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Digital Training Masterclass (IWMW 2018)

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Slides used in the "Digital Training Masterclass" facilitated by Jennifer Hamrick at the IWMW 2018 event.

See http://iwmw.org/iwmw2018/talks/digital-training-masterclass/

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Digital Training Masterclass (IWMW 2018)

  1. 1. Training staff in digital communications Presenter: Jennifer Hamrick Email: jh280@st-andrews.ac.uk
  2. 2. Aim and objectives Aim Create your own lesson plan to train higher education staff in digital communications topics. Objectives • determine the aims and objectives for a training course • develop a lesson plan • create interactive exercises • evaluate the success of your training sessions • manage a programme of training session.
  3. 3. What we’re doing at St Andrews ● We had too many webpages and not enough web team staff.
  4. 4. What we’re doing at St Andrews ● We had too many webpages and not enough web team staff. ● We wanted to provide courses for internal staff so we could rely on them to help us develop high-quality web content.
  5. 5. What we’re doing at St Andrews ● We had too many webpages and not enough web team staff. ● We wanted to provide courses for internal staff so we could rely on them to help us develop high-quality web content. ● We developed a mini-series of core and optional training sessions called the “Digital visa”.
  6. 6. Digital visa Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  7. 7. Digital visa Digital communications at St Andrews Introduces staff to our team and the support we provide. Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  8. 8. Digital visa Writing for the web Allows staff to identify and implement user needs in web writing.Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  9. 9. Digital visa Social media Three part course: ● Introduction to social media ● Develop a social media strategy ● Create content for social media Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  10. 10. Digital visa Visualising data with Google Data Studio Allows staff to measure the performance of their website and understand users’ behaviour by creating a dashboard in Google Data Studio. Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  11. 11. Digital visa Introduction to the digital pattern library Allows staff to identify and become familiar with the visual elements that make up the University’s website. Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  12. 12. Digital visa Optional session: Usability testing - allows staff to conduct usability testing to evaluate the performance of their own webpages. Those who complete the visa have all the tools and knowledge to confidently work on digital communications projects. They are the first point of contact between our team and their department.
  13. 13. Success of training at St Andrews ● Content meets best practice. ● Standards are kept consistent across University webpages. ● We have built relationships across the University.
  14. 14. Success of training at St Andrews ● Content meets best practice. ● Standards are kept consistent across University webpages. ● We have built relationships across the University. “If you do anything on the web, worthwhile to come along.” - Introduction to the DPL
  15. 15. Success of training at St Andrews ● Content meets best practice. ● Standards are kept consistent across University webpages. ● We have built relationships across the University. “It is a great course for anyone interested in editing web pages or building a website.” - Writing for the web
  16. 16. Success of training at St Andrews ● Content meets best practice. ● Standards are kept consistent across University webpages. ● We have built relationships across the University. “This should be a necessity for all Schools/Units who have social media accounts.” - Social media
  17. 17. Success of training at St Andrews ● Content meets best practice. ● Standards are kept consistent across University webpages. ● We have built relationships across the University. “I have already recommended the digital visa to colleagues, and will continue to do so, and you’ll definitely see me at more courses in the future.” - Digital visa
  18. 18. Brainstorm activity What are some of the topics, ideas or processes you want internal staff at your university to know? ● Put your ideas down on your exercise sheet (5 min). ● Discuss your ideas with someone sitting next to you.
  19. 19. Determine your aims and objectives Aim ● What do you want your trainees to be able to do? ● Go further than just “understand” or “know how to”.
  20. 20. Determine your aims and objectives Aim ● What do you want your trainees to be able to do? ● Go further than just “understand” or “know how to”. Example aim: Allow you to generate content to meet your social media strategy. - Social media: content creation
  21. 21. Activity: create an aim Turn one of your ideas from your brainstorm into an aim to use for training (3 min). Share your idea with someone sitting next to you.
  22. 22. Determine your aims and objectives Objectives ● Specifies the learning that should be achieved by the end of the session. ● Should be SMART (specific, measurable, achievable, realistic, time-bound) ● Should start with an action verb (avoid vague verbs like “understand”, “know how to”, or “appreciate”). ● Your objectives will help you structure your training session.
  23. 23. Determine your aims and objectives Example objectives: By the end of the session, you will be able to: ● define user-centred design ● generate user stories ● analyse how people use the web ● identify technology challenges for web writing ● identify what to avoid when writing for the web ● apply user needs when editing and writing content. - Writing for the web
  24. 24. Mind map activity In groups of 5, pick one of your team member’s aims and work together to create a mind map of possible objectives (10 min).
  25. 25. From: jean-louise Zimmerman (Flickr: https://flic.kr/p/5CLvxr). No changes made.
  26. 26. Develop a lesson plan The lesson plan… ● sets out the order of your training session ● includes helpful notes about timings, exercises and equipment.
  27. 27. Develop a lesson plan What are the benefits of having a lesson plan?
  28. 28. Develop a lesson plan What are the benefits of having a lesson plan? ● keeps you on track ● makes sure nothing is left out ● makes sure you meet all your objectives ● makes sure you stick to your timings ● helps you prepare before the lesson ● keeps courses consistent ● allows other team members to take over training sessions ● useful as a reference in case you forget ● justify training to senior management.
  29. 29. Develop a lesson plan Introduction phase
  30. 30. Develop a lesson plan Introduction phase ● Title, aim and objectives ● Range: methods of learning, length of session, taking notes, etc. ● Icebreaker activity ● Stimulate interest in subject.
  31. 31. Develop a lesson plan Icebreaker activities The best icebreaker activities… ● energise the group ● help the group to know one another ● make the group feel comfortable ● interest the group in the subject of the session.
  32. 32. Develop a lesson plan Icebreaker activities ● Introduce your partner to the group
  33. 33. Develop a lesson plan Icebreaker activities ● Introduce your partner to the group ● Two truths and a lie
  34. 34. Develop a lesson plan Icebreaker activities ● Introduce your partner to the group ● Two truths and a lie ● Stand in a line
  35. 35. Develop a lesson plan Icebreaker activities ● Introduce your partner to the group ● Two truths and a lie ● Stand in a line ● Social bingo!
  36. 36. Develop a lesson plan Icebreaker activities ● Introduce your partner to the group ● Two truths and a lie ● Stand in a line ● Social bingo! ● Quick introduction.
  37. 37. Develop a lesson plan Icebreaker activities In your groups, pick one of the icebreaker activities (or think of a new one) and adapt it to your training topic.
  38. 38. Develop a lesson plan Development phase The development phase is structured around your objectives. Each objective (or learning outcome) should typically include a brief presentation followed by an activity. The average attention span is only 22 minutes long, so be sure that no single presentation or activity goes longer than this.
  39. 39. Develop a lesson plan Development phase For each objective, include: ● presentation notes ● timings ● equipments and resources ● activity notes.
  40. 40. Develop a lesson plan Keep your audience engaged throughout your presentations: ● Ask if they know the definition of a newly introduced term. ● Get them to brainstorm ideas (for example, the benefits of having a lesson plan!) ● Ask if they have any stories to share from their own experience. ● For longer sessions, include breaks.
  41. 41. Develop a lesson plan Development activities ● Post-it brainstorm or mind map
  42. 42. Develop a lesson plan Development activities ● Post-it brainstorm or mind map ● Matching game
  43. 43. Develop a lesson plan Development activities ● Post-it brainstorm or mind map ● Matching game ● Put things in the right order
  44. 44. Develop a lesson plan Development activities ● Post-it brainstorm or mind map ● Matching game ● Put things in the right order ● Red light / green light
  45. 45. Develop a lesson plan Development activities ● Post-it brainstorm or mind map ● Matching game ● Put things in the right order ● Red light / green light ● Scenario cards.
  46. 46. Develop a lesson plan Development activities In your groups, pick one of the development activities (or think of a new one) and adapt it to your training topic.
  47. 47. Develop a lesson plan Summary phase ● Provide a conclusion. ● Re-state the learning objectives (and establish if they have been met). ● Include a summary activity to reinforce main learning points. Learners tend to remember the first and last items in a session best, so a strong summary is necessary!
  48. 48. Develop a lesson plan Summary activities ● Question and answer
  49. 49. Develop a lesson plan Summary activities ● Question and answer ● Multiple choice quiz
  50. 50. Develop a lesson plan Summary activities ● Question and answer ● Multiple choice quiz ● Present back what they learned
  51. 51. Develop a lesson plan Summary activities ● Question and answer ● Multiple choice quiz ● Present back what they learned ● Group-created quiz
  52. 52. Develop a lesson plan Summary activities ● Question and answer ● Multiple choice quiz ● Present back what they learned ● Group-created quiz ● Write down the actions they will take based on the training.
  53. 53. Develop a lesson plan Summary activities In your groups, pick one of the summary activities (or think of a new one) and adapt it to your training topic.
  54. 54. Evaluate your success You need to constantly evaluate your training sessions. One way to do this is through evaluation forms.
  55. 55. Evaluate your success Evaluation forms ● Hand these out in the last 15 minutes of your session. ● On the front, include a simple box ticking grid. ● On the back, include these four questions: ○ What aspects of the session did you find most useful? ○ What aspects of the session did you find least useful? ○ Is there anything we could do to improve the session? ○ What would you say to someone interested in taking this course? ● Evaluation forms should be anonymous.
  56. 56. Evaluate your success Examples of helpful feedback: “Provide handouts to write down notes.”
  57. 57. Evaluate your success Examples of helpful feedback: “Some of the wording in the exercises was a bit ambiguous.”
  58. 58. Evaluate your success Examples of helpful feedback: “More time for exercises.”
  59. 59. Evaluate your success Examples of helpful feedback: “Least useful: Responsive web design - not sure how relevant if we can’t really change this at present.”
  60. 60. Evaluate your success Examples of helpful feedback: “More explanation of BASIC terminology e.g., what is @ and what is #.” “Send out basics in an instruction form so everyone knows the absolute basics before arrival. Therefore, can look into social media more in depth straight away.”
  61. 61. Evaluate your success Evaluate yourself too! Take notes about what went well and what didn’t. How could you improve?
  62. 62. Evaluate your success Scenario card activity In new groups, decide what you would do with the feedback on your card.
  63. 63. Manage a training programme What are some of the benefits of a training programme rather than running sessions individually?
  64. 64. Manage a training programme What are some of the benefits of a training programme rather than running sessions individually? ● Helps keep you organised (courses run on a schedule). ● Gives participants a sense of purpose and accomplishment. ● Encourages participants to take the full suite on offer. ● Helps you keep track of who has or who has not completed certain training.
  65. 65. Manage a training programme Define the aim and objectives of your training programme.
  66. 66. Manage a training programme Example from the ‘digital visa’: Aim Enable staff to feel competent and confident working on digital communications projects and provide new skills in a range of digital areas.
  67. 67. Manage a training programme Objectives ● Raise awareness about digital communications processes and support at the University. ● Enable participants to feel competent and confident working on digital communications projects. ● Develop new skills in a range of digital areas, including: digital pattern libraries, writing for the web, social media and web analytics. ● Provide a structured development programme for participants using a wide variety of activities, particularly using computer technology.
  68. 68. Manage a training programme Decide what your compulsory training sessions will be. Anything that doesn’t need to be taken to meet the aims and objectives of your programme should be an optional course.
  69. 69. Manage a training programme Define the key outcomes or benefits for your participants. Examples: ● Become digital advocates in their department. ● Act as a key point of contact with the digital communications team and their department. ● Add new skills to their CV.
  70. 70. Manage a training programme How will you schedule your sessions? ● You’ll need to offer each course multiple times throughout the year. ● Schedule sessions to take place on different days of the week and at different times of the day.
  71. 71. Manage a training programme Who can enrol on your training programme?
  72. 72. Manage a training programme Create a launch campaign Advertise the launch of your training programme to build interest. Offline: ● brochure ● posters ● speak to people!
  73. 73. Manage a training programme Create a launch campaign Advertise the launch of your training programme to build interest. Online: ● create a ‘Training’ webpage ● blog ● staff newsletter ● email.
  74. 74. Manage a training programme Keep track of your participants and which courses they complete. A physical booklet of this is a great idea. Let them know when they’ve completed the programme.
  75. 75. Individual exercise Go back to your first brainstorm activity. Can you turn any of these into compulsory training sessions? Which ones would make good optional modules? Write these down in your handouts.
  76. 76. Train the trainer What we didn’t cover today: ● delivering and presenting ● using visual aids ● different learning styles (activist, reflector, theorist, pragmatist; visual, auditory, kinaesthetic) ● dealing with difficult situations or people ● equality and access ● creating learning materials such as handouts.
  77. 77. Summary activity In your handouts, write down the three things you’re going to do next based on today’s masterclass.
  78. 78. Any questions? Please fill out the evaluation form and leave it on the table at the back.

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