Online Ikastaroa – smart.radiotraining.eu

Introduction

This is the completed and tested online training plan SMART will recommend as effective when training trainers on how to make an efficient use of the SMART Radio Training resources. We will recommend to follow the training path and deliver all workshops for the training to be successful. 
 At the end of the training, tools are made available for a thorough assessment of the value of the workshop, just like access to organise certificated training exists, endorsed by Community Media Forum Europe (CMFE) and AMARC Europe along with the SMART partners. Access to SMART training certificates may be granted by the SMART partners only.
Here you will find the path to follow, as well as a general summary of the workshop. By clicking on the workshop summary you will be able to see a more detailed description on the delivery as well as link to activities you can use with your participants.

Before starting the workshops, it would be important to ensure all participants understand how to use the online conference platform and interactive tools to be used for the training. It will be recommended to stick to the same online conference platform and same conference room for the duration of the training.

Duration: 120 minutes

Trainers will familiarise themselves with the SMART resources and learn how to use the SMART search tool to prepare their training plan for their participants.

Learning Outcomes

Trainers will learn how to use the SMART search tool to find activities relevant to their training plan and their participants needs.

Description

The session starts with the trainer and participants getting to know each other and their expectations, familiarising themselves with the workshop schedule and learning about their task to complete by the end of the training – a training plan for a specific target group using SMART activities. The participants are presented with the accompanying assessment tool. They start the self-evaluation with the first Spiderweb.
After 60 minutes, the participants go into a 10-minute break.
After the break, the trainer presents the SMART idea of learner-centered training and focusing on specific target groups.
target groups and allows time for questions and discussion. 20 minutes
Then the trainer gives an introduction to the SMART online tool so that participants can use it to create their training plan. After 30 minutes the workshop ends.

Activities

Expectations: Futur2: The course leader puts the participants in the situation of having completed the entire Train-The-Trainer training and sitting in the final feedback session. They reflect on the workshop and can summarise what they liked, disliked, missed and what they would have liked. In order to make the idea understandable, the facilitator starts this round and then gives the floor to the next person in a clockwise direction. The facilitator collects the statements and ends the round by thanking the participants for their answers and explaining the exercise (meaning, function, possible applications).

presentation learner centered training

presentation SMART Tool

Feedback

For participants: One minute feedback
For trainers: Trainer Protocol and Exchanges

Duration: 45 minutes

This workshop looks at how to find out the needs, skill level, etc of participants ahead of the training so the trainer can plan and prepare accordingly and make the workshop accessible to all participants.

Learning Outcomes

 

  1. Identify the prerequisites for effective communication in your learning group. Considering the group composition and training standards according to group more basic specific needs.
  2. Understand who is your group and what are their needs
  3. To end the workshop, allow participants to decide what Target Group they will plan their training project on and create groups based on their choices (30 Minutes)

Description

Participants are asked to describe how they target groups in their work. The group discusses in plenary what is in favor of defining target groups. Then the facilitator puts up for debate how it is possible to know as much as necessary about the participants for good training planning. After 30 minutes, the discussion ends and the participants are given a 5-minute break to define their target group for their training plan. After the break, participants present their decision in plenary and are invited to form teams with those who have chosen the same target group. As a task until the next workshop, the participants in the team should define the target group as concretely as possible.

Activities

facilitated group discussion and teamwork

Feedback

For participants: One minute feedback
For trainers: Trainer Protocol and Exchanges

Individual participants select the target group they would like to plan a training session or full course for. Based on their choice, they will be grouped into working groups so they can work together towards completing the training plan.
The composition of the working groups and the learner target group they have chosen will be notify to the trainers.

Duration: 130 minutes

This workshop looks at how trainer styles and training methodologies should be adapted according to the needs of your participants and the skill to be learned to ensure the training is effective.

Learning Outcomes

  • Explain key principles and methodologies which underpin adult learning of learning styles, learning outcomes, essential techniques
  • Methods to achieve group participation and how to use them according to the group needs and the skill to be learned.
  • Principles of presentation techniques
  • Organise & structure speeches according to the audience
  • Importance of appearance, body posture, language, voice & personality
  • Multitasking abilities / multi-pronged way of thinking

Description

The workshop starts with a welcome round and in the first 5 minutes with the question whether the participants are still satisfied with their choice of target group for the training plan to be created and whether and in which teams they work together. Then the participants have 15 minutes to decide what the goal of their training should be.

Then the actual workshop begins. The trainer puts the group in the situation of an editorial meeting to find topics for a radio production.
Soundscapes are played and the participants are asked to name their associations to what they hear, which are written down on a board. In the next step, the participants develop themes for the radio production from the resulting list of words and thoughts.
The exercise is concluded and in a group discussion the participants exchange in plenary about what other methods they know for finding topics. Then they discuss how the specific needs of the target groups determine the choice of method. The whole session is scheduled for 60 minutes.
10 minutes break
Guided group discussion on the questions:

  • Why do you need more than talking and listening – especially for groups with special needs
  • What methods would you use or do you use?

Answers are noted on a whiteboard for all to see. Methods not mentioned by the participants are brought in by the course leader:

  • Role Play – In role plays, participants use their own experiences to play a real life situation.
  • Demonstration – Demonstration means any planned performance of an occupation skill, scientific principle or experiment.
  • Lecture/Presentation – A lecture is an oral presentation of information by the instructor.
  • Facilitated discussion – Discussion involves two-way communication between participants
  • Buzz Groups – During a longer session, the plenary group can break into sub-groups to discuss one or two specific questions or issues.
  • Brainstorming – The purpose of a brainstorming session is to discover new ideas and responses very quickly.

After 20 minutes the part is finished.
Then the participants go into their teams and define principles for the selection of methods for their training plan adapted to the target group and the goal. For this purpose, the facilitator opens breakout rooms for the teams. The participants are given 10 minutes for this.
The participants then present their ideas to the group in plenary. The group can give feedback. 10 minutes

Activities

Brainstorming with Sound

Feedback

For participants: One minute feedback
For trainers: Trainer Protocol and Exchanges

 

Duration: 90 minutes

When planning the delivery of training we must consider a number of elements first, including the trainee profile (target group) and number of trainees (group size), as well as accessibility issues and the requirements of the activities to be carried out as part of the training.

Learning outcomes

  • To consider the importance of certain elements when planning training delivery (physical space, time, number of participants, time of day, day of the week, etc)
  • Structuring the session and using the SMART training tool.
  • prepare appropriate training methods for each element of the training session
  • locate SMART exercises for use within a training session
  • prepare any tools, resources or visual aids for the training session e.g. overhead or powerpoint slides, flip charts etc. to effectively deliver the SMART activities.

Description

In a moderated group discussion, the participants exchange ideas about the framework conditions for training. This includes the whole setting in which the training should take place – group size, location, time frame, timing, necessary equipment, etc. The need to consider the specific needs of target groups is underlined. Participants’ points are noted on the whiteboard by the facilitator.
After the discussion of 30 minutes, the facilitator presents the structure of the SMART tool exercises and explains the principles under which they were created. The structure is presented to the group for debate and discussion. 30 minutes are allowed for this. This is followed by a 10- minute break.
After the break, the participants are told their next task: To set the framework for their training plan. Participants can then ask questions and seek advice from the group or the facilitator. After 20 minutes, the workshop is over.

Activities

Presentation of the activity structures

Feedback

For participants: One minute feedback
For trainers: Trainer Protocol and Exchanges

Trainer should encourage participants to work in groups to discuss what preparation is required for their specific participant group. Group work should be encouraged to be carried after each workshop as this is part of the learning process, as participants will learn from each other’s experience and support each other through the preparation of the training plan they have to present at the conclusion of the training.

Duration: 120 minutes

This is an open session to discuss the importance of needs analysis to be able to organise existing resources to support the training preparation and delivery for your learner target group, and effectively organise learner centered training. This is followed by group work assisted by a trainer where participants are working in their groups in virtual breakout rooms.

Duration: 120 minutes

It is essential for trainers to be able to measure the learning achieved during the training by applying simple and effective tools, while at the same time using feedback to ensure that the training is fulfilling the learners expectations.

Learning outcomes

  • Establish, promote and maintain a positive learning culture use a variety of relevant training strategies
  • demonstrate effective listening and feedback skills evaluate progress on an on-going basis
  • provide formative feedback to learners throughout the programme
  • assess learners achievement of training objectives
  • critically evaluate a range of assessment techniques
  • critically evaluate a range of assessment and delivery methods
  • plan the application of fair and consistent summative assessment techniques to ensure achieved and training outcomes
  • distinguish between formative and summative assessment provide effective feedback on learner progress.

Description

The course leader discusses with the participants the necessity of measuring learning outcomes and learning success of training in community media. They also discuss the limits of assessability in the field of voluntary unpaid activities on the one hand and in non-formal education on the other.
After 30 minutes and a short break, the course leader initiates the exchange of experiences and methods of evaluation among the participants in a group discussion. After 25 minutes, the participants go into a 15-minute break.
Then the trainer introduces the SMART Assessment Tool and explains the decision for the methods. Then time is allowed for questions and answers. After 45 minutes, the workshop ends.

Activities

presentation SMART Assessment Tool

Feedback

For participants: One minute feedback
For trainers: Trainer Protocol and Exchanges

Duration: 90 minutes

This workshop examines the trainer facilitation role when dealing with learners with a variety of sensitivities, needs and approaches, as well as different levels of skills and engagement, which in the worst of cases can deal with disagreement and conflict, and training disruption.

Learning outcomes

  • Demonstrate an understanding of. Group dynamics
  • outline the values which inform practice in training / training practices
  • demonstrate good training practice
  • describe different preferred learning styles, training styles and conflict resolution techniques
  • deal with discriminatory attitudes and behaviours establish appropriate work boundaries
  • identify personal training and development needs.

Description

The workshop is divided in three parts:

  1. An Icebreaker that works as an icebreaker but also open the discussion about the importance of observation during training as a method to encourage engagement and prevent conflict.
  2. A Buzz Group activity, where participants discuss in small groups their experience on how to deal with training challenges while discussing specific case studies.The conclusions are then brought back to the whole participants group. To carry out this activity, it is necessary to break the group into smaller groups and the use of an interactive online platform such as jamboard, padlet…
  3. A game that allows participants to test their ability to listen and highlights the importance of ensuring trainers understand participants input as a way to ensure conflict prevention.

Activities

Activity 1 (for part 1): Find the Difference

Activity 2 (for part 2): Training Troubleshooting

Activity 3 (for part 3): Controlled Dialogue

Feedback

For participants: One minute feedback

For trainers: Trainer Protocol and Exchanges 

Duration: 60 minutes

The benefits of follow up activities are several: beside it being a way to keep in touch with the trainees, it helps the development of a network and improvement to the training and training materials through the feedback of the participants. This follow-up is even more important in case of a train-the-trainer course as the teaching methods, materials and exercises would be tested further by the participants, and by collecting and analysing their experiences we can develop our courses and their impact.

Learning Outcomes

  • understand the importance of follow-up activities after the training and the links to evaluation and assessment
  • cognition of follow-up methods, tools and practices in order to make follow-up a systematic and organic part of a training that also help assessment and evaluation

Description

When we organize and deliver a training we have several purposes to convey a certain knowledge or develop a given skill. Achieving social impact could also be an important aim – for example, many media training focuses on correct and trustworthy news writing which not only raises the quality of journalism but creditable and trustworthy news sources contribute to the development of society. When we have further aims with a training and the long term impact is important, the follow-up of the trainees becomes indispensable.
The follow-up activities function is not only gaining information of how the trainers utilize the knowledge they acquired during the course but it provides experimental information about the training content in order to develop it and suit more to actual needs.
In this session the trainer highlights the follow-up as an important tool of achieving real impact and discusses the functions and practical tools of follow-up.
The discussion is followed by an activity in which the trainees match follow-up methods with various training types and training goals.
The activity triggers an open brainstorming and group work – each participant tells what type of training they plan, what they want to achieve with the course and then the group lists ideas about follow-up tools and methods (the trainer moderates the discussion and brainstorming sharing his/ her personal experiences about each tool).
At the end of the session the trainer sums up functions, methods and tools of follow-up, then gives a few recommendations of what to do and what to avoid (do-s and don’t-s).

Activities

Match the tool, the method and the training!

Feedback

For participants: One minute feedback

For trainers: Trainer Protocol and Exchanges

In a plenary Session participants present their training plans to the group and will get the chance to ask for feedback from the group and trainer. Trainers should not take the last word or in worst case judge about the presentations.

Participants are asked to give their feedback to the trainer about the whole course and they will be asked to fill the second spiderweb for their self-evaluation and are asked to finalise the assessment measures the training course organisation has given and implemented.