Download - Train the Trainer Workshop Metadata Michael Moeller Metadata Specialist NOAA Coastal Services Center
Train the TrainerWorkshop
Metadata
Michael Moeller Metadata Specialist
NOAA Coastal Services Center
1 – The Introduction
2 – What is Training?
3 – Instructional Objectives
4 – Instructional Methods
5 – Training Aids & Visuals
6 – Presentation Styles & Skills
7 – Lesson Plans
8 – Classroom Management
9 – Targeting Metadata Training
10 – Metadata Presentations
Course Overview
Welcome to the wonderful
world of metadata training!
So, why are you here?
• You have an interest in becoming a trainer?
• You believe in the importance of metadata?
• You were told to come?
• Other reasons?
The Introduction
The Introduction
Informal vs. Formal
Informal is good for smaller classes. It gives you the chance
to ‘meet and greet’ the participants.
If you are using the formal introduction, make a good first
impression. Give the class your name, and a very brief
background of your experience. You can also use this
time as an icebreaker (more on that in a minute).
The IntroductionCovering the bases
During the introduction, go over the following:
• Agenda – It’s the roadmap to the course.
• Logistics – Bathrooms? Fire exits? Lunch?
• Materials – Explain your materials and make sure everyone has the
correct items.
• Breaks – Establish rules about coming back from breaks on time.
• Needs & Expectations – Set rules on questions and discussions,
especially outside the scope of the agenda. Try to determine what
concerns and / or anxiety the participants might have.
• Icebreaker – Use this introduction time for your icebreaker.
Breaking the IcePut your participants at ease.Some ideas to help you get the class comfortable:
• Introductions – Have participants introduce themselves, tell where
they work, and what brought them to the class.
• Express questions/concerns – After they introduce themselves, have
each participant suggest a question or concern. Use the ‘parking
lot’ for these, and revisit them from time to time throughout the workshop.
• Games – This can be tricky. Make sure the game is appropriate for the
audience and avoid overly silly or childish games. Build in relevance to
the class material.
Others?
What is Training?
Five Characteristics of Adult Learners.
• Life experiences – Time in life dictates how they approach new material.
• Learn by doing – Hands-on activities are a vital part of a successful
metadata training program.
• Application to reality – Make it relevant or you will lose them.
• Guidance, not grades – Adults need direction on using new skills.
• Self-directed – Generally, this is true. However, you may have students
that have been ‘directed’ to attend your training and as such will
present a bit more of a challenge to motivate them.
Training – It’s Not Kid Stuff
• Communication – Keep it simple and stay on point.
• Instructional pace – The ‘baby bear’ of training, it needs to be ‘just
right’ to keep the attention of the class.
• Connecting with the participant – Take time to talk to the
participants during breaks and exercise down time.
• Poor presentation skills – Practice—and join a club like Toastmasters
—to help you develop your own style.
• Lack of confidence – Know your material and keep practicing.
Barriers to LearningThe Instructor
Some of the barriers that you can control include:
• Attendance – You can’t learn if you’re not physically present.
• Commitment to learn – It’s more than just showing up.
• Distractions and concentration – Some distractions you can control
and others you can’t. Ringing cell phones and checking email
during class can be very disruptive.
Barriers to LearningThe Participant
Discuss these issues at the beginning of class to help ensure
maximum participant responsibility throughout the learning process.
• Workshop goals and objectives – Target these to the audience. The
targeted goals and objectives will serve as a guide to ensure the
appropriate material is covered to address the topics chosen.
• Allows for adjustments – If you have a class full of folks who
understand and have bought in to metadata, you can skip that
section and use the time for something else.
Getting to know youAudience Analysis
Finding out about your prospective students can help you design an
effective workshop that maximizes learning potential. Here are some
other benefits of this kind of analysis:
• Demographics – Find out if your participants will be managers, technicians, field scientists,
or students. Determine if they will
be writing metadata, managing metadata, or overseeing others in these tasks.
• Knowledge and experience level – Ask questions about what metadata knowledge and
experience the participants have, and what, if any, their daily interaction with metadata is.
• Relevance – Try to ascertain how this training will fit into their roles and responsibilities
and whether they are attending of their own volition or management coercion.
Asking the right questionsConsider the Following When Designing Your Analysis
• Registration forms and pre-workshop surveys
• Other instructors
• Previous participants
• Personal experience
• Common sense
Finding the informationNot All Information Will Come From a Traditional Survey
You can pull information about your participants from a variety of sources—including (but not limited to) the following:
What’s your style?
There are many different ways we learn. Our perception of reality is driven by our senses. We take in and process new information through watching, listening, reading, writing, and doing.
Your challenge as an instructor is to consider these different modes of perception as you plan your materials. You won’t be able to accommodate every learning style or preference, but you should be able to plan for and adapt to a few of the main styles.
Let’s look at one example.
Learning Preferences and Styles
The Kolb Learning Preferences
At each end of the continuums are four preferences.
• Doing (active experimentation)
• Watching (reflective observation)
• Feeling (concrete experience)
• Thinking (abstract conceptualization)
Thinking
WatchingDoing
Feeling
East-west axis is the Processing Continuum and refers to how we approach a task.
North-south axis is the
Perception Continuum and
refers to how we think and feel.
Thinking
WatchingDoing
Feeling
AssimilatingConverging
DivergingAccommodating
Learning StylesThe combination of where an individual’s
learning preference lies on each axis will
produce four possible learning styles.
• Accommodating (doing and feeling preferences or concrete-active)
• Diverging (watching and feeling or concrete-reflective)
• Assimilating (watching and thinking or abstract-reflective)
• Converging (thinking and doing or abstract-active)
Other Learning Styles
Visual
Dynamic
Tactile
Kinesthetic
Innovative
Analytic
Auditory Comm
on S
enseLeft Brain
Right Brain
Others?
The Learning Cycle
Reviews theexperience
and information
Draws conclusionsfrom experienceand information
Plans next steps based on experience
and information
Experiences new information
Learning Levels
KnowledgeYou can recall data.
KnowledgeYou can recall data.
ApplicationYou can apply
knowledge to a new situation.
ApplicationYou can apply
knowledge to a new situation.
EvaluationYou can make a judgment as to the value
of the information.
EvaluationYou can make a judgment as to the value
of the information.
SynthesisYou can build a pattern from
diverse elements.
SynthesisYou can build a pattern from
diverse elements.
AnalysisYou can separate information into
parts for better understanding.
AnalysisYou can separate information into
parts for better understanding.
ComprehensionYou understandthe information.
ComprehensionYou understandthe information.
Bloom’s TaxonomyBloom’s Taxonomy
Com
ple
xit
y o
f C
og
nit
ive T
hin
kin
g
Com
ple
xit
y o
f C
og
nit
ive T
hin
kin
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What level do you want yourstudents to reach in your
workshop?
Activities! Get Your Activities!
Activities help reinforce what has just been taught. Whenever possible, plan to include
an activity or two with each section of your training. Mix it up and make it fun but
remember to make it relevant. You’ll risk losing your audience if the activities do not
tie into the material being taught.
Activity Examples• Discussions
• Question and answer
• Exercises
• Hands-on applications
• Games (where appropriate)
Activities! Get your activities!There will be many times throughout your workshop where you will either drive home
your message or leave your participants wondering what just happened. To help
make sure you don’t leave them behind, there are certain things to consider.
• Provide clear and effective communication
• Be flexible
• State and restate workshop goals
• Offer positive reinforcement
• Transfer information at the appropriate level
• Acknowledge your mistakes
• Give them breaks!
Recall falls rapidly after 24 hours.
Stress important information to increase retention.
After the training, your particular situation may allow you to maintain good contact with
your students. Whether it’s close contact, or simply an occasional e-mail, consider
these ideas for post-workshop networking.
• Applying new skills soon after training
• Provide assistance
• Encourage management support
• Rewards after proof of learning
Now That They Are Gone
Instructional Objectives
“An instructional objective is a collection of words and/or
pictures and diagrams intended to let others know what you
intend for your students to achieve.
• It is related to intended outcomes, rather than the process for
achieving those outcomes.
• It is specific and measurable, rather than broad and intangible.
• It is concerned with students, not teachers.”
Robert Mager, “Preparing Instructional Objectives: A Critical
Tool in the Development of Effective Instruction,” May 1977
What Are Instructional Objectives?
Instructional Objective Components
An instructional objective has three components:
1. Performance
2. Conditions
3. Criterion
• Is the focus on student performance?
• Can the task be measured or observed?
• What determines completion of objective?
When considering your instructional objectives, ask yourself:
Objectives vs. Goals
Objectives are specific,
measurable steps to
complete a given task.
Goals are ‘big picture’
descriptions of the final
outcome of training.
Goal – To develop an awareness and
understanding of the Federal Geographic Data Committee’s (FGDC) Content Standard for Digital Geospatial Metadata (CSDGM).
Goal – To develop an awareness and
understanding of the Federal Geographic Data Committee’s (FGDC) Content Standard for Digital Geospatial Metadata (CSDGM).Objective – By the end of the session,
participants will be able to identify the seven major sections and name the three supporting sections of the FGDC CSDGM.
Objective – By the end of the session,
participants will be able to identify the seven major sections and name the three supporting sections of the FGDC CSDGM.
ExamplesExamples
Writing Clear ObjectivesTo ensure your objectives will work, avoid
using words that are open to interpretation
or are subjective in nature.
To know
To understandTo really understand
To internalize To appreciate
To believe
To enjoy
To grasp the significance of
To have faith in
To discoverTo think
To solve
These words and phrases
are open to many
interpretations
These words and phrases
are open to many
interpretations
Writing Clear ObjectivesChoose action verbs that limit
interpretation. Focus on the task or skill to
be learned.
To identifyTo name
To describe To construct
To order
To recite
To solve
To compare/contrast
To list
To prepare
To locate
These words and phrasesare more specific
These words and phrasesare more specific
Exercise
IdentifyingPerformance
The Conditions and Criteria
The condition defines the situation or circumstances under which the
learner will perform. Think of it as ‘setting the stage.’
Conditions answer the following questions:
The criteria portion of a learning objective describes the
expectations for the learner. It’s where you ‘set the bar.’
Make sure the criteria you select are relevant.
• What will the learner be allowed to use?
• What will the learner be denied?
• Under what conditions with the desired performance occur?
The Conditions - Examples
Examples of terms for “conditions”
“Given a checklist, notes, and manual…”
“Given the FGDC metadata standard…”
“Given a complete technical manual…”
“Given a set of blueprints…”
“Given a calculator…”
“Under simulated conditions…”
“Using all of the parts…”
“Using the graphic representation…”
“Using any equipment needed…”
“Using your notes…”
“Without the use of a manual…”
“Without the use of a calculator…”
“With the aid of a checklist…”
The Criteria - Examples
Accurate to ____ decimal points
At least 8 out of 10 attempts
At least ____ per cent correct
At least ____ within an hour
At ____ per hour
Before sunset
Having all correct
In the specified sequence
With at least ____ correct
Within ____ minutes
Within ____ tolerance
Without error
With no more than ____ errors
Some Common Criteria Phrases
Exercises
Practice Writing Instructional Objectives
Writing Instructional Objectives for your Metadata Presentation
Instructional Objectives – Summary and Review
Let’s review what we’ve covered in this module:• We discussed and identified the difference between goals and objectives.
• We discussed the three main elements of an effective objective
(Performance, Conditions, and Criteria).
• You rewrote some poorly written instructional objectives.
• You wrote objectives for your 20 minute metadata presentation.
In the next section, we will be discussing the various methods of
instruction. Keep your objectives in mind while going through that
section to identify appropriate methods of measuring your objectives.
Instructional Methods
Instructional Methods
As you plan your workshop, you need to keep in mind the instructional
methods you will be using. Think variety and don’t be afraid to mix it up.
Some benefits to having several different methods of instruction include
the following:
A word of caution: Too many different methods utilizing
too many visual aids can be distracting, and may
frustrate your participants.
• Enhances the learning experience
• Provides ability to address various learning styles
• Allows for customization of material
• Keeps the presentation interesting
Instructional Methods
Let’s look at some of the methods you may wish to employ.
• Modified Lecture
• Traditional Lecture
• Brainstorming
• Demonstration
• Computer-based Training (CBT)
• Exercises
• Worksheets/surveys
• Question and Answer
• Guided Discussion
Using QuestionsBelow are some examples of various question types you can use with the
“Question and Answer” and “Directed Discussion” instructional methods.
Type of Question Example
Closed yes/no question “Do you create metadata?”
Presumptive question (presumes metadata is created and that there are problems with its creation)
“What are your obstacles to creating metadata?”
Leading question (negative and presumptive) “You’re having problems creating metadata?”
Multiple questions “Are you creating metadata? If so, what are your obstacles? Can we assist you with your problems?”
Rambling question “Metadata? Problems? Help?”
Conflict question (emotional and negative) “Where is your metadata? Why do you not have metadata?”
Hypothetical question (problem solving question) “Given the opportunity, how would you…..?”
Open questions (opens discussions, invites additional information)
“Why metadata?”, “Who does metadata?” , “When do they do metadata?”
Probing question (seeks further information or clarification)
“You have been creating metadata. Tell me how it has improved your data exchange.”
Reflective (a statement requiring response) “This element definition is unclear.”
Exercise
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Other Instructional Methods
The previously discussed methods are widely used in metadata training.
Below are some other methods that are not as common, but may add a
unique and interesting experience for your workshop participants.
• Readings
• Role Playing
• Videos
• Games
• Debriefings
Exercise
Developing Your Instructional Method
Instructional Methods – Review
• Use many types of instructional methods to keep
training pace varied and active.
• Use interactive methods as icebreakers and
refreshers at low energy periods.
• Divide the class into smaller groups when using
active instructional methods.
• Use the appropriate instructional method for
your audience.
• Debrief after an exercise to reinforce learning.
• Have fun with what you do!
Training Aids
and
Visuals
Fear Not!Are you terrified of speaking in front of a group? Do you get
sweaty palms, a racing heart, and an urge to run away really, really
fast? Relax. We all do. It’s a natural reaction.
How do you get over it? Well, I don’t know if you can ever really
get over it, but here are some ideas that may help make it more
bearable.
• Know your material.
• Never try to fake it.
• Above all, relax and have fun!
The Importance of Training Aids
To be an effective metadata trainer, avoid the monotone lecture
with no assistance from training aids. Why use training aids, you
ask? Simple.
Training aids:
• Facilitate the learning process
• Ensure consistency from one session to the next
• Creates interest in the subject
• Simplifies instruction
Essentials for Good Visual Aids
Your visual aids should:
• Be simple and easy to understand
• Be brief and concise
• Stress essential points
• Be the correct size and clearly visible
• Definitely be interesting
• Use appropriate colors, spacing, etc.
• Be applicable to the subject
Visual aids can play a key role in a successful training session. On
the other hand, they can also head you down the path to disaster.
To avoid that journey, keep in mind these essentials:
Types of Training Aids
• Easel pads
• Chalkboards
• Whiteboards
• Overhead projectors
• Slides
• Videos and film
• Tape recorders
• Handouts
• Computer presentations
Training Aids and Visuals – Review
• Facilitating the learning process
• Making it more efficient and effective
• Maintaining consistency of the instruction
• Generating interest in the subject
Training aids help your training by:
• Make your visuals simple and easy to understand
• Be brief but concise
• Make sure the material is applicable
• Use correct font sizes, colors, spacing, and contrast
• Stress essential points
• Be creative, but not obnoxious
• Have fun with it!
Training aids can also be abused—leading to a less than desirable
training session. To avoid this:
Presentation
Styles and
Skills
Fear Not !
We all experience some anxiety and fear before we give a presentation
or a workshop. Use that anxiety to boost your ‘presentation energy!’
Think back on a presentation that you remember. Why do you
remember it? Was it the content or the way that content was
delivered? A good presenter will draw you in, giving you some
ownership in the material being presented. In doing so, there is
a better chance you will retain some of what is offered.
The challenge for you is to capture your nervous
energy and use it to create a fun, upbeat, and
ultimately beneficial learning experience.
You Say Presentation, I Say Speech
Political speeches, dedication speeches, or tribute speeches. Each
one is a kind of presentation. However, in your case, your ‘speech’
will be a bit different.
Your audience
• Specialized background
• Personal desire to attend
Your Environment
• Business / Corporate
• Professional / Formal
• Technical / Interactive
Start With A Bang, Not A Whimper
Things not to do:• Play with an object
• Fidget
• Keep hands in pocket
• Pace back and forth
Things to do:• Gesture naturally
• Stand up straight
• Speak up
• Chin up
• Move
• SMILE!
Make a Statement!Add Some Drama!
Stimulate Thinking!
Delivery EtiquetteStanding in front of a group and presenting material can be
nerve-racking. Here are some things to keep in mind:
• You’re not made of glass, so don’t stand in
front of the projector
• Talk to the audience, not to the screen
• Make good eye contact
4-second rule when talking
25% - 75% on questions
No shifty eyes
• Use your voice to your advantage
Project, enunciate, pace, modulate,
don’t stammer
• Watch your language
Delivery EtiquetteOther odds and ends to keep in mind during delivery:
• Pointers – It’s not a baton.
• Projection systems – Stay out of the spotlight!
• Cursors – Beware the frantic mouse!
• Color – Some is good—too much is not
• Brave? Video tape yourself!
Delivering The Goods If you are beginning to feel a bit overwhelmed with anxiety about
your presentations, think about some of these ideas:
Before the presentation:• Practice, practice, practice
• Watch voice pitch, volume, tone, and pace
• Practice breathing deep and slow
• Focus on one concept at a time
During the presentation:• Take a drink to slow down
• Breathe deeply and slowly
• Speak slowly, clearly, and distinctly
• Be honest if you don’t know an answer
• SMILE!
• Have fun!
Last But Not Least
In all the hustle and bustle to prepare your presentation, don’t forget to prepare yourself.
Consider your appearance. Anything that distracts the participants
detracts from the presentation.
• Be casual, but tidy
• Dress for the local corporate culture
• Dress to be comfortable
• Check your appearance before the presentation.
Presentation Styles and Skills – Review• Present the material with energy, enthusiasm, and interest!
• Speak clearly and with volume
• Make good eye contact
• Use natural gestures
• Speak to the participants, not to your visual aids
• Speak succinctly, avoid filler words such as ‘ahh’, ‘umm’, ‘err’, ‘like’, ‘you know’
• Prepare and practice. Avoid reading the presentation and eliminate apologies
• Wear clothing that does not distract from the presentation
• Turn off electrical visual aids when not in use
• Schedule physical and mental breaks
• Keep to your schedule
• Welcome questions
• Observe the listener for cues
• Give feedback
• Ask for comments before moving on
Discussion Time
Let’s take a few minutes to discuss some of the presentation styles and skills you’ve observed.
Any stories about:
• The best presenter you’ve seen?
• The worst presenter you’ve seen?
• The best tip you’ve ever heard?
• The funniest tip you’ve ever heard?
Lesson
Plans
What Is A Lesson Plan?It’s a written guide for you, the instructor. It describes:
• What material will be presented
• How the material will be presented
• What is needed to present the material
• When it will be presented
• How long it will take
• Where are your students going?• How will they get there?• How will you know when they arrived?
Questions to considerbefore beginning
A well-written lesson plan includes:
• Goals and Objectives
• Procedures and Methods
• Evaluation
• References and Materials
• Timing
• Equipment
Lesson Plan Components
• How to teach the material?
• How to learn the material?
Which is more important to consider when writing a lesson plan?
Why?
Sample Lesson Plan
Lesson Title:
Lesson Goal(s):
Lesson Objective(s):
Handouts:
References and Materials:
Equipment:
Total Time:
Content Outline Instructor Notes
Note approximate timing in parentheses outside each main part of the outline. Bullets under headings represent suggested content.
Introduction: Tie in with previous learning when appropriate State objectives Motivate participants Create interest State purposeBody: Outline of main points and method of presentation Logical learning sequence Examples, illustrations, etc. Student participation Key questions and desirable answers Learning activity that is measuredConclusion: Review main points Do NOT introduce any new material Tie this lesson to any which follow, if appropriate
The instructor notes section allows you to provide specific details about how each part of the outline should be taught. It might have the questions listed or maybe notes to remind yourself to cover a particular topic or do something in a specific order.
Use this section to help guide you in the flow of your presentation.
This section will be crucial for other instructors to evaluate how you designed your presentation and can assist them in picking up the lesson and teaching it themselves.
Lesson Plan
ExerciseWriting Your Lesson Plan
Lesson Plans - Summary
• Lesson plans can be the key to developing a
successful metadata workshop.
• Though often overlooked, these plans help provide
the structure and guidance for your workshop.
• Think of lesson plans as blueprints of your
workshop. These blueprints will help you save time
in the long run by focusing your attention on
specific components within a structured outline.
• Once your workshop has begun, a well-written
lesson plan can serve as a cheat sheet to help you
stay on track with your goals and objectives.
Classroom
Management
Preparing The Classroom
• Agenda
• Logistics
• Introductions
• Needs and Expectations
• Icebreakers
Key things to check:
• Room • Materials• Equipment • Instructor
Things to do BEFORE the class starts:
Things to do WHEN the class starts:
• Arrive early
• Set up before participants start arriving
• Follow a checklist
• Have enough of everything (e.g., tables, chairs, materials, etc.)
• Give yourself room to move around
• Check the equipment
• Know how to use the equipment
Consider The EnvironmentThe training environment can have a tremendous impact on the learning experience.
Control what you can and try to minimize impacts from factors you can’t control.
Some things you can control:
• Temperature
• Lighting
• Seating arrangement
• Breaks
Some things you can’t control:
• Temperature
• Lighting
• Seating arrangement
• Rest rooms and
snack machines close by
Be prepared to adapt to unusual situations if training off-site.
Seating Arrangements
Boardroom Style
U-Shape layout
Cluster layout
Classroom layout
Herringbone, or chevron layout
Exercise
Have a seat!
Make A List – Check It Twice
Make yourself a checklist.
It will help you stay on track
and remember
important details.
Make yourself a checklist.
It will help you stay on track
and remember
important details.
Day of Training• Get there early• Recheck your equipment• Organize and place your notes• Warm up your voice• Mentally recall the sequence of events• Relax! You’ll do great!
Eight weeks before• Finalize lesson plans• Develop exercises, handouts, and visual aids• Order supplies and materials• Finalize location for training
Six weeks before• Confirm course registration with participants• Send out Participant Background Questionnaire• Make travel arrangements for students and instructor (if needed)
One to two weeks before• Finalize personal preparation for course• Instructor makes random phone calls to participants• Confirm participants• Purchase consumable items (e.g., coffee, tea, etc.)
Day before• Set up classroom. Make sure tables and chairs are arranged appropriately and lay out class materials• Check that all materials, supplies, and equipment are in the room• Check and test all audio/visual equipment• If the room has not been used before, check for location of light switches, thermostat, restrooms, etc.
Handling Challenging Situations
Three Rules to follow when dealing with a difficult student:
• Never put anybody down. Be firm, but polite and understanding.
• There is a reason people act like they do. Do not try to judge them.
• Treat learners with dignity and respect at all times.
Sooner or later, you will have to deal with a difficult student. These situations can be
challenging and how you react is critical. Keep these rules in mind when a difficult
situation arises.
Oh, Those Difficult Individuals• The “Monopolizer”
• The “Quiet One”
• The “Sidetracker”
• The “Rambler”
• The “Chatterbox”
• The “Disrupter”
Even though the urge may be there,
you cannot be “The Terminator!”
Classroom Management - Summary
• Prepare key areas• Room
• Equipment
• Materials
• You!
• Create an effective learning environment. Take care of
basic needs (breaks, drinks, food, restrooms, etc.)
• Choose the appropriate seating arrangement (if
possible) for your training. Plan on being flexible and
adapt where necessary.
• It’s not always a smooth ride. Be prepared to deal with
difficult students. Be firm, but polite.
Exercise
Handling It!
Take a deep breath.Calm.Must stay calm…
Targeting
Metadata
Training
The Roadmap To Success
FormatContent Time Frame
SuccessfulMetadata Training
Workshop Design
Audience Analysis
Requires
to Determine
Major Issues To Address
• Audience – Use the audience analysis to determine audience
composition, training needs, and previous experience of
participants.
• Content – Scale workshop content and duration to appropriate
audience. Use ‘must know, should know, could know’ to
guide content decisions.
• Format – Audience composition and training needs will dictate
appropriate format.
• Time Frame – Sometimes you have control over time,
sometimes you do not. Scale your workshop to cover the
appropriate level of material for the time provided.
Other Issues To Consider
• Facility – You can’t do a full-blown two-day hands-on
workshop in an auditorium. If you train on the road, be
prepared to adapt. Get there early and test systems.
• Finances – Who is paying for the training? How will they pay?
Who will handle the money? Can costs be shared? Are
there grants available to pay for training?
• Materials – Steal! Seriously though, metadata trainers are a
great lot, and are always willing to help a new trainer get
set up with materials. Seek them out to develop your own
training network.
Mixing It Up
• Start with both groups and cover basics first. Cut the
managers loose and continue with specifics for the
remaining audience.
• Schedule a presentation for just the managers either
prior to or after the ‘metadata creator’ group.
• Ask metadata creators if a wrap-up session with
management would be helpful.
• If group is of mixed experience, pair the more
experienced to help the less experienced.
• Develop ‘going deeper’ options on activities.
You may be faced with a mixed audience—meaning mangers mingling with techies.
If so, you can still work up an agenda that will satisfy both.
Is Time On Your Side?
Something to consider when planning your workshop:
Metadata Workshop Subject Typical Time RequiredCore concepts of metadata ½ dayComprehension of the CSDGM 1 dayHands-on training 1½ days
Time might be a limiting factor in your training. If this is the case, think twice before
minimizing or eliminating exercises to save time. Exercises can give you good bang
for your metadata buck. Some ideas to help with time might include:
• Use dialog in place of lecture.
• Use breaks efficiently
• Send materials to participants ahead of time
What other ideas can you think of?
Core Curriculum
What is Metadata?Value of MetadataNational Spatial Data Infrastructure Framework Data - overview Geodata.gov – purpose/role
• Demo or hands-on• Participation in Geodata.gov
CSDGM – purpose and organization• Content overview• Graphic representation • Using the CSDGM Workbook• Detailed review
Quality Metadata - overview• Detailed Review
Metadata Tools – overviewMetadata Creation – Getting Started
• Software-specific instruction• Select Sections and Templates• Parsing metadata using mp• Full Record
Optional ModulesMaking metadata part of the processTransition to ISOCreating functional templatesFeature-level MetadataIndividual Profiles and Extensions Individual Frame Data Standards
1Hour
1/2Day
1Day
1 1/2Days
2+Days
Metadata Workshop Subjects Workshop Duration
version 20050411
Scaling Metadata Workshop Content
This chart shows suggested minimum content based on workshop duration.
Finding The Right Level
Participant has read a metadata record.
Participant is familiar with the CSDGM.
Participant has used metadata to manage data resources.
Participant has written metadata usingthe CSDGM.
Participant has validatedmetadata using MP
Participant regularly produces metadata.
YES
YES
YES
YES
YES
YES
Participant needs specific metadataimplementation guidance.
YES
NO
NO
NO
NO
NO
NO
NO
INTRODUCTORY WORKSHOP
INTERMEDIATE WORKSHOP
ADVANCED WORKSHOP
CUSTOM WORKSHOP
Re-evaluate participant’s needs
Go With The Flow Audience Analysis
Logistics
Format
Time Frame
WorkshopLevel
Content
WorkshopLesson Plan
Content
When you begin to put together your
workshop, your development time can
be drastically reduced with a little bit
of organization. Following a design
flow can also help ensure that you hit
your targeted workshop goals.
On Becoming A Metadata TrainerJust between you and me, metadata can be pretty boring and tedious.
Well, at least to write it. But that’s not the case with teaching it! Here
are some things to think about when you get ready to go on stage.
• Be entertaining - This can be tough. Be natural. Keep the energy up.
Use good voice modulation, move around, sprinkle in some
humor.
• Be inviting – Humility works. Be open to questions and ideas. Practice
good listening, and be sympathetic to frustrations.
• Be flexible – Situations arise that will demand flexibility, such as with:
• Content
• Demeanor
• Schedule
• Overall workshop plan
Keep Them Busy
Activities not only help the participant learn the material, but in
the right hands, they can be a lot of fun. Below are some
activities that other metadata trainers have used in their
workshop to keep things interesting and lively.
• Mine the metadata
• Writing quality metadata
• Creating a metadata template
• Building the business case for metadata
• Pin the tail on the metadata
• Metadata Jeopardy
Be The Standard-BearerTeaching the FGDC’s various metadata standards is challenging. Often times you have
audience members who are indifferent at best and hostile at worst (toward the material). Your
knowledge and enthusiasm can make all the difference.
For the core of your training, focus on:• The seven main sections and three supporting sections
• The purpose of each section
• The general content features for each section
• The concept of conditionality
• How to read and interpret the graphical representation of the production rules
As time allows, you can also focus on:• Tool demonstration and use
• Writing the first record
• Developing templates
• Clearinghouse understanding and use
Metadata
Presentations
It’s Showtime!Now it’s your turn to shine. You’ll be preparing and presenting a 20-minute
metadata presentation. Here is what you will need to include in your presentation:
Ground rules for providing constructive feedback:
• Metadata related topic
• Written objectives
• Written lesson plan
• Use at least two types of training and visual aids
• Ask at least two questions
• Must have an evaluation method (e.g., learning activity)
• Feedback will be provided by workshop instructors and fellow participants
• Comment on what worked well and what could be improved
• Comment on specific behaviors—not the person
• Provide observations and descriptions—not opinions and judgments
• Suggest useful alternatives