Simons FSLT14 PresentationAn afternoons training on WordPress

My presentation is about a training course I delivered in my previous place of work (an FE College) to library staff so they could run their

own content management system and website.

I concentrated on a beginners / simple introduction to WordPress and used a live ‘dummy’ site for a visual aid and so everyone could

become comfortable with the system. During the course I ran group discussions and 1 on 1 delivery and had activities where the staff would answer multiple choice questions to quickly ascertain their

understanding and to indicate members who needed further training or support.

After the training course I also ask each staff member to fill out a short survey regarding how they found the training and the delivery.

To learn and develop the skills to create and maintaining resources within WordPress

Gain the knowledge to add new resources

to the system without outside help

Recognize how to use the system correctly to display content for easy online teaching / learning.

Aims of the course

Course Structure

1 afternoon (3 hours) class – Usually delivered to groups of 10

Collaborative learning

Active listening

Group questioning

Online discussion

Evaluation of training (oral)

Hands on learning

Online feedback (email)

Multiple choice questioning

A closer look

Taking an in depth look at the Group questioning and Multiple choice questioning sections

Group questioning

A session that allows members to pose questions to the group, if no answer from the group is forth coming I would answer the question.

This session is used to cement learning outcomes and ‘revision’ for the multiple choice test

Multiple choice questioning

Final session that ‘tests’ members with a simple multiple choice questions.

This session allows me to ascertain their understanding and to indicate members who needed further training or support.

Learning outcomes

Staff are able to use the WordPress system successfully at the end of the session.

Assessed through in-session observation and multiple choice test.

LogisticsOptional sessions advertised by Learning Development, E-Learning Manager and Library Assistants

Open to all Library staff at the College

Training ran fortnightly at each campus (5 campuses)

Sessions designed to run for 3 hours

Students perspective

Outgoing staff played a more dominant role in discussions. This left less optertunity for quieter staff to contribute.

Easy to discuss most aspects of the material in group session

PROS CONS

Session could easily splinter into separate discussions

Some staff prefer 1 on 1 learning to group learning

Short amount of time meant that some staff were left behind

Simple to gage if additional training required from the multiple choice questionnaire

Team work from group discussion allowed staff / students a better understanding

Reflections based on the 4 reflective lenses (Brookfield - 1995)

Autobiographical Reflection• Prior experience of delivering content to subject specific groups

Student Perception• 10 ‘students’ replied (orally) after the session/ sent emails are sessions.

• Suggestions for improvement: ‘more time during ‘Hands on learning’ section’, ‘further support or refresher session at a later date’.

• 7 rated the sessions as excellent, 2 good and 1 satisfactory.

Reflections based on the 4 reflective lenses (Brookfield - 1995)

Colleague Perception• Aims and content of sessions discussed with E-Learning Manager (experienced

with system) and Library Managers (inexperienced with system).• Trial session ran with e-Learning Manager and Library Managers to test suitable

run length and to allow Managers to support their staff

Literature• Maintain student engagement in sessions through a variety of techniques and

technology (Gaunt et al., 2009)• WordPress Codex – First steps with WordPress – (OpenSource, Online)

Future Recommendations

From feedback given in class and emailed I further tailored the course to:

Make sure to engage the quiter staff / students, so they also contribute to the course group discussion

Not allow multiple ‘splinter’ groups whilst engaging in (whole) group discussion to ensure the group stays on topic and at the same speed

Arrange drop in / contact sessions where staff / students who need aditional help can further their study.

References

Gaunt, J., Morgan, N., Somers, R., Soper, R., and Swain, E. (2009). Handbook for Information Literacy Teaching (HILT). Cardiff / Jisc: Cardiff University – Available at: http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/index.html

WordPress Codex, First Steps With Wordpress. Wordpress – Available at: https://codex.wordpress.org/First_Steps_With_WordPress