1. ‫معايير التدريب اللكترونى‬
‫فريق العمل‬
‫د. عل ميره‬
‫عفت نشأت‬
‫شيماء فهيم‬

2. What is training
What is the difference between
education and training????

3. Training to improve or to increase

4. Audience analysis
:A process to identify the characteristics
Demographics, skill level, behaviors, and
.knowledge
The analysis allows the instructor to design and
determine content to meet the learning goals
.of the training

5. ?What is in an audience analysis
Demographics.…,: age, gender, education level
Demographics
Learning styles: to meeting audience needs to
increase learning, visual, verbal, active, reflective,
..……,sequential, global

6. Memory levels
10% what is read
20% what is heard
30% what is seen
50% what is heard and seen
70% what is said and written
90% what is said as it is done

7. Training standards
Training standards measures collective or individual
performance based on task accomplishment, and also
defines the level of proficiency required to satisfy the
.task
A training standard consists of three component: the
task to be accomplished, the condition under
which the task is performed , and the evaluation
criteria used to determine if the task was performed
.at a satisfactory level

8. Basic concepts
The task
A unit of work usually performed over a short period of time, it has
.a specific beginning and ending, can be measured
Conditions
.Equipment, environmental conditions
Standards
.…,Accuracy, time limits, sequencing, quality, product, process
Performance steps
.To a accomplish the training objective

9. Evaluation
After training is completed ,
the training standards are
again used to ensure that
individuals and teams can
successfully perform all the
.required tasks

10. Agenda
1. Aims and objectives of the training?
2. Who is to be trained?
3. When will the training take place?
4. Where will the training take place?
5. How is the training to be provided?

11. 1. Aims and Objectives of the training
• The aims provide an overview of what is hoped will
happen. They provide a direction but it is not easy
to know when an aim has been achieved.
At the end of the training, an evaluation is needed to check
that participants are satisfied with the programme and have
learnt what was planned. On occasions it is of value to
involve people from outside to provide an unbiased
assessment.

12. 1. Who is to be trained?
• It is important to know how people have been selected for
training. If everyone came from a similar school, similar
subjects and similar levels of expertise it would make the
training easier. In reality people come from a wide range of
experiences which means more work for the Trainers.
• Consideration needs to be given to how many people will be
trained at one time. This will depend on a number of
factors including the number of computers available but
there is a limit to the number of people that Trainers can
interact with at one time. From experience, 30 people are
the maximum number that can be managed effectively

13. • When will it take place?
• Some participants will demand longer hours than this, but
this is impractical since the training is intense and both
Trainers and trainees need to rest. Trainers also need
working time at either ends of the day. In the morning,
time is needed to make sure that everything is available and
working, at the end of the day time is needed to assess
progress and where necessary amend the programme for
subsequent days. This can easily add an extra two hours
per day to the Trainer’s workload. Be ready to say NO!

14. • Where will training take place?
• For their own convenience, Trainers need to be aware of where it will take
place and how they will get there. It has been found essential to arrive at the
training centre at least a day ahead of the start of training. Days before
travelling to a centre, Trainers must receive reassurance that everything is
working and when they get there, check again for themselves. By arriving
early it may be possible to move the furniture around so that it best matches
the Trainers’ style of delivery.
• The best format is to have a separate area for discussion and group work.
This means that it is possible to get participants away from the computers.
This arrangement ensures that trainees give their full attention and do not
continue to work on the computers. It is a disadvantage having people
sitting at their computers throughout the training, even when the computer
facilities are excellent.

15. 1. How is the training to be delivered?
• Along with the training there will be a need for administrative
support and technical support. it is also important to ensure
that there is good technical support particularly for Trainers
working for the first time.
• It is also necessary to decide on how important it is for
participants to be able to speak, read and write in English as
well as Arabic.
• At present most of the Internet and software for Science
relies heavily on a good knowledge of English. Organisers
and Trainers must decide and agree on the importance
attached to this and to what extent it affects the training
programme.

16. Planning the Programme for One Day
• Trainers must plan in detail what they will do each day
• The outline programme includes details for all that will be covered each
day. It will enable Trainers to see how they will be able to fit in all the
activities proposed. For each day it is important to address the following
areas;
3. Time available
4. Meeting objectives
5. The day before and the day after
6. Access to the Internet
7. Maintaining a balance of activities
8. Planning for the unexpected

17. Time available
• This means how much time will be available in the training area
and on the computers. In some places it is possible to use the
training facilities beyond the times of the official programme.
Inevitably this will affect everything that is done. It is important
to find out how much time is available for each day as soon as
possible. Some trainees will want to work on beyond the
planned end of day
• Time will have to be allowed for rest breaks each day and for
lunch. Getting people out and back in again can often cut into
this time. If people have to travel on a bus to lunch then a little
more time might have to be allowed for. Adding on time at the
end of the day can make this up.

18. Meeting Objectives
What is planned for each day will be affected by the overall
objectives so for one day the intention could be to introduce
spreadsheets, show how they can be used for calculating,
modelling and creating graphs. These are clear-cut and
easy to know whether or not you have achieved them.
Sometimes there will be temptations to do things not planned
for, but which have interested participants. Now while
there is always some flexibility in any programme it is
important that Trainers do not stray to far from what was
originally agreed. Neither organisers nor participants will
be pleased if you do not deliver what was expected.

19. The day before and the day after
• Even planning for the first day can be affected by
unforeseen events so there has to be an ongoing
evaluation of what can and cannot be done each day.
The plan for successive days will depend on each
other and in discussion with organisers, priorities
will have to be decided. Initial planning provides a
guideline for what is to be done, but this can be
adapted throughout the week.

20. WHEN ACTIVITY
Well
before the •Arrive early as possible to make sure you can get
starting in and that everything is working properly;
time. •First of all check resources including computers
(One hour and software that will be used first by trainer and
if
then for participants;
possible)
•Check Internet access if that is to be used today;
•Check printers each day;
•Arrange chairs and tables for the first session;
•Check with the technical support;
•Make sure that the photocopying needed for
today is available
Start of day

21. During sessions
•Check that you have participants full attention;
•Check that participants understand;
•When participants have gone into groups for discussions check that they understand what
they have to do and that everyone has a chance to take part; it is sometimes advisable to
make a working sheet
•Watch how participants use the computers and make sure that anyone who needs extra
help is able to work with others who are more competent;
Break times Getting people out for tea break and lunch breaks can be very difficult, as often they want to
finish the work that they are doing. It is not always essential that everyone goes out at the
same time, but that they all have time to get a drink and do anything else they need to do.
On the other hand, we have not found it difficult in getting people back in on time. If people
have to travel together by bus to the dining hall for example, then everyone does have to
leave and return at the same time.
If you can, sit with different groups of people at break times and at lunch times. You can
then get some feedback on how things are going and whether or not there are any problems
such as with the accommodation.
End of day The days work is very intensive and trainers should think carefully before committing
themselves to staying after the finishing time. The priorities for trainers are to rest, to
evaluate what has been done that day and prepare for the next day.
In some places the management will allow participants to remain in the training rooms for
an hour or so after the end of the training. This is a good thing, and often appreciated by the
trainees, but the trainers should not need to be involved.
Modify the next days programme according to comments arising from the days work

22. Sessn Activity Duration
(mins)
1 Welcome
2 Forming Groups
3 Teachers and Students Making Presentations
4 Spreadsheets
5 Evaluating software
6 Internet Resources for Science
revision time at start of days 2 -4
Summary and clarifications at end of sessions each day
Evaluation sheet at end
Presentation of certificates at end
TOTAL TIME
TIME AVAILABLE

23. Welcome and Introduction
At the end of this introduction participants will
be able to:
• explain why they are being trained;
• identify the trainers for their group;
• describe how the teachers will be trained;

24. No. Name Position School Address Location Telephone E-Mail

25. TIMELINE FOR TRAINING
PROGRAMME

26. Activity When Who Why
Identify need for training and To get started
who the trainers will be
Agree aims and objectives Needed for planning
Trainers receive contracts Ratifies commitments and sets in motion finances
Provide course outline, rationale Releases finance that will pay for travel
and plans for training
-Specific software obtained -Software needed including MS Office
-Specific hardware or software - In time for agency to meet those needs
needed made clear
Trainees identified and informed Provides essential information for teachers and their
schools
Confirm location and facilities Ensure facilities are still available
Computer facilities and technical Computer setups, availability of projectors, internet
support checked out access, available software and access for printing.
Who will support trainers?
Materials sent for photocopying Sent by email and processed at employers office

27. Activity When How long to do Why
Trainers analyse Immediately after Depending on the Provides information on what went well
evaluation forms. training has number of and what needs to be improved.
been completed. participants, This will help planning for future
training sessions.
Trainers analyse Immediately after This will take up to Provides information on what went well
recommendations of training has one hour. and what needs to be improved.
participants. been completed. This will help planning for future
training sessions.
Trainers produce a Within 4 weeks from This will take at As an Employing agency requirement
report according to the end of the least 2 days and to provide a record of the
guidelines provided training training. Final payment to trainers
by Employing will not occur until this is
agency. completed.
Decide on which digital When report is At least 3 hours Provides visual images of activities in
photographs4 and almost with report and ensures a professional
graphics will be used completed consultations product
and insert in best
place in report
Final editing and Within 3 months of This will take As an Employing agency requirement
professional printing end of training several weeks and to provide a record of the
of report managed training
by Employing agency
Dissemination of report Within a month after Two weeks So that the participants have a reference
by employing agency printing the document to review and apply what
to all participants report they have learnt.

28. ..………………………Thanks