Train the Trainer 2025 - template: Agenda and materials

Agenda is based on the ELIXIR Train-The-Trainer course from GitHub and on the January 2025 ELIXIR-GOBLET Train-the-Trainer course from TeSS.

Learning objectives

• To get acquainted with Learning principles and how they apply to training
• To be able to select and utilise training techniques that can be used to enhance learner engagement and participation
• To learn how to use assessment and feedback in training
• To learn about session, course, and materials design

Learning outcomes

• Learners can tell which learning principles a good trainer should have in mind
• Learners can describe at least three training techniques drawing on learning principles
• Learners can design a training session and a course
• Learners can develop assessment questionnaires
• Learners can tell what types of material are needed for each part of a training session

Agenda

Day 1

09.00 - 09.30 Introductions, who is who and what we need to achieve
09.30 - 12.30 Session 1: Introduction to learning principles 
12.30 - 14.00 Lunch
14.00 - 17.30 Session 2: Review of learning principles and how they apply to training engagement and participation

Day 2

9.00 - 12.30 Session 3: Training techniques that can be used to enhance learner engagement and participation
12.30 - 14.00 Lunch
14.00 - 17.30 Session 4: Application of learning principles in instructional design

Day 3

9.00 - 12.30 Session 5: Session, course, and materials design
12.30 - 14.00 Lunch
14.00 - 17.30 Session 6: Assessment and feedback in training and teaching

Materials

Session 1: Introduction to learning principles

• A short introduction to training and teaching
• Useful for those with no background knowledge from the field

Session 2: Review of learning principles and how they apply to training engagement and participation

• Terminology used in learning
• Teaching or training?
• Learning aims, objectives and outcomes
• The Bloom's six categories of cognitive skills
• How learning works
• Relevant models from cognitive science
• Declarative and procedural knowledge
• What is formal and non-formal learning?
• Active Learning
• Novices vs experts in learning
• Retention
• Priming
• Cognitive load
• Research-based principles of learning and their implications for teaching practice

Session 3: Training techniques that can be used to enhance learner engagement and participation

• What makes a good training session?
• Delivering a learning event as a mission; establishing learning mode, teamwork and mutual trust
• What makes a good trainer?
• The GOBLET skills matrix for trainers
• Teaching as a performance art: promoting learner engagement
• Motivation and demotivation
• Self-confidence and usage independence
• The seven principles of learning
• Integrating active learning strategies into your course. Learning by doing.
• Gamification
• Carpentry teaching practices
• The role of wrap-up sessions

Session 4: Application of learning principles in instructional design

• How to make a good training session

Session 5: Session, course, and materials design

• Training session design and plan
• From session to course design
• Training rooms for Bioinformatics
• Reproducibility of training environments
• Training materials: designing, producing, delivering
• Training materials: archival, sharing, making re-use possible
• Training materials repositories and resources: GOBLET, TeSS, GitHub, etc.
• Preparatory steps for training delivery

Session 6: Assessment and feedback in training and teaching

• Formative and summative assessment
• Using questionnaires to promote peer instruction and content delivery
• The role of questioning in learning
• Formative Assessment
• Diagnostic questionnaires
• Design of MCQs with distractors
• Assessment of training quality, participant and instructor performance
• Systematic feedback
• (Short and long term) Post-course feedback

Challenges

• Read the Sofware Carpentry Instructor training document on Concept maps
• Find further material on Wikipedia
• Choose a topic that can be explained/taught in 3 minutes
• Write Learning Objectives and Outcomes
• Draw a concept map
• Make a 3 minute presentation (with or without slides)
• Be videoed while presenting in group and receive feedback
• Design a diagnostic questionnaire
• Plan a session
• Design a course schedule
• Draw a concept map for a session
• Prepare a mini-presentation (3-mins), video yourself while delivering it, watch the video, adjust the mini-session and run it again [notice that you have to find a topic that can be taught in 3 minutes - it could be from any field]
• Collect responses dynamically using Socrative or Learning Catalytics
• Create a group discussion and its annotation

Materials to explore before attending the course