Course description: Training of ICT trainers

In ICT it is possible to find professionals with a high technical level whose communication and knowledge transmission skills are not the most appropriate to generate learning. Due to this problem that Nanfor has had since 1988, it has developed training courses for trainers applied to ICT, since traditional training courses for trainers suffer from the ICT component, not only because of the contents to be shown but also because of the type of person who you will receive the course, your concerns, psychology and final objectives of the training. There are many training courses for trainers on the market that are not carried out by experts in the transmission of ICT knowledge; aspects about how to interact with simulations and practices with advanced laboratories must be explained by technicians and not only by psychologists or pedagogues. Our program integrates the experiences and knowledge of professional pedagogues with ICT trainers of high technical level who obtain daily evaluations of their higher courses of 4.5 out of 5. “ Teaching discimus-Teaching we learn ” Seneca.

The course is oriented to the needs of the student, verifying according to our methodology that the teacher in the development of the course generates a direct impact on the student's role.

Public Profile

This course is aimed at any professional who wishes to teach ICT courses to professionals in the sector and to people who want to join the ICT sector. Specifically, it is based on the pedagogical, technical and skill requirements that global manufacturers such as Microsoft require for their trainers in their training programs. Any person who is interested in ICT teaching is susceptible to receiving it and prepares to improve the qualities and qualifications of the most demanding ICT manufacturer.

Likewise, it is aimed at professional trainers who want to access technological training and know its differences, training providers who want to improve their training quality ratios and training departments that need to increase their results through high-performance training actions.

Objectives at the end of the course

• Understand and cultivate the concept: “Preparation is the basis of success.” Learn to design an effective training agenda for success
• Get to know the course participants before it starts
• Analyze and understand the objectives of the training action based on the training components
• Apply the famous quote from the Latin thinker Lucius Annaeus Seneca: “ Donec iter docendi per theoriis; brevis et efficax per exempla : Long is the path of teaching through theories; brief and effective through examples”
• Understand the dimensions of the teaching process based on time, content, training recipients and objectives
• Teach how to motivate course participants to learn digital content
• Learn and teach how to use the use of official laboratories of manufacturers
• Learn and teach how to use simulations, videos, teaching materials, practices and useful complements for the transfer of ICT knowledge
• Use different learning rhythms
• Improve learning with tools used in face-to-face training (electronic whiteboards, flipcharts, use of the projector, digital screens and others)
• Improve teaching in training with digital solutions and digital designs
• Apply teaching methodologies such as the descriptive method and the discovery method
• Understand the methodology for designing teaching practices and materials for ICT content.
• Internalize what not to do to achieve the success of the course
• Learn psychologically to prepare to provide training: “A course, a challenge”
• Keys to success, how to get 5s out of 5
• Share the activities with the participants and interact with them
• Master the methods of interaction with students in face-to-face courses
• Apply interaction methods with participants in tele-face-to-face courses. Examples and practices
• Manage and understand the methods of interaction with participants in e-learning courses. Examples and practices
• Learn about an official trainer program: the Microsoft MCT case
• Benefits and obligations of the MCT

Content

Unit/Module 1: Introduction to the training of ICT trainers

• Teaching skills
• Knowledge, its transfer and ICT environments
• Past experiences
• The main components of the training actions: Time, students, objectives, knowledge base, value proposition, materials, interactions with participants
• The final result

Practice/Lab

• role play

Unit/Module 2: Course preparation

• Know the learning objectives
• The trainer's knowledge
• The knowledge of the students
• Components used for transfer
• Analysis and performance evaluation
• The expectations
• The results

Practice/Lab

• An exercise will be carried out with a real case study and the participant will develop an action plan with an estimate of results

Unit/Module 3: The dimensions of the learning process

• The dimensions of the teaching process depending on time, content, training recipients and objectives
• Preparation of the course agenda
• Design of activities, practices and interactions
• Selection of training materials
• The motivation of the teacher and that of the students
• Use of teaching and learning rhythms

Practice/Lab

• In groups of 2/3 people, create a motivation plan for the students, define the main motivation factors of the students.

Unit/Module 4: Learning components in ICTs

• Main differences between ICT training and other subjects
• The solutions that generate the greatest transfer of learning: laboratories, simulations, real environments, others
• Analysis of the groups that make up each training action. Learning levels, objectives
• Time and modality
• Components by modality
• Use of official laboratories of the manufacturer: advantages and points to take into account
• Use simulations, videos, teaching materials, practices and useful complements for the transfer of ICT knowledge
• The tools used in face-to-face training (electronic whiteboards, flipcharts, use of the projector, digital screens and others)
• eLearning content, platforms, content and support. Advantages for hybrid training
• The use of Artificial Intelligence to increase the learning transfer rate

Practice/Lab

• Using official Microsoft labs, see differences. Each participant will show the group the use of the official lab and its benefits

Unit/Module 5: The evolution of learning during the course

• The empathy of the trainer with the students
• How to promote communication with participants
• Linking learning day to day. The daily agenda and the course agenda
• The adaptation of the course to the learning objectives and those of the participants
• The ability to orient base content to changing objectives depending on the participants
• Measure participant satisfaction during the development of the course
• Motivate and propose tasks and activities to be carried out during the course
• Measure learning in the course

Practice/Lab

• Propose learning and satisfaction control methods during the course

Unit/Module 6: MTMs or how to measure results

• The end of training
• Analysis of achieved objectives
• How to link what was seen in the course with the base objectives of the course
• Forms of learning evaluation
• Evaluation in continuous training
• Evaluation of participants
• Teacher evaluation
• The case of Microsoft: how MCTs trainers are evaluated in official Microsoft MTMs courses

Practice/Lab

• Analysis and conclusions of the data based on the MTMs, obtaining feedback and improvement

Unit/Module 7: The official training program of the main ICT manufacturers: The case of Microsoft

• Official certifications from manufacturers for students
• Microsoft competencies and solutions for Microsoft technology solution providers
• The manufacturer ecosystem: Distis, managed partners, unmanaged partners, partners and end customers
• The advantages of being MCT
• Certification maintenance obligations
• The quality of the MCT service

Practice/Lab

Case study of a Microsoft solution and how many certified professionals you need and in what subjects

Previous requirements

The participant must initially have a minimum of one year's experience as a trainer in group or individual training actions and explain their previous experience in these learning transfer activities.

References

Since 1989 we have offered ICT trainer training courses by trainers who daily dedicate themselves to teaching these courses with significant success. We have hundreds of testimonials on our website.

Duration and dynamics of the course

Duration and modality

• In Telepresence mode: The course lasts 18 hours over 3 days. Training in this modality is Subject to quorum and with dates to be defined. Please consult.
• In Virtual mode (Hybrid Model): The course lasts 40 hours and three months of access to the platform.

The training is given by trainers with experience in training ICT courses for more than 10 years and certified by different manufacturers and training certification entities for trainers. During the course, the different skills to be obtained will be explained interactively and each instructor will request a demo session from the student in which they demonstrate their teaching skills on a specific topic. The course will delve into the highest performing teaching methods, teaching styles, evaluations, activities and feedback.

Material

Practice and learning materials will be provided for the final session

Validation

Two presentations to the panel of instructors for review and analysis in video format

Trainers and tutors

Nanfor has trainers specialized in the psychology of technology learning with more than 30 years of experience in training of trainers and technology training and thousands of courses taken. Their training is heterogeneous, from educational psychologists to ICT experts who carry out training activities for ICT professionals for more than 30 years. The staff of instructors will be mixed, made up of teaching pedagogues and ICT teachers.