written feedback forms. Most of the learners will be willing to provide
**informal feedback** and suggestions for improvement orally.

You should also consider when to gather feedback. It is useful to gather
opinions immediately after the conclusion of the training, when the
content and delivery are fresh in the learners' minds. This can be
supplemented by **further feedback** at a later date, if you wish to
explore how useful the training has been to the learners in their
workplace situation.


# Applications of ICT in Libraries/Digital Culture - Online Communication

## Digital Culture - Online Communication

This is the first of two units that are relatively new additions to the
Application of ICT in Libraries course. This session will explore the
new digital literacies that you need to develop to be active users of
Social Media tools and you will also get the chance to communicate
online using a number of these services. The full course materials are
hosted for registered students on the Application of ICT in
Libraries pages on
Moodle.

This module will enable you to dip into new social media tools and
explore their potential for supporting library services, your users and
also your own interests. You learning outcomes will include:

-   What is social media?
-   What are the new digital literacies information professionals and
    our service users need to develop?
-   How do I facilitate and take part in a conversation on a forum?
-   How can I collaborate with my colleagues or manage a team online?
-   What tools can I use for professional networking?
-   How and why should I use a blogging tool?
-   What are virtual communities?

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="40"} Each learning
outcome has a series of short activities that you will participate in
with your class group. The tutor will deliver one face to face class
session in North Wales and South Wales and the remainder of the time
will facilitate the course online.

This is a practical module that uses social media to explore social
media - you have permission to play!


# Applications of ICT in Libraries/Digital Culture - Online Collaboration

## Digital Culture - Online Collaboration

This is the second of two units that are relatively new additions to the
Application of ICT in Libraries course. This session will explore the
new digital literacies that you need to develop to be active users of
Social Media tools and you will also get the chance to communicate
online using a number of these services. The full course materials are
hosted for registered students on the Application of ICT in
Libraries pages on
Moodle.

This module will enable you explore more fully the collaborative nature
of social media and work within a group to complete all the learning
outcomes. You learning outcomes will include:

-   Exploring virtual communities and how the concept of \'community\'
    changed with the spread of social media
-   Using a forum to facilitate professional discussions
-   Using collaborative documents and cloud computing to complete a
    group project
-   Exploring the potential of social networking for continuing
    professional development
-   Developing, editing and publishing a collaborative blog
-   Meeting, collaborating and exploring with your group in a virtual
    world

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="40"} Each learning
outcome has a series of short activities that you will participate in
with your class group. The tutor will deliver one face to face class
session in North Wales and South Wales and the remainder of the time
will facilitate the course online. This is a practical module that uses
social media to explore social media - you have permission to play!


# Chess/Arranging The Board

|
|=
8 |rd|nd|bd|qd|kd|bd|nd|rd|=
7 |pd|pd|pd|pd|pd|pd|pd|pd|=
6 |  |  |  |  |  |  |  |  |=
5 |  |  |  |  |  |  |  |  |=
4 |  |  |  |  |  |  |  |  |=
3 |  |  |  |  |  |  |  |  |=
2 |pl|pl|pl|pl|pl|pl|pl|pl|=
1 |rl|nl|bl|ql|kl|bl|nl|rl|=
   a  b  c  d  e  f  g  h
|Initial position of the chessboard}}
```
Before starting the game, it\'s very important to arrange the board in
the right manner.

The 1 - 8 horizontal squares are called \"ranks\", and the vertical ones
are called \"files\".

Your chess board is an 8×8 board. Place the board in such a manner that
the bottom right hand corner on your side is white (\"White on the
right\"). On that white square, place the Rook (known also as the
\"Castle\") and place the other Rook on the bottom left corner. Next to
the Rooks, place the Knights, followed by the Bishops.

Wrong placement of the Queens is a common mistake. While arranging these
pieces, make sure that the black Queen goes on a black square and the
white Queen goes on a white square (\"Queen on her own color\"). The
King then goes on the square next to the Queen. It is very important
that you place these two pieces properly. Any game found to be set up
incorrectly, i.e., King on its own color, will result in the game being
voided and a restart called using the same colors.

Fill the next rank with your eight pawns. You\'re ready to play! {{-}}