Tip Top Tech Training

Laura Blake (NETSL) introduced Dodie Gaudet.

Experience as supervisors, dept. head, contract cataloger, aerobics instructor- lots of training experience (rec’d and giving).

Trainging is an integral part of lib’s job (our REAL job).

Emphasis on preparation.

PREPARATION:
wHAT DO YOU want to accompl. with traingin?
demo?
train?
train the trainer?

know situation, audience, environment:
who are listeners?
why are they here?
training staff to use the latest vers of software?
train patrons to use databse?

plan for time to practice training program!!!!! 2-3 hours- 1 hour of traing, then rest for practice.

Plan for breaks! esp for long sessions.

Know your material:
Make sure you know what you’re doing before you try to teach someone else (research more than you actually need so you are fully prepared).
helps build interest in topic
” confidence in you own knowledge of topic
good foundation for qa
allows you to choose best/strongest material

3 parts of presentation:
Opening- tell them what you’re going to tell them
Body: Tell them
Closing: Tell them what you’ve told them

Opening:
Get listener’s attention
Est. credentials
Give listeners a reason for listening
Involve audience (introduce selves- small group)

Body:
Cover info/steps from the very beginning
don’t assume the aud. has a background in the subj., if not sure, ask
Review any relevant history
if you think some of the people already know some of what you’re covering, and don’t want to insult them by expl. from scratch, ask “Who knows about?”
Rather than saying: Of course you already know that, try saying “You may already know…”
Include every step
things that are obvious to an experienced person are not always obvious to a new learner
be clear
reduce jargon (or define it)
paint a picture with words
prepare specific examples
use them to illustrate var. aspects of software
prepare examples of most common mistakes
show what happens when the mistake is make
show how to get out of it
speak to the listener’s wants and needs
be relevant
use gimmicks with caution- be releveant!
diff. people have diff. visual learning styles
auditory, visual, kinesthetic**
conceptual vs. detail (go thru every step)
give 2 diff. examples expl. the same thing (no more than three ex.)
give non-computer examples/draw parallels with everyday life
if someone doesn’t understand explain it in a diff. way (don’t repeat what you’ve just said)
ask other trainees who do understand to explain

Closing:
end on time
quickly review/summarize material
end with conviction, have a clear ending
get immediate feedback to incorporate into the next training
certificate of completion helps give closure

Prepare handouts:
Incl. screen shots if possible (useful if internet/computer is down)
Include step-by-step details
Include info about how quickly or slowly the next screen will appear
Don’t put too much info on one page
Leave lots of white space for notes
give them at BEGINNING of presentation

Practice:
Use the same computers that trainees will be using
practice with all a/v aids or props you will use, incl. setting up and moving around
remember the places you had diffic. when you were learning
notice where you tend to make mistakes (others will likely do the same)
modify presentation if necessary
review handouts for possible revisions
rehearse aloud (4 times if possible)
rehearse with people you know and get feedback
if you are wokring with other trainers, coordinate your parts and stay within you allotted time

We then took a quiz (I htink I only got one right!!!!), which illustrated the point that if you look for feedback from your audience, make sure it’s stuff you’ve just shared with them, and not random stuff that they should know but don’t.

The Presentation:

Est. rapport with the trainees, be approachable
be friendly, smile
introduce yourself
have them into themselves
tell a personal story related to the traingin
review agenda- always let people know what to expect

Be attentive to your audience and their needs
review handouts with trainees
cover material at a slow enough pace so ppl. can absorb
cover same material with a different excercise
allow ample opportunity for people to ask questions
watch computer screens to keep people from getting lost- if there are many people have proctors to help

Watch audience for signals
if they look restless, change your pres. style, take a quick stretch break, or get them involved by asking questions
(web sites provided in handout)

We did a stretching excericise here- hands on small of back and lean back, finger on chin and push back to prevent leaning forward, pull back on fingers of each hand, touch thumbs to fingers, rotate hands, rotate feet.

We memorized a rhyme in parts, to stress the importance of breaking concepts into parts to learn more easily (handout provided).

Create an atmosphere conducive to learning:
-enthusiastic
-patient and non judging
-break things into small steps
-provide for success (praise, encouragement)
-inspire confid. be reassuring
-encourage experimenting
-make learning fun
-use humor
-encourage questions
if a questions is too detailed or out of the scope of this training, give a simpler answer and offer to go into more depth at the break
if the question is something you planned to cover later, say so. make sure you cover it later.
IMPORTANT TO HAVE TEST ENVIRONMENT, and encourage “play”- you can’t break this!
-for beginners who need help using a mouse, visit (website)

NEVER IMPLY THAT A TRAINEE IS STUPID B/C HE/SHE DOSEN’T ALREADY KNOW HOW TO DO THIS.

At regualr intervals during pres., sum up what has been covered and what is still to be covered.

Use a pointing stick or laser pointer instead of your hand

Don’t apologize to listeners, never say you’re not prepared

Acknowledge any problems that happen and continue.

Voice:
pay attn to vol, diction, pitch, speed
use vocal variety
pause for effect just before and after important points
elim. ahs, ums, likes, verbal tics – have someone count your tics when practicing
take care of yourself:
drink water and stay hydrated- talking is a dehyrdrating activity
avoid milk products before speaking
avoid overeating just before speaking
avoid caffeine and alchohol just before speaking
be well reasted- plan training for am if monring person, afternoon if not, etc.
stay in good physical and mental condition

attend workshops, etc. and remember what it’s like to learn something new
pay attn. to presenter/instructor
eval. presentation
always be preparing to give your next workshop

QUESTION: what do you do when nothing is going right? Acknowledge problem, try to solve as a groiup, then carry on.

QUESTION: how do you deal with people who show up late? keep going and catch them up later? this is usually the way to go. sometimes starting with intros (self, others) delays start of actual material and accounts for stragglers. late people can catch up with other trainees, over breaks, etc.

QUESITON: what doyou do with diff. learning speeds? Handouts are helpful for speddier people to work alone while you can help others who are having a harder time. Having a proctor/helper to go around helps.

Excercise: Explain how to build a snowman. We get 3-4 min to explain.

1) if it’s a snowy, go outside and gather a handful of snow. Cup boths hands and clap the hand without snow in it on top of the hand with snow. You may want to wear gloves. If the snow “packs” well, menaing if it consolidates enough to become significantly firmer, then the snow outside is appropriate for building a snowperson. If the snow sort of flies out of your hand or remains loose and fluffy, it is not good snow for making a snowperson and you should go inside and have some tea.
Example of good snow: http://www1.istockphoto.com/file_thumbview_approve/1421367/2/istockphoto_1421367_snowball_in_hand.jpg

2) gather decorative materials: eyes, nose, apparael, , etc. stuff you don’t care about because it will be out in the elements for several days.
3)start by making 3 snowballs, by repeating step 1. pack more and more snow onto the each ball

place according to aesthetic desirres in snowperson by attaching via snow.

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The Hollywood Librarian Showing

The Hollywood Librarian logoOn Monday night, NELA sponsored a showing of the new movie, The Hollywood Librarian. About 70 librarians came to the showing, and were fairly vocal during the movie – lots of laughs, and many gasps of surprise.

The movie essentially chronicles the way librarians have been represented by Hollywood in film, from black-and-white movies to present day blockbusters. These library-related clips were interspersed amongst interviews with authors and librarians from across the country, giving their own views on the field and how we are viewed by the wider world.

A second theme that develops later in the movie follows the plight of the Salinas Public Library, in Salinas, CA (home of John Steinbeck). Faced with a shrinking budget, the town failed to pass tax measures that would keep the library and other vital services operating. The situation became national news, and following a local grassroots campaign, the voters approved funding to restore normal hours the next year.

The movie itself rambled and intertwined the interviews, film clips, and coverage of Salinas, which prompted some discussion afterwards. Most everyone enjoyed the movie, but felt that it was building to a climax or core theme that never materialized. It was both a humorous and sobering look at the place of libraries in society, and some felt that these two extremes weren’t meshed well enough to convey a single message, or appeal to anyone who isn’t a librarian.

Another goal of the movie seemed to be to combat the traditional stereotype of a librarian being a nose-in-a-book, shushing, middle-aged white woman. The movie did a great job of showing that modern librarians do much more than pass out books, and that libraries are no longer stiff, academic places of absolute silent independent research. However, with most of the librarians interviewed being middle-aged white women, that idea might be less of a stereotype and more of a reality. But also interviewed were male librarians, librarians of color, and a young library student, so the makeup of the field was indeed accurately portrayed.

The Hollywood Librarian is certainly worth seeing if it is playing in your area. Each of the movie clips were cited, and I for one was scribbling down titles I want to check out of my library. The coverage of the Salinas Library is also important viewing for any librarian, as in these days of uncertain budgets, we should all be prepared to face a similar situation. But the bottom line is that this movie makes you feel good to be a librarian, and reminds you that you’ve chosen a worthwhile and noble profession.

More information on The Hollywood Librarian

The Way Ahead: A Report from the Library of Congress Working Group on the Future of Bibliographic Control

Presentation sponsored by NETSL, introduction from Margaret Lourie.

Website for the group: http://www.loc.gov/bibliographic-future/

Report of working group was supposed to be out by this time (10/16/2007), but is still being written, discussed and debated. A draft of the report should go public in the next couple of weeks.

Why was the working group created?

  1. Series decision of LC: the negative reaction of community prompted response to try and address this
  2. LC’s Objectives:
    1. Adjust to changing environment of discovery and materials,
    2. Match investment made in bibliographic services to need for bibliographic services,
    3. Re-examine LC’s role played in relation to other organizations in country and what they should be addressing in light of that.

Members of working group: Group members

Who we are:
Organizational members (ALA, ARL, etc.)
At-large members (OCLC, Microsoft, Google- LC did not pick all members)
LC was an initial organizer of group, but then took a more minimal role and let group do its work

Our Charge:
(from website)
The charge of the Working Group on the Future of Bibliographic control is to:

  • Present findings on how bibliographic control and other descriptive practices can effectively support management of and access to library materials in the evolving information and technology environment
  • Recommend ways in which the library community can collectively move toward achieving this vision
  • Advise the Library of Congress on its role and priorities

What we’ve done:
Changed group’s process by opening up to public (meeting schedule)
First WG meeting held Nov. 2006

3 regional public meetings held- Topics were “Users and Uses,” “Structures and Standards,” and “Economics and Organization.” The group encouraged wide discussion at these meetings.

The WG collected written testimony of attendees, solicited generally and from individuals.

Final WG meeting held August 2007.

What’s coming:
Finalizing recommendations
Release draft for public review
Submit report to LC on Nov. 13 2007

What we heard:

  1. Users and Uses:

– “And one man in his time plays many parts”
(Presentation by Swarthmore college facutly member on dispelling the myth of “the user”) The user is not a monolith; there are many types at many levels with many needs. There may be value in adding “values” to information, which we as purveyors of information, do not now do.
– Librarians are users too.
– So are computers. We should be thinking about ways systems use data differently, and how that should be managed and improved.

What we do in cataloging should incorporate more things other than discoverability.

Standards are…
Good
Hard (to keep consistent and update quickly)
Slow
Interdependent
Developed in isolation
Ambiguous and inconsistent

MARC is evil
Too complex
Too much redundancy
Not flexible enough- for different materials, for user-contributed data (tags, etc.), as a container (reviews, book covers, etc.)

Don’t forget us:
Public libraries– importance of CIP, “public doesn’t mean simple,” lifecycle of circ’ed materials is much shorter
Consortsia– need to provide service across their catalogs, deduping, diff. local policies
Special libraries– Nt’l Geo. Society
Small libraries– Don’t have access to OCLC, etc., relying on CIP
Abstracting and Indexing– becoming more concerned with auth. ctrl

Economics of metadata
Get metadata ASAP from sources, do as little with it as you can
Get it cheap
Leave it to machines
Don’t fuss with it
Make it available
You can never have too much info in MD
Get it right- create incentives/compensation for ppl. who do
Leave it to experts
Make it worth my while

Metadata life cycle:
“And ..in its time plays its many parts.”
Life span of the resource
Put out to pasture… or reborn?
Keeping up with the times- Google books: looking for “abortion”; in full text in 19th cent books will not get you any results. Additional metadata can bridge this gap.

The Charge revisited: Need to redefine some terms!
“BIBLIOGRAPHIC CONTROL”
This term still includes traditional cataloging (AACR2, LCSH)
Needs to be broader
– in terms of content– articles, images, archiveds, digi coll
– in terms of context– extended OPAC, metasearch, courseware, open web (where will the data appear on the web?)
– in terms of purpose– evaluating, managing, connecting

“LIBRARY COMMUNITY”
Traditionally, this meant United States librarians and library associations
anglo-american cataloging community?
oclc community?
global library community?
system vendors?
publishers, content suppliers?
search engines, software suppliers?

The WG wants to make recommendations that can be realized (example: no point in recommending standards, etc. to publishers because they just won’t follow them)

What role is LC in this discussion?
as record supplier to the nation
in setting standards for quality
in standards development
in providing leadership

LC is not a national library in the European sense, they do not get special funding, or mandates to be the national library and all that entails.

Revisit what we do now:
simplify processes, not product
focus on FRBR
rethink economics of supply

Revisit extending impact of what we do:
reaching beyond catalog
expanding the way name authorities can work
leveraging controlled vocabularies
building services via identifiers

Revisiting how to think about these ideas:
building an evidence base (this has not been done very often in previous years)
education and re-education

Outcomes from report:

  • Negative
    widespread dissatisfaction
    selective reading
    skepticism about feasibility
  • Positive:
    reinforcement of values
    opportunities for impact
    sense of long-term directions

QUESTIONS: Will there be dissents published when the report comes out?
A: No.

QUESTIONS: How will recommendations be implemented after going public?
A: Some recommendations may have implementation suggestions with them, and there may be a method recommended for sustaining this work over time as well. LC will review about how-to accomplish the recommendations as well.

QUESTIONS: Are LC staff interested in work of the Group?
A: Yes, definitely. The LC Staff Association has sumbitted issues/comments to group, and will attend meetings soon.

QUESTIONS: How do we get the report ASAP?
A: Go to group’s web site.

QUESTIONS: Can you say more about the evaluative piece of adding to metadata?
A: We tend to separate librarians from users when they are the same thing. To what extent can catalogers be surrogates for expert users? We need to interconnect the evaluative stuff to the the objective catalog (tags, reviews, etc.)

Web 2.0, Library 2.0, Librarian 2.0 – Updated!

What is the 2.0 environment and what do you do with it? Jessamyn West from Randolph (VT) Technical Career Center describes ways New England libraries have been using new technologies, and also some old tech, to reach and interact with patrons in new ways. It’s all about ideas, examples, and links, links, links.

Slides and links referenced in Jessamyn’s talk are available at her website:

http://www.librarian.net/talks/nelal2/

Library 2.0 and beyond
Jessamyn West
Tuesday, 10:30

For a photo of Jessamyn, see Chronicle of Higher Ed article about “young librarians:” http://chronicle.com/temp/email2.php?id=VxjmgshrNpdB5jdzxjxvtfmcxrXX5tpR
That’s her on Casey Bisson’s iPhone.

This is sort of a sequel to last year’s Library 2.0 presentation at NELA.

Everyone, even small libraries, can get into the L2 game.

All photos in the presentation are from Flickr.

L2 is a service model/idea. Tim O’Reilly, creator of the O’Reilly series of programming books, coined the Web 2.0 term, tying together a bunch of trends in interactivity. Marketing buzzword to get people to conferences. Librarians: we can apply this to our service model. Grouping similar things together. Implication that we’re leaving behind 1.0 world. Acknowledging that we are changing the way we do business. We’re not all up to speed–not us, not our patrons/customers. But often it solves a real problem.

L2 ethos: Save a Stamp. Being more useful.

L2 is like obscenity–we know it when we see it. Depends on the circumstances. Relative to the alternatives. There’s no predefined list. User-centered.

Librarians like to search, but everyone else likes to find!

Network effects by default. Not so much just a couple of years ago.

User-generated content and MARC std: we need both. We need both.

Is what I’m doing reaching my users?

It’s all beta. Constant evaluation is possible, not like boxed software.

Feedback. The question wall.

Toolkit: not stuff but methods. You don’t have to have a blog (but why wouldn’t you?)

Change the website with the seasons.

Be willing to Experiment. It’s marketing, and knowing who your users are.

Go where your users are; go where you’re needed. Leave your building; help your users where they are. Linking to other libraries.

Avoid data silos. (Gale Group, InfoTrac) Not findable by Google. No network effect. Many catalogs don’t support non-expiring URLs.

Recognize usability: Cook Memorial Library,Tamworth, NH: using Scriblio. Compare to “OPAC Name Headings Search, LC call number, charged/not charged (library jargon).” Recognize the absence of usability. Remember what easy to use looks like: RI Historical Society.

Library Homepage for Distance Ed at SCSU: wow, a human works here!

Library Tech Tools: Chelmsford

Plymouth State U. Also uses Scriblio.

Cutest OPAC ever.

Accept experimentation.

Try and evaluate: Book Notes New Hampshire. New Hampshire Reads Fahrenheit 451. Create a blog just for a project.

Use the network to do what you already do. Example: Facebook group: Awesome Resources. Tools for library research.

Go new places: Second Life. Free live conferencing. American Memory Exhibit. Kansas State Library is in SL.

Save the time of the user. (Ranganathan)

LibX add-on for Firefox. Get all up in their web. (go where the users are)

UConn Library Staff wiki for ITS Software.

Nancy Keane’s Booktalks — Quick and Simple (NH)

Demand usability from products and vendors. Do your own usability testing.

Give constructive feedback: III User’s Group website. Branding is important for the vendor, but not for our finders.

Know why web standards are important.

Consider open source options. (Hire local) gapines.org

Library 2.0 is not a religion. It’s not just about technology. It’s about awareness.

Slow Library Ahead – L2 is not just about speed, it’s about customer service.

PLCMC and Learning 2.0: libraries and fun.

What is next?

The Conference is Over But the Blog Continues

Hope everyone had a great NELA conference! Although the conference is over, don’t forget to check back with the blog over the next couple of days for post-conference reports from the sessions.  We had a wonderful group of dedicated bloggers who were busy posting during the conference, but with limited time and an on-again, off-again Internet connection, live blogging was not always a possibility. The posts will keep coming over the next couple of days (I know I have notes from the last day of the conference all sitting on my computer!)

I hope you all have been enjoying this conference blog. I’m interested in hearing what you think about the blog. Feel free to leave a comment here or send me an e-mail at klussier@semls.org to let us know what you think.

Tip Top Tech Training

Libraries are constantly changing and adding oftware, upgrading both software and hardware, and finding new applications for existing programs. Teaching others to use these new additions is a perpetual challenge. Dodie Gaudet from the Central
MA Regional Library System explains techniques and theories of training and incorporates audience participation in exercises and discussion. Learn how to structure a training session, prepare handouts, accommodate different learning styles, select methods of presentation and create an atmosphere conducive to learning. NETSL sponsors this program and their business meeting is included.

Tuesday morning, 8:30
Tip Top Tech Training

Dodie Gaudet
Bibliographic and Technical Services Consultant
dgaudet@cmrls.org

Tuesday morning, 8:30
Tip Top Tech Training

Dodie Gaudet
Bibliographic and Technical Services Consultant
dgaudet@cmrls.org

Been a supervisor and department head. Contract cataloger. New ILS every few months. Deliverer and Recipient of a lot of training. Aerobics instructor–talking and moving to music. Once sold textbooks.

Share your own experiences. This is a Learning Experience.

Training is an integral part of our Real Job. We’re going to be doing it forever, as long as we get new ILSs and new staff.

Preparation is very important. What do you expect of the audience?

Not all tips will be used for all situations. For example, practice time during training session might not always be needed.

Training sessions should be 2 to 3 hours max. Leave time for breaks. Take short stretching breaks.

Make sure you know what you’re teaching. Research. Learn peripheral subjects. Your energy and enthusiasm and confidence will transfer to the training session. Choose best and strongest material–you don’t have to cover everything.

Tell them what you’re going to tell them.
Tell them.
Tell them what you’ve told them.

Get their attention right away.

Why are we here? Give people a reason for listening. Involve the audience. Especially in a small group, let everyone introduce themselves.

Start from the beginning, including starting the computers and starting the program.

Don’t assume that the audience has any subject knowledge. Example, a transfer from another department. Don’t assume that people have a background.

Review any relevant history. Example, old cataloging rules, terminology.

Soften your assumptions: “You may already know.” Not “Of course you already know.”

Include every step.

Be clear. Reduce jargon. Each department has its own jargon. Define your jargon.

Paint a picture; use specific examples, showing all the steps all the way through.

Prepare examples of the most common mistakes! Typos, for example.

Speak to the listener’s wants and needs. What problems does the listener have that can be solved with this database?

Use gimmicks with caution. They could backfire.

Different people have different learning styles. Example: visuals and/or thorough descriptions. Kinesthetic. Conceptual and detail people. Little old lady, copy cataloger, had to learn new system. “What do I do??” Wanted to learn details first, then got the Big Picture later.

Give at least a couple of different examples, but no more than 2 or 3. Then move on.

Give some non-computer examples: answering machines, post mail.

Repeat using different explanation; don’t just repeat your last explanation.

End on time.

Summarize.

End with conviction, enthusiasm about what this new product will do for you.

Get feedback right away, especially if you’re going to be repeating the same training.

Give certificates of completion.

Handouts at the beginning, most of the time.

Use screenshots if at all possible. Be prepared in case no network connection, or system crashes.

Include information as to how quickly the next screen will appear.

Leave lots of white space for user’s notes.

Practice! Practice with any a/v equipment you may use.

Remember the places you had trouble learning.

Modify your handouts based on the dry run.

Rehearse your speech aloud.

If you’re working with other trainers, rehearse your parts.

Stay within your alloted time.

Exercise #1 is a 3 minute quiz. We “should” know, but we don’t. Like people with computers. They’re thinking they should know how to do this, but they don’t.

The Presentation

Make people feel comfortable. Let them introduce themselves. Tell a personal story related to the training. Let people know what to expect. Be attentive to the audience’s needs. Run through handouts.

Cover materials at a pace where people can absorb it. Allow ample opportunity for questions. If you’re using computers, make sure everyone is on the right screen. If it’s a big group, get proctors/coaches to help you. Watch the audience–have stretch breaks. Back stretch. Neck stretch. Hand and wrist exercises. Feet and ankle circles. See websites in handout for more suggestions.

http://www.mydailyyoga.com.yoga/rsi.html
http://www.healthycomputing.com/health/
http://www.ergoindemand.com/desk-exercises-ergonomic-breaks.htm

Break it down into smaller chunks. Search the web for “If Dr. Seuss wrote technical manuals.” One example is at http://www.goshen.edu/~calvinfs/humor/suess.htm. Read the first stanza and ask the audience to repeat it. Now read it one line at a time and ask the audience to repeat the one line. Much easier!

Create an atmosphere conducive to learning.

Be patient, non-judgmental. Applaud success, inspire confidence. Encourage questions, experiments. “You can’t break it. And if you do, it’s not your fault.”

Training the Public v. training staff. Sometimes they ask questions beyond the scope of the training. Take it offline. If you’re covering it later, say that.

See link to Athol Library mouse exercises at http://athollibrary.org/mouseex.htm, for learning to use the mouse. Trainees with Parkinson’s may find it easier to use the mouse if they have a ruler that they can use as a guide. A touchpad may be easier for some people to use.

Give people the benefit of the doubt. Be patient. They’re doing their best. We weren’t all born knowing how to drive, for example.

At regular intervals, sum up what’s been covered and where we’re going.

If using overheads or workstations, use a pointer, not your fingers.

Don’t apologize to the listeners, and never tell them that you aren’t prepared. Bluff it out. Acknowledge any problems and respond to them as best you can. For example, if the room is too cold, we’ll get up and move around from time to time.

Pay attention to your own voice. Use vocal variety, not a monotone. Pause for effect after important points. Eliminate ahs and ums and other verbal tics. Toastmasters is good training for this.

Take care of yourself. Drink a lot of water and stay hydrated. Avoid milk and other dairy products just before speaking; it coats your throat and you’ll spend a lot of time clearing it. Avoid lots of caffeine and alcohol, overeating. Be well-rested. Stay in good physical and mental condition. If you’re a morning person, try to schedule training in the morning. Evening, then evening. Your biorhythms affect your audience.

Attend workshops and remember what it’s like to learn something new. Evaluate the presentations.

Always be prepared to give your next workshop, be constantly improving them.

Audience:

Start on time, don’t retrace or repeat for late arrivals. If it’s an all day class, you can afford to wait 5 or 10 minutes. If it’s only an hour, no. Do introductions first, give latecomers more time. Ask for background, “what do you expect from this class?” Catch up during breaks.

If you’re preparing to teach to the public, practicing with staff will be different.

Different learning speeds? Handouts are helpful. Some people can continue on from the handouts while you help the slower learners catch up. Have proctors/coaches to help you. Combine exercises and break time for more flexibility.

“How to build a snowman” training exercise:
Establish your snowman credentials.
Explain what snow is.
How much is enough.
Wear glove and warm clothes.
Pick up a handful of snow and and pack it into a ball.
Add more snow until it’s big enough to roll along on the ground.
Make three snowballs of different sizes.
Stack them, starting with the largest and ending with the smallest.
Add a carrot for the nose, two lumps of coal for the eyes, an top hat, and a scarf.
Add two twigs for arms.

Another practice training exercise: how to boil an egg. (What’s an egg, and why would I want to do this to it?)

Confidence. Visuals. Teamwork.
It takes practice. Learning how to train other people takes practice, too. Just do it. We learn through teaching.

Do evaluation forms.

Up and Coming Technology:Forget about Google: Some Technology Trends that will Change our World

3:45 –   5:00 Sunday

Susan Hassler, Editor-in-Chief

IEEE Spectrum Magazine

s.hassler@ieee.org

IEEE Spectrum Magazine/ Fellows Institute for the Future (IFTF):

Identifying technologies that will have a significant impact over next 10-20 years 

Extending biology

  • Augmenting our own biology-though chemistry, such as Prozac, steroids, etc in order to increase people’s attributes, as in bionic humans.   Examples: artificial eyes, ability to detect infrared, replacement limbs under neural control, subdural implants of RFIDs (radio frequency IDs) to take care of health, i.e. carry medical records.
  • Synthetic biology (creating new lifeforms): “Biology is the nanotechnology that actually works.” Example: synthetic bacteria to eat up oil spills.

 

Information Technology

  • Wireless communication and computation, distributed (decentralized) sensing, RFIDs (radio frequency IDs) in computers, cell phones, clothes, cars, etc.
  • Projection: gigabit internet access available in 47% of homes in developed countries within 10 years
  • 1980s= Era of personal computers
  • 1990s=Era of Internet “Google is currently the epicenter of interconnected knowledge and applications on the web.”
  • 2007-2027 = Era of sensor networks; imbedded chips & tracking devices to read them. 

Distributed information:

  • From centralized grids to decentralized & customized for smaller groups of users.
  • WIFI cities
  • Ad hoc mesh wireless networks
  • Voice-over IP
  • Global networks of science and innovation

Power & Utilities:

  • Home fuel cells, reverse-flowing grids, storage technologies.
  • “Things don’t need to be in one place anymore.” 

Things mentioned:

CA Institute for Telecommunications and Information Technology

OptiPuter: optical networking=couples computational resources over parallel optical networks in real time

SAGE

Blue Marble dataset

Falco Kuester

 iGrid2005: 4k digital video=very high resolution video.  YouTube is the tip of the iceberg

Ian Jukes and Anita Dosaj: The Infosavvy Group

How will these innovations change the way we live?

Connected and available 24/7 =not true until 10 years ago

Networks dictate how we learn and how our children learn. It is NEW that ALL networks are interconnected.

Roy Amara, ”We tend to overestimate technology in the short term and underestimate impact in the long term.”

Information once it’s digitized will travel from format to format.

Literacy will no longer mean “the ability to read and write,” but will mean “the ability to understand and work with many forms of media.”

Libraries will have to curate these many forms of media.

Libraries will have to deal with far-flung membership, instead of geographically-based membership.

Physical libraries will remain valued sources of social networking.