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

g

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