This Training Kit aims to stimulate and facilitate training on participatory spatial information management and communication. Subject matter specialists may use the materials when training local trainees; however, the subject matter specialists (first-level trainers) and (subsequent-level) local trainers may not necessarily have experience with training. This Module, Fundamentals of Training Delivery and Facilitation, gives advice on how to conduct training effectively and efficiently.
This Unit covers some basics of training: The experiential learning cycle provides a framework for adult learning. Training should be guided by learning concepts and perspectives. Trainees are adults who are also professionals with many years of experience. Recent developments in information and communication technologies are revolutionising teaching and learning, such as Open and Distance Learning (ODL), Open Educational Resources (OER) and open copyright licences (e.g. Creative Commons). Trainers should take these developments into consideration for their training activities.
Unit objectives / expected outcomes
After the completion of the Unit the trainee will be able to:
- describe the theory of the experiential learning cycle;
- discuss concepts and perspectives of learning;
- adjust the training programme to principles of adult learning;
- analyse perspectives of recent developments of open and distance learning (ODL), open educational resources (OER), and open copyright licences.
Content outline, main topics covered and suggested sequencing
This Unit focuses on the topics listed below:
- Background and rationale for Module M03. (Introductory discussion with PPT No. 1; Slides 1 – 3) (10 min)
- Explanation of the experiential learning cycle (PPT No. 1; Slides 4 – 6) (10 min)
- Learning concepts and perspectives: brainstorming with meta cards on: "What concepts and perspectives of learning do we know?" (Exercise No.1) (30 min), followed by (PPT No. 1; Slides 7 – 13) (10 min)
- Principles of adult learning: brainstorming with meta cards on: "In what sense do adults learn differently from children?" (Exercise No.1; This is the same exercise as before, using a different question) (30 min), followed by (PPT No. 1; Slides 14 – 22) (10 min)
- Recent developments (PPT No. 2; Slides 23 – 32) (20 min)
- Personal style inventory (optional Exercise No. 2) (60 min)
Components of the Unit
Handouts for Trainee (to be distributed in printed format):
2 hr, plus 1 hr for optional Exercise 1 on "Personal Style Inventory"
Additional trainer resources
- Biech, E. 2005. Training for dummies. Wiley Publishing, Inc., Corporate Headquarters, 111 River Street, Hoboken, NJ 07030-5774, USA. ISBN: 978-0-7645-5985-3. 408 pages.
- Mayo, G.D. and DuBois, P.H. 1987. The complete book of training: theory, principles, and techniques. University Associates, San Diego, California, USA. ISBN: 0-88390-208-7. 217+ pages.
- Pretty, J.N., Guijt, I., Scoones, I. and Thompson, J. 1995. A trainer's guide for participatory learning and action. International Institute for Environment and Development, London, UK. 267+ pages.
- Taylor, P. and Beniest, J. 2003. Training in agroforestry; a toolkit for trainers. World Agroforestry Centre, Nairobi, Kenya.
www.worldagroforestrycentre.org. About 300 pages + CD-ROM.
Computer, digital projector, meta cards, marker pens, flipcharts, pinboards, blackboards or whiteboards.
Copies of the handout "M03U01 Handout: Personal Style” (abbreviated version) or "M03U01 Handout: Personal Style” (full version) for each trainee.