Ezzat ctp-gcc-c07-03621

UNIT TITLE The ECDL Programme ELEMENT TITLE Promoting the ECDL ELEMENT DESCRIPTION

This element will verify the trainer’s knowledge and understanding of the ECDL programme.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Knowledge and Understanding of the ECDL Programme a 1.1 The history of the ECDL/ICDL The concept of European Computer Driving Licence (ECDL) was originated in Finland, where an association called FIPA (Finnish Information Processing Association) introduced the Finnish Computer Driving Licence (CDL) in 1994. At the beginning itself an average of 10,000 people registered for the CDL. The CDL concept was taken into consideration and was promoted, designed and launched by a professional computer society called CEPIS (The council of European Professional Informatics Societies). CEPIS created a task force in 1995 to investigate a solution by which the IT skills could be introduced in the industries throughout Europe. The task force found the Finnish CDL to be a reliable and effective tool and carried out pilot tests, with some modifications to suit the industry and wider audience, during 1995 and early 1996. The new version of CDL was named as ECDL, launched in Sweden, in August 1996. ICDL was later launched after three years in 1999. The ECDL/ ICDL is a test of practical skills and competencies and consists of seven separate modules covering computer theory and practice , To achieve an ECDL ICDL certificate, the Candidate must successfully pass a test in all modules . ECDL /ICDL Module 1 is a theoretical test of computing Knowledge at a general level and modules 2-7 are practical skills testes, as follows : Module 1 – concepts of information Technology ( IT) Module 2 – Using the Computer and Managing Files Module 3 – Word Processing Module 4 – Spreadsheets Module 5 – Database Module 6 – Presentation Module 7 – Information and Communication

ICDL /ECDL CTP Trainer’s Evidence Record UNIT A ELEMENT 1

Certification Programme

Name : Ezzat Elsayed Mohamed Eid Element 1.1 CTP Number : GCC C07 0362

Who is ECDL/ ICDL for ?

The ECDL/ ICDL Programme is for anyone who needs to demonstrate to an international standard that they are fully competent in the use of personal computer and common computer applications and that they Know the essential concepts of information software applications before Other programmes are also available for those with other requirements Alternatively, Candidate who have never used computers before, may be interested in our equal skills programme .

What is ECDL ICDL? ECDL ICDL is an internationally recognized qualification in IT skills, certifying to a set standard the skills people already have, or the skills they attain through training . Through Europe, this qualification is Known as European Computer Driving license ( ECDL ), while in countries outside of Europe who have adopted the standard, it is known as the International Computer Driving license ( ICDL )

b 1.1 Objectives of the ICDL ECDL

� The major objectives of ECDL/ICDL programs are: � To promote and encourage computer literacy for all. � To raise the level of knowledge about Information Technology (IT) and the

level of competence in using personal computers, internationally. � To ensure all computer users understand best practices and the advantages of

using a personal computer. � To increase the productivity of all employees who need to use computers in

their work. � To enable better returns from investments in Information Technology (IT). � To provide a basic qualification in computers even for the people who have no

background in computers.




c 1.1 Benefits of ECDL/ICDL Today, computer skills are increasingly important to people in all walks of life. The ECDL is an information technology certificate for all citizens. It is intended for those who need to, or wish to, know how to use a personal computer. It is suitable for people from every work discipline, for people entering the job market, and for all ages. Some of the benefits of the ECDL are that it provides:

Benefits for Candidates :-

� Increases essential IT Knowledge /skills � Increases confidence in computer use � Provides internationally –recognized qualification � Improves job prospects and job mobility

Benefits for Employers :-

� Increases productivity � Reduces costs � Increase the quality of employee out put � Reduces time wasted � Makes better use of information technology ( IT) resources � Provides a better return on information technology ( IT) investment

Benefits for Society

� Raise the level of information technology ( IT) competence � Provides certification of IT skills in the educational sector � Re-skill the defines computer literacy

Benefits of ECDL/ICDL

• Syllabus and Test maintenance • Quality control • Management of relationship with service Providers • Communication




• Marketing Objectives of the ECDL/ICDL There is a recognized need to encourage computer literacy at a global level. ECDL deployment programmes support this objective. An international programme of training, and accreditation of competence, offers an opportunity to lever industrial development through upgrading the computing skills of the general work force. ECDL strives to establish the certification as a global standard for IT skills in support of the global computer literacy objective.

• We can identify the objectives of the ECDL/ICDL foundation as follow :- • To promote best practice in the provision of it training • To recognize and certify best practice on the part of individual trainers . • To provide trainers with an opportunity to develop and promote their

competence . • To provide training organization with an objective and recognizable quality

mark for training • To develop a community of certified trainers that can support individual

trainers. • To promote and encourage computer literacy for all • To raise the level of knowledge about Information Technology ( IT ) and the

level of competence in using personal computers and common computer applications for all citizens within Europe and internationally .

• To ensure all computer users understand best practices and the advantages of using a personal computer .

• To increase the productivity of all employees who need to use computers in their work

• To enable better returns from investments in information technology ( IT ). • To provide a basic qualification which will allow all people, regardless of their

background, to be part of the Information society . Better employment opportunities In addition to proving your ability to use computer applications, your skills are recognized through the ECDL foundation certificate in 146 countries around the world by governments , Employers and Academic Institutions .




an internationally valued certificate to date we have administrated around 20000000 tests worldwide . our expertise in applying test standards guarantees that regardless of which country you undertake your learning and testing in, the standard will be the same and it will be the same and it will be equally valued by employers and academic institutions . d 1.1 Role of the ECDL/ICDL Foundation and the National operator The ECDL Foundation is a not for profit organization and is responsible for the following:

• Protect the Trademarks of ECDL/ICDL • Communicate with the Licencee • Marketing and Promoting the Programme • Syllabus and Test maintenance • Quality Assurance

� Issuing licences to an organization � Auditing the licencee

Licencee is responsible for: Promoting the ECDL/ICDL programme

• Quality Assurance � Accrediting new test centers � Auditing the Centers � Training the Testers to Administer � Mark the official ECDL tests � Ensures that all the centers follow the

professional way in accordance with the National Operator’s Procedures Manual.




UNIT TITLE The ECDL Programme ELEMENT TITLE ECDL Administrative Requirements ELEMENT DESCRIPTION This element will verify the trainer’s knowledge and

understanding of the Administration of ICDL in the test centre.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Management of the Test Centre a.2.1 list the key points of national operator’s procedures Manual that relate specifically to trainers or testers . The work of implementing the ECDL is co-coordinated by the ECDL Foundation. In order to maintain the ECDL standards the quality and standards procedures issued and monitored by the ECDL foundation should be confirmed. ECDL Deployment The ECDL is being implemented in 135 European countries, and has been translated into 32 languages around the world, making it the world’s leading certification programme. To date over 3.5 million candidates have registered to commence the ECDL. It is supported by governments in many countries and large multinational companies offer it to their employees as a standard to attain in IT. The syllabus and the QTB The syllabus is available to the public and is posted on the ECDL Foundation web-site, www.ecdl.com . Approval of all changes to the standard syllabus is the responsibility of the ECDL foundation. The Question and Test Base (QTB) is the bank of questions with answer guidelines, provided by the Foundation to its Licensees. The Question and Test Base (QTB) comprises the questions and tests used within ECDL certification. The QTB is the property of the ECDL foundation and is not in the public domain. The ECDL tests are software vendor independent. Equal skills The equal skills programme is designed to introduce beginners to the world of computing. It aims to increase skills in basic computer literacy.




ECDL Advanced ECDL advanced anticipates that candidates have already mastered the skills sets and acquired the specific knowledge outlined in the core ECDL syllabus, and it progresses the candidate to the next level of competence. ECDL CAD ECDL CAD covers the core requirement of 2D Computer Aided Design using standard software and features found in almost all CAD applications. ECDL Certified Training Professional ECDL Certified Training Professional (ECDL CTP) is a Certification programme for ECDL Trainers that assesses and certifies best practices in the provision of ECDL Training. b. Recording essential candidate information The candidates’ information has to be recorded in the database system provided by the ICDL – GCC Foundation. 2. Testing Procedures a.2.2 Before a test session .

• All tests are subject to ICDL Quality Assurance Officer monitoring. • Specific days of the week and times are provided to the centers based on their

regions. • All test sessions must be requested 10 days in advance to the ICDL GCC

Foundation. • Cancellation of test sessions are not permitted. • A maximum of 5 test sessions are permitted per week. • Tests may not begin more than 15 minutes after the scheduled test start time. • Tests may not begin until the ICDL GCC Foundation Quality Assurance Officer

has arrived at the testing center. • During a scheduled test sessions the center has to conduct tests only in a single

lab unless until scheduled differently and informed to ICDL GCC Foundation.




b.2.2 During the Test Session .

• ICDL skills card are to be purchased from ICDL GCC Foundation by the Test Centers to be sold to candidates.

• Candidates must purchase the skills card from the Test centers prior to taking the first test.

• The skills card should be filled in by the candidates in block letters in blue or black color followed by the collection of the candidates’ identity card or a valid identification card.

• ICDL tests are to be conducted and authenticated by ICDL certified testers. • All computer hardware and software should be confirmed for functioning prior to

the tests and all software utilized for testing should be original and licensed. Test centers must keep records of the type of license for auditing.

• All tests must be completed within 3 years of successfully completing any of the 7 modules.

• Candidates are free to take tests in any order. • Candidates should be aware of the instructions related to plagiarism prior to the

tests. • The duration of the test is 45 minutes (50 minutes for the Arabic automated

tests). • Candidates should be aware of appeal procedures and equal opportunities. • Automated tests are automatically marked by the computer software immediately

on completion of a particular test. c.2.2 After the Test Session. The Tester should be complete the skill card for candidate and tell him about the time to change the complete skill card with original ICDL certificate Completing logbook or Skills Card. The skills card need to be updated every time the candidate appears for the test.




3. Internal Auditing a. 2.4 Areas for Audit a. 2.4 person responsible - The test centers will have to keep full record of an individual for up to 5 years from the completion of all 7 modules. - Candidates file with the following information has to be included:

• A copy of the skills card. • Progress report (A manual report of each time the candidate sat for

test.) � The dates of the test. � The results of each module tested for the individual. � Other relevant information.

• ATS exam reports. � Summary report of each test. � Full report after completion of all 7 tests.

• A copy of the ICDL certificate. - The test center is required to keep a record of all tests given at the test center. A report called Session report should be maintained containing the following.

• All communication regarding that session. • A summary report of the results for all candidates in that session.




UNIT TITLE Training Needs Analysis ELEMENT TITLE Analyzing Client Organization Needs ELEMENT DESCRIPTION This element will verify the trainer’s ability to gather

information from the client organization and identify specific training requirements.

SKILL AND KNOWLEDGE REQUIREMENTS

1. Client Organization Training Needs

a.3.1 Gathering information on training needs.

Client Questionnaire

Organization Name

Government / Private

Organization activity

Reason of training

Previous computer skills Yes/No

Software applications used

Typing Yes/No

No. of participants

Males

Females

No. of participants in the age group

<20 years

20-30 years

30-40 years

40-50 years

>50 years

Job descriptions of participants

Type of training required

Objective of training

ICDL /ECDL CTP Trainer’s Evidence Record UNIT B ELEMENT 3



b. 3.2 Client Organization Training Needs Example of needs that could be addressed through ICDL training Group 1 : 10 journalists in Khaleej Times ( my allocated target group ) The following are same of the requirements that can be fulfilled through ICDL training :

1. Learn to use the internet effectively to gather information and download materials that support the research .

2. learn to use a spreadsheet application to gather facts and figures collected through observation and experiments, prepare charts and tables, make summary reports etc.

3. learn to use a presentation software to present the research paper to group of evaluators explaining the details of the findings

Group 2 : 10 teachers of a international school The following are same of the requirements that can be fulfilled through ICDL training : 1. Learn to use a word processing application to prepare lesson plans, handouts,

teaching notes etc . 2. Learn to use a computer to store and manage soft copies of various of files used

and handle floppy disks, CDs etc, to store and transfer information . 3. learn to use a database application software to store and maintain student’s performance records and produce reports whenever required.




-Three examples of needs could be addressed through an ICDL training program for tow groups The mean group for me is ( journalist group working in

Journalist group ( 1 ) Module 3

MS word processing

Create document for preparing the advertisement for

customers and present the paper for newspaper

Module 6

MS PowerPoint

Create slides to show designs of the articles and picture to the

other journalist and managers to take their opinion

Module 5

MS Access

Create database for data of advertising companies , reporters

other news paper companies , storing all the interviews and

their portfolio .

Teachers Group ( 2 )

Module 6

MS PowerPoint

Create PowerPoint show to teaching student’s the learning

subject and help him to understanding the staff

Module 4

MS Excel

Create calculation table and chart’s to preparing grades for

student’s and levels during the months of year .

Module 3

MS Word

Create document for preparing the home work and the wall

magazines in the school and note for student’s .

c. 3.3 Identifying appropriate training methods of client. Learning group 1

• The method of instruction, practice and review could be best applied to the learners.

• The examples could relate to their practices in the real world in the Khaleej times newspaper .

• Use of White board and projectors could be well applied.




Learning group 2 • The implementation of training could be well linked to their day to day jobs. • The examples related to the job could be applied to help them better gaining the

objectives. • The speed of sessions could vary depending on the age group and the type of

candidates.

- list of the adaptations for ICDL training course : The changes will be in : Examples and recourses for course material . Exercises they will do related to their work environment . The duration of the course according to the analyses we do to suit their needs

First Group ( journalist in Khaleej times Group ( 1 ) ) Module 3 Get a sample of newspaper and magazines and documents from most popular magazines and newspapers and other documents from their workplace to compare and see what the difference is and then let team to create their own articles and format it .Module 7 Show them sample news websites and show them how can search the web to find the news they want, then ask them to search for the popular newspaper in the world so they can be a member to receive the up-to-date news . Second Group ( teachers group ( 2 ) ) Module 3 Get a sample of handwritten or typed end of shift reports, forms and other documents from the learners workplace and use them as work files , let the learners create their own patients medical sheets using tables , have them create small filing system based on the clinic organization chart . Module 7 The hospital might not have a website , take one hospital website as a basis for browsing , ask for online medical journals for searching , you may ask learners to search for medical conditions and treatment plan and come up with results .




2. Client Organization Reporting Needs a. 3.4 suggestion for training program .

Mechanism for reporting to the client on a module –by-module basis It is vital important to have your client updated with the progress of the trainees . in our company , the client is a manger , a team leader or training and development section , this could be done formally this depends on the relationship between the trainer and the client , the methods , which could be adopted to implement such reporting , are discussed below . Method on Meeting or Interviewing Regular meeting with the client could be the best approach to progress in training , yet this approach has a constraint of having the time of such meetings arranged , however whenever meeting with the client could be arranged, you as trainer has already started using the acquired skills in his/her work this could be clearly noticed through the number of calls to candidate services office meeting with the client would help you take any corrective action when necessary in changing your teaching approach or having the course timetable rescheduled . Method Two Progress reports Sending a progress report to the client is the formal approach which could easily feed him back on his candidates improvement, and then the trainers file can be update accordingly . This progress report is developed by both the center coordinator and the trainer. The training aspects which should be covered in the report are : Attendance Number of classes held Modules has been covered and short description of skills has been learnt . If the trainer is a head or behind the schedule and why . Tests taken. Repeated tests. Comments on the trainees attitude punctuality willingness to learn.




The reporting could be done through the following methods: 1 - Interviews. 2 - Questionnaire. 3 - Observation. 4 - Checking the day to day training.

Clients Questionnaire

Please fill up this form with particular informatio n to provide the best service you need : 1 Place of work ………………………………………………………………….. 2 Clients Department …………………………………………………………….. 3 Number of ICDL candidates…………………………….…………………….. 4 Educational level : Graduate Undergraduate Other :………………… 5 General IT skills level : Excellent Good Average Poor 6 Hardware & software they use ……………………………………………….. 7 Please outline briefly the tasks are to be performed by your candidates ?

………………………………………………………………………………… …………………………………………………………………………………

8 Has ICDL training been previously undertaken by any of your employees ? No Yes If yes , …………………………………………………………………………………..

9 What results have been achieved ? ……………………………………………………….

10 If results were unsatisfactory, please detail the causes . …………………………………………………………………………………..

11 Have you ICDL candidate had any other training ? …………………………………………………………………………………..

12 Why is this training being requested ? …………………………………………………………………………………..

13 Is there a specific IT skill deficit in your department, or business unit ? …………………………………………………………………………………..

14 What are the key issues to be addressed from this proposed training ? …………………………………………………………………………………..

15 At what time should this proposed training take place ? ………………………………………………………………………………….

16 What is the maximum time for candidates to do this training ? 2 hours 3 hours 4 hours

17 Please write any comments you might think it will be helpful. …………………………………………………………………………………

Name :…………………………………. Position : …………………………. Signature ………………………………. Date ……………………………….




b. 3.5 Agreeing appropriate reporting mechanism for client. An example of report template:

Report Template

Name

Module Code

Module Name

Duration of the Module (hrs.)

Start Date

End Date

Time of the Training

Attendance %

Date of Exam

Marks obtained in the Exam

Strengths found during the Training (if any)

Weakness pointed during the Training (if any)

Current GPA of all the modules




UNIT TITLE Training Needs Analysis ELEMENT TITLE Analyzing Learner Needs ELEMENT DESCRIPTION

This element will verify the trainer’s ability to gather information about learners, identify specific training requirements, and to ensure equality for all learners

SKILL AND KNOWLEDGE REQUIREMENTS 1. Learners’ Needs a. 4.1 Gathering information about individual learners’ training needs. three methods of gathering about individual learners , experience and skills would be by interview, by questionnaire and by observation. By interview – Discussing with people their previous experience and skills would provide a lot of information about how they do there job and what mistakes they done and which troubles they have faced . you need to discuss with other relevant personal including there line managers . and other people effected by performance. Planning the interview is important and a loose structure would be beneficial , keeping the interviewee related would help getting information . this happens more easily if the interview is conducted as a conversation . A danger of relying on interview information is bias, which the interviewer or the interviewee might have. Interviewees may be reluctant to say something that will show them in a bad picture . asking the same people different types of questions about the same subject and asking different people the same questions about a subject would help. Comparing the answers would identify clearly the areas of agreement and inconsistencies . By questionnaire Questionnaire would be useful for getting and collecting information from a large number of people. However, the questionnaires should be designed carefully if we want the information to be collected is meaningful. Problems that could arise with this method could be :-

1. questions not answered correctly 2. questions not answered in the correct format 3. people not returning the questionnaires




By observation Watching people performance in their work can be useful. Watching them doing their daily tasks, seeing how they cope with new challenges, how they deal with problems encountered, can they handle the workplace procedures etc. But when carrying out observation you must be aware that people behave differently when they are being watched. b. 4.2 Analyzing learners’ needs. Name of the individual

Age

Academic background

Professional background

Objectives of the Training

Field of Training required

Computer exposure (in years)

Computer knowledge:

Introductory concepts (Yes/No/Not much)

Operating System (Yes/No/Not much)

Spreadsheets (Yes/No/Not much)

Word processor (Yes/No/Not much)

Databases (Yes/No/Not much)

Presentation package (Yes/No/Not much)

Internet and Communication (Yes/No/Not much)

Typing ability (Yes/No)

Memories of previous training (if any)




2. Learning objectives a. 4.2 Setting learning objective for the training group. Learning group 1 Examples of learning objectives

• To achieve hands of proficiency on word processing, spreadsheets and other packages.

• To implement the tact’s achieved in training to the projects or assignments. • To obtain an additional qualification. • To compete with other students in all aspect of education.

Learning group 2 Examples of learning objectives

• To improve the computer skills. • To appreciate the importance of computers in the day to day activities in the

workplace. • To be competent in job promotion through better work performance. • To be moderate with the application of computers.

3. Assurance of Equality for All Learners

a. Adapting training methods to accommodate learners with special needs. • The training and testing could be offered for more than the time provided for a

general learner. • The training sessions could be customized in the language preferred by the

learner. • The training sessions could be more focused towards the candidates with

special needs. b. Adhering to equality criteria in training, as dictated by best practice and local legislation.




• ‘H The training and testing center is free from physical barriers which might restrict access to the physically disabled or challenged.

• The training and testing centre is free from overt or covert discriminatory practices with regards to gender or age.

• The application is not based on the candidates’ age, gender, marital status, racial group or disability.

• All staff working at the center should be aware of equal opportunities rules and regulations.

ICDL Training Progress report

Module No : Date : Department : Position :

Attendance :

Week number : Number of Sessions : Number of Hours : Hours Attended : Hours of Absence :

ICDL test :

Test Date : Test Time : Test Result : Pass : Failed : Absent : ( if candidate failed or missed the test ) Next test Date : Test Time : Trainer’s Comments : Signature : Date : Recommendations : Name of the candidate : Job Title :




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Training Needs Analysis

Training Coordinator

Title

Telephone Email

Organization Targeted No of

Employees

1. what is the main business area of your organization ?

2. what is the main aim for requesting ICDL training for your employees ? make all that apply .

� Lack of skills| Knowledge

� Ministry requirements

� Other aim , please specify

3. we prefer to have the training sessions held at : � Training Consultancy

� At your premises




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� Other location , please specify

4. rank the following IT skills according to your professional

development needs :

Skills Rank according to professional needs for targeted

group

WORD PROCESSING

SPREADSHEETS

DATABASE

PRESENTATIONS

INTERNET

BASIC COMPUTER

SKILLS

5. What training format would be more convenient for your needs ?

please indicate your preference in terms of duration and location .

� Full day sessions during week days

� Afternoon sessions during week days

� Full day sessions during week ends ( fri|sat)

� Others , please specify




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6. how did you hear about us ?

2X3 EXAMPLES OF CLINET NEEDS

GROUP OF JOURNALISTS FROM Khaleej times ( MY GROUP)

1. Communicate electronically with the newspaper and with each other wherever

they are in the world

2. present their articles in as soft copies with minimal spelling and typing mistakes

3. freely navigate through the web to search for news , materials and recourses

GROUP OF TEACHERS IN AN INTERNATIONAL SCHOOL

1. use the school management system professionally , it is a web based application

that requires usage of a web browser .

2. prepare attractive and professional presentations wherever possible to be used

classrooms , smart boards recently supplied in every classrooms in the school.

3. search for different educational recourses in the web .




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Three examples of needs that could be addressed through an ICDL training

programme

Institute

1. 1. in order to run the institute business in a better way, you can store your

candidate's information using ms-Access through the tables . using ms-Access

Quires facility, you can inquire about costs of courses and the institute provides

then you can print this inquiry using ms-Access report facility .

2. you can store candidates degrees and calculate final result’s using ms-Excel

automatically . you can produce a chart to see the levels .

3. to promote your institute you can use ms-PowerPoint so that you can create a

presentation to show and inform your customers about your new courses and

programmes

Library

1. books, magazines, newspapers, clients and more can stored in ms-Access and

then can be manipulated later on controlling the books and everything will be

much easier and faster than doing it using the old manual .

2. with ms-Excel you can keep creating formulas and charts to show the most

popular book in your library .

3. using ms-word you can letters to the overdue borrowers informing them to

return the books . also, you can use the mail-merge facility so that you can send

one letter to all your clients informing them of the arrival of a new book .




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2 ADAPTATIONS TO ECDL ICDL COURSE

Group of journalist from khaleej times ( my group ) and group of teachers in an

international school

1. tailoring the course timing for each module. The journalists needs more

concentration in the word processing and internet unite while the school

teachers are mainly concerned about PowerPoint presentation

2. exercise should be relevant to each group nature of job and highly emphasizes

real scenarios that they would face in real life and work

3. the training location for the journalists would be in our premises but for the

school teachers it is more convenient to use the high standard computer labs

that are available in the school




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the adoption could be made to standard ECDL/ICDL training course

1. course objective

for each group we have to design and customize the objectives so that the

throughput of the course will be good and useful .

2. the module plan

for each group and after analyzing the group needs, we have to adjust the ECDL

/ICDL plan so that a correct sequence of modules order will be considered .

2. the session plan

e need to customize the session plan for the group so that different examples,

exercises, worksheets, and supporting files suit each group .

3. the schedule

when we have different groups, then we have to expect a big gap between the

candidates level in the group . so timing is an important factor to consider .

sometimes we have to give more time for a group and sometimes condense the

time




REPORTING MECHAISMS

Attendance reports

• weekly report except if a trainee for two consecutive session without informing

the reasons , it has to be directly reported . the consequences have then to be

mentioned

• lateness and lardy trainees to be indicated also not absences

• the report will normally be presented by email but in case of consecutive

absence we will phone the trainee and inform also his management phone

MODULE PERFORMANCE REPORT

• Upon the end of each module, a report is to be prepared to reveal the

performance of each trainee in this specific module

• The report is based on ongoing quizzes, module sample exams and instructor

classrooms notes

• The report will be presented by email

• It is very important to indicate whether the trainee is ready to go on to the next

module or still needs more time in the existing one . individual training

sessions might then be recommended in this report.

SPECIVIC INCIDENT REPORT

• This is a special report that would be prepared to reveal to a specific incident

that has to be directly reported, an example of incidents would be improper

during a specific session or violation of lab rules .

• This report would be first given by phone and then by email to be documented.




• This type of reports is important to keep the control and organization of the

course .

OVERALL PERFORMANCE REPORT

• An overall report that corves the performance in all seven modules . it would be

submitted upon the completion of the training course .It will be based on

quizzes results , sample exams, overall behavior and performance allover the

course .

• It would be submitted by mail on institute’s original preprinted templates .

• It would include comparative charts to indicate performance in individual

modules .




A 4.4 ICDL MODULE PERFORMANCE REPORT

BASIC IFFORMATION

Trainee name Module name Date of start Date of end Trainee number Trainee degree

ATTENDANCE DETAILS

TOTAL NUMER OF SESSIONS

ABSENT DAYS ABSENT PERCENTAGE

PERFORMANCE DETAILS

1 2 3 4 5 Skills learned within module Significan

t concern Minor

concern Satisfactory Very

good Exceptional

Overall average (based on ongoing quizzes )

Instructor comments




ANALYIZING LEARNER NEEDS

1. Learner’s needs

a. There are three ways for gathering information about learners experience

and skills

1. questionnaire paper.

2. computerized testing questions

3. individual interviews and assessment report

b. the form for the training group that relevant the training course : (attached )

2. Learning objectives

a. learning objectives for the training group

unite Journalist group ( main) Teachers group 1 Module

3 They will be able to present good document and format it in to professional tables and columns and paragraphs

They will be able to preparing time shoulder and exams and handout foe lessons and exams reports

2 Module 4

They will be able to create daily monthly stock share chart and distribution chart

They will be able to create table for calculate degree and grads for students and chart

3 Module 5

They will be able to create databases for news data and advertising for customers

They will be able to preparing acquire about hem student’s to see levels and detected the student’s needs and repotting

4 Module 7

They will be able search on the net for subscribe with other newspaper in the world

They will be able to search on the net for new books and dictionary and researchable

3.Assurance of equality for all learners

a. training and testing sessions for learners with special needs

• trainers should be qualified for teaching candidates with special needs . • special teaching materials should be available for candidates with

special needs . • there should be training and testing lab with special equipment for




3

special need people, for example ( wall holders ,full multi media computers and special keyboards )

3 × INFORMATION GATHERING METHODS

REVEWING CANDIDATES C.V

• candidates be asked to present their C.V.s certificates that shows previous training sessions that they have attended specially the IT field .

• C.V.s are to be reviewed and accordingly an initial impression would be obtained about the level of expertise of the candidates in the IT field would be formed. Simply the format of the C.V.s itself and how professional dose it look is an issue to be considered .

• This method is only appropriate to be used for employed candidates, it wan,t be suitable to ask house wives or school students to present C.V.s in this case only certificates of other training programs would be enough .

• This method is be supported by other methods to verify that what is written in the C.V. realy implies the expertise of the candidates .

QUESTIONNAIRE

• An easy and straightforward questionnaire would be distributed among candidates its aim is to let them do a personal evaluation on the IT skills and pervious experiences they have attained. It is meant to be filled by the candidate himself without any external support .

• An online form of the questionnaire and also a preprinted form are available . • The questionnaire is important to understand form the candidates his personal

opinion about his training needs ( not only what his requests ) PERSONAL INTERVIEW

• One of the most effective and important methods to identify training needs, it gives the instructor or the analyst the chance to meet the candidate personally and build an overall initial evaluation for his needs supported with other documents previously described .

• It is most helpful also to determine the language skills of the candidate and thus determine what the best instructing language to be used is .

• The interviewer should then be handled a form containing the main items to be discussed in the interviews and the filed out form will be presented in the candidate file as well as his personal remarks .




LEARNERS, NEEDS : Date : Client,s company : ………………………………………………………………… Number of candidates : …………………………………………………………… Job title(s) :……………………………………………… Age Average : …………. Educational level : ………………………………………………………………….. Previous training ( if any ) : ………………………………………………………… Trainer Name : ……………………………………………………………………… Expectations of training : …………………………………………………………… ……………………………………………........................................................... …………………………………………………………………………………… Areas of focus during training : ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. skills levels : 1= beginners 2= intermediate 3=advanced

Exam Name Group Average, 1 , 2 or 3 Ms Windows Ms Word 2003 Ms Excel 2003 Ms Access 2003 Ms PowerPoint 2003 Ms Outlook 2003 Internet

Other comments : …………………………………………………………………………………………………………………………………………………………………………………… Tel.:0096824563303 – 24563340 fax.: 24564212 P.O.Box : 3998 PC 112 Ruwi – OMAN




SUMMARY FORM Name of Company : …………………………………………. Department : ………………………………………… BIOGRAPHICAL DATA

ITEM MALE FEAMLE How many people will attend the training sessions?

How many are aged : • Before 18 • from 18 - 25 • from 25 - 40 • over 40

How many have : • A high school diploma • University Degree • Computer

qualification

Years of Work experience : • Less than one year • One to five years • Six to ten years • More than ten years

Job Status : • Full time • Part time

Position in the company : • Management • Mid-Management • Administrative • Other

Languages : • English • Arabic • Other

Nationalities Previous Training




COMPUTER USAGE

ITEM MALE FEAMLE How many use a computer :

• At Home • At work

Keyboard skills : • None • Basic • Competent

Hours of computer use per day :

• 1-2 • 2-4 • more than 4 hour

Applications used : • Email • Word Processing • Spreadsheets • Database • Presentations

MAIN USES OF THE APPLICATIONS

1. 2. 3. 5. 5. 6.

ATTITUDE TO TRAINING

TRAINING EXPECTATIONS

ICDL /ECDL CTP Trainer’s Evidence Record UNIT C ELEMENT 4



UNIT TITLE Training Programme Design ELEMENT TITLE Developing the Training Plan ELEMENT DESCRIPTION

This element will verify the trainer’s ability to plan a programme of training.

SKILL AND KNOWLEDGE REQUIREMENTS 1. ICDL Course Plan allocated target group – a group of journalists from the khaleej times The ECDL/ICDL course (version 4.0) contains seven modules. The modules are as listed below:

Module No. Module Name 1 Concepts of Information Technology 2 Using the Computer and Managing files 3 Word Processing 4 Spreadsheets 5 Databases 6 Presentation 7 Information and Communication

a. Writing course overview this ICDL course is to be delivered to ten journalist staff are coming from the khaleej times in dubai with different knowledge and back ground about computer skills . and the aims of the course is to achieve the ICDL and with improved skills using the newspaper system very efficiently . the staff at the end of this course will be able to preparing the news documents and designed the advertises and also using internet to contact journalists in other newspaper and getting the materials for this job. Below are the modules covered and will follow the following order ;- Module 1 : concepts of information technology . The staff for the khaleej times will learining in this module the very basics of computer and will knows the history of computer and families of computer from start in America until now . will became very good platform to start with and explaining




about devices and anther components of hardware units .and give him fare idea about the technology this will cover the topics like the general concepts , hardware and software parts .to using information technology in him live and to help him in the journalist work . Module 2 : using the computer and managing files This modules is over than the journalists staff will come to know what is the icons what is files what is folders and how to manage this file and folders and how to copies this file or folders or moving this folder from location to other or how mane the receiving files from internet and rearrange this files and changing the names and directory of this files at the end of this modules to move and delete files they will also come to know what the computer virus is and virus scanning software and printing . Module 3: word processing This module is very important to this allocated group because the main work for the journalist is preparing the news as paper and preparing the advertises for newspaper costumers and work with picture in news to come around the words for news , at the end of this modules the candidate it will be able to duplicate and move the text within a documents and also do same advance feathers associated with the word processing like create table, managing tables like split tables or merge cells of tables ,using picture and scanning picture to word , doing merge mail to sanded by internet from any place to khaleej times the work place for this candidates . Module 4: spreadsheets By concept’s of the spreadsheets the staff of khaleej times newspaper will be a pale to using spreadsheet application on a computer to accomplish tasks associated with developing, formatting, modifying . they also be be able to generate and apply standard formulas and functions with competency of creating graph and charts to preparing worksheets for the journalist job . Module 5 : Databases This module will help this journalists candidates to understand the main concepts of databases and demonstrate its use to the journals materials and news and every important data for him work and to recording this data to use it any time they needed after and make inquiries and reports any time about this data , at the end of this module the group able to create special database for himself or for work and manipulate this information from database by query or sort the records and see the result based on the requirements Module 6 : presentations This module will allows the candidate to demonstrate competence in using presentation tools on a computer to do many presentations about him work or the newspaper or to show the mangers the new ideas , at the end of this module candidates




will able to insert picture or movies to slides and moving texts and picture through the slides and applying the animations and sound effects to presentations . Module 7 : information and communication This modules will allows the candidate to appreciate the use of Internet in the form of

a) Gathering required information about the news through the world . b) Apply the technique of effective and reliable communication using

e-mail. c) Contact other journalists around the world d) To send and receiving the news immediately happened from

everywhere around the world

b- Analysis allocated training group : This groups from khaleej times newspaper working in this field some of them ( six ) staff working in editing department for preparing the internal paper and add picture and marked the columns as draft for gave to designer of map paper to preparing as a professionals newspaper . ( tow ) of the staff is working in marketing for advertise show client’s what will have after make agreement and how the advertise come , ( tow ) of the staff from the managerial positions . All these staff members are from the age group of 20-45 and is been with the khaleej times from more than 3 years . Training needs

• A training needs analysis has been carried out • Line managers of the group to be trained are very supportive and

encourage their staff to improve their skills and knowledge • Staff have some IT experience from using word processing and

spreadsheet applications and Internet and emailing, none have used a database application

c- Course aims and objectives

• This ICDL course is to be delivered to a group of journalists from khaleej times • The aim of the course is to achieve the ICDL and with improved skills use the

newspaper computer systems or and personals more effectively .




• At the end of the course the learners will be able to create the internal and external pages as draft for the khaleej times and using internet for searching data and entire data to khaleej time database better than before starting this ICDL course

d- course schedule

Time Module Topics Training Methods

3 x 3hr sessions 2

Getting Started, Desktop Environment, Organizing Files, Simple Editing, Print Management. Review

4 x 3hr sessions 3

Getting Started, Basic Operations, Formatting, Finishing a Document, Printing, Advanced Features. Review

Lecture Demonstration

3 x 3hr sessions 1

Getting Started, Hardware, Storage, Software, Information Networks, Computers in Everyday Life, IT & Society, Security, Copyright and the Law. Review

4 x 3hr sessions

4 Getting Started, Basic Operations, Formulas and Functions, Formatting, Printing, Advanced Features. Review

5 x 3hr sessions

5 Getting Started, Creating a Database, Use of Forms, Retrieving Information, Reporting. Review

3 x 3hr sessions 6

Getting Started, Basic Operations, Formatting, Graphics and Charts, Printing and Distribution, Slide Show Effects. Review

3 x 3hr sessions

7

Information - Getting Started, Web Navigation, Web Searching, Bookmarks Communication – Getting Started, Messaging, Addressing, Message Management. Review

Demonstration Practical exercises

Assessment: End of Module

Tests




Another way for planning course

LEVEL 1 - ICDL COURSE PLAN How all 7 modules will be delivered

LEVEL 2 - INDIVIDUAL MODULE PLANS Structure and delivery of each individual module

Module 1 3 sessions

Module 2 5 sessions

Module 3 7 sessions

Module 4 7 sessions

Module 5 9 sessions

Module 6 6 sessions

Module 7 6 sessions

LEVEL 3 – INDIVIDAL SESSION PLANS Structure and delivery of each individual training session

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Session 1 Session 1 Session 1 Session 1 Session 1 Session 1 Session 1 Session 2 Session 2 Session 2 Session 2 Session 2 Session 2 Session 2 Session 3 Session 3 Session 3 Session 3 Session 3 Session 3 Session 3

Session 4 Session 4 Session 4 Session 4 Session 4 Session 4 Session 5 Session 5 Session 5 Session 5 Session 5 Session 5

Session 6 Session 6 Session 6 Session 6 Session 6 Session 7 Session 7 Session 7

Session 8

Session 9

e. Selecting appropriate training methods The training would be provided in the computer labs and the maximum intake of candidates would be no more than 15. An overall usage of data show projector connected to the Trainers PC together with a printer connected to all the learners’ computers would be available. A white board for further illustration would be available.




f- Recourses for each candidates :-

• ICDL skills card • PC and printer access • Workbooks/exercise disks • Manuals

For tutor :-

• PC and data projector • ICDL syllabus • Practice Exercises • Flip chart/white board • Test papers and test data

2. ICDL Module Plan a- module aims and objectives Module 3 will make the staff demonstrate the knowledge and competence in using the word processing to prepare the work of newspaper specially makes draft for the internal page for newspaper and copies and movies the text’s and picture through the page and the file and create tables and managing the tables by formatting and work professionally with borders and shading . The staff will be able to make all the documentation as needed to the work and scanning photo or picture by scanner and preparing in the internal paper and receiving the picture through Email and insert to the documents and arranging tables if needed to create tables , save the documents and change the directory and type for this documents and printing will also be taken about which will help the staff in doing many major things in the khaleej times newspaper .




d. Developing a training timetable Module 2 ( using computer and managing files ) Please refer the table below

Session Skill Set Exercises Training Methods

Session 1 2 hrs

- Computer Environment first step with computer, start the computer, shutdown computer using an appropriate routine, restart computer, view computer's basic system, change the computer desktop, install and uninstall applications text editing applications, system tools

Exercises 1 Exercises 2 Exercises 3

Hour 1 - Desktop work with Icons, select and move desktop icons, open a file, directory/folder, application from the desktop, work with windows, expend, resize, move, and close a window.

Session 2 2 hrs Hour 2- Managing files

the devices used by an Operating system to store files and folders, directories/folders, working with files, count the number of files, files of a particular type, rename files, duplicate files, delete ,restore, empty the recycle bin, compressing files.

Exercises 1 Exercises 2 Exercises 3 Exercises 4

Hour 1- Viruses concepts, virus is and what the effects of a virus might be, ways a virus can be demonstrated onto a computers, handling viruses virus scanning applications and updating regularly

Session 2 2 hrs

Hour 2- print Management install new printer on computer , change the default printer from an installed printer, pause, restart and delete a print job

Exercises 1 Exercises 2 Exercises 3 Exercises 4

Demonstration by class

Exercises testes

Practical assignments

Multiple evaluations for

preparing students for on line certificate




e. Selecting training methods Some of the topics would be initially described theoretically and followed by the practical session. Some other topics would be demonstrated directly on the Trainers PC and then the learner needs to follow and apply the instruction practically as demonstrated. f. Identifying resource requirements Training room Pac's and printer Operating system Tutor pc LCD projector Exercises Revision handout Sample tests




UNIT TITLE Training Programme Design ELEMENT TITLE Developing Session Plan ELEMENT DESCRIPTION

This element will verify the trainer’s ability to develop individual session plans.

SKILL AND KNOWLEDGE REQUIREMENTS 1. ICDL Session Plans allocated target group of learners (a group of journalists from the khaleej times) a. Aims and Objectives – define aims and objectives for each training session. Session Title ( Print Management ) If this group is journalists and the work in this filed is needed every time to scan photos or maps and some tables from documentation also preparing the draft for design the newspaper sheet before send to print and need to collect many paper when print in one paper . The main aims for this session is learn the learners how can install new printer to computer or preparing this printer as locale printer or network printer and how work with the printer window and how can control the print out order or printer, customize the print dialogue for print even paper first and print odd paper in the document. At end of the session learners will able to :-

• Install new printer • Add printer • Adjustment printer properties • Uninstall printer • Add fax • Print to file • Customize print out



Name : Ezzat Elsayed Mohamed Eid Element 6.1 & 6.2 CTP Number : GCC C07 0362

b. Session Structure (time plan) – design the session structure to include Instruction, Practice and Review.

Session 3 Module Topic Trainer Activity Learner Activity Training Methods

8:30-10:30

1 Hour

Objects:

Print

management

And add fax's

service

Demonstration - use the add

printer wizard to add new

printer as local printer

Explanations - complete the

wizard steps as correctly to

add the new printer ( local

printer)

Demonstration - how to add

new printer as network

printer and activate fax

services

Add fax by using setting fax

service from printers and

fax's

Review (notes Handout)

Watch the demonstrations

Exercise 1 – add printer from

windows information

through wizard steps

Exercise 2 –add printer as

network printer using the CD

for the lab printer

Exercise 3 – activate the fax

services using the soft copy

for operating system for lab

Demonstration – by

showing the students

how to carry out a

particular skill they

will know what to

expect when they try

it for themselves.

Explanations – some

skills/actions may

require some

explanation to

reinforce learning.

Resources: 1 PC and printer access for each learner, exercises prac on floppy disk, presentations on trainer PC, data projector, copies software for operating system notes Handout




A total of 20 minutes are dedicated for the below given session. Install new printer – 20 minutes

� Relative Referencing – Instruction - 3 minutes, Practice – 2 minutes, Review - 1 minute

� Click Start select printers and fax's or select control panel and then select " printer and fax's

1

2




In printers and fax,s click on " Add printer " and follow the wizard steps by gliking the " Next" bottons .

From this new window for wizard select as you want local printer or network printer for personal computer select the first choice ( local printer ) and then click " next




1

2

1

2

After previous step the add printer wizard will start search for any printers are connected to port,s in this computer through which port , when finish click " next "

in this step wizard show you how you can connect the printer cable to computer through the " default port " get it " or create new port , click next




1

2

if you have the printer drivers you can click " have CD " this is below down if you have not CD select manufactory for the printer.

from left side for the dialog box select the name of printer, then click "next"




12

3

You can specify the printer name as you want to be in your computer by writing the name of printer in this step for wizard , and click " next " .

there is to choice about test page for printer in this step of wizard " yes " or " no " if this DeskJet Printer select " no " because this kind of printers have small ink Cedaredge and this test page is full colorize paper .click " next "




1

2

1

2

This is the last dialogue dox for the add printer wizard you will get report about adding printer , click " finish " .

Customize the print out order :- In the document window from file menu click print or press ( CTRL + P ) in keyboard the print dialogue it will be available as you see




1

to work properly with this special you connect many types of printers to your ( pc ) select the name of printer you want use and cable is connect to it and arrange the properties for this printer

specify the number of copies you have to print and activate the choice for collate the copies if you make many copies .

12

1

2




To select even pages in this document in the print dialogue in dropdown box for label print select ( even pages ) and then click print here also you can select odd pages and click print.

Add fax to your personal computer On desktop click ( start menu ) and select ( printers and fax's )

1

2




in this new window click ( setting fax services ) the add fax wizard will start to add fax service through the directory for CD drives but to activate this service you should have

� Fax modem in your personal computers � Original CD for Operating System and insert to CD room � Phone cable have dial tune in connect with modem � Complete the steps for the add fax wizard to finish � Try to use this fax to send first fax to your friend .

1

2




UNIT TITLE Training Programme Design ELEMENT TITLE Developing Training Resources ELEMENT DESCRIPTION

This element will verify the trainer’s ability to develop suitable resources for each training session.

SKILL AND KNOWLEDGE REQUIREMENTS

1. Practical activities

a. Developing resources for effective practical activities. Training group ( 10 journalists from the khaleej times ) new with using computer REFERENCING

There are mainly 3 types of Referencing 1) Relative 2) Absolute 3) Mix

RELATIVE REFERENCING

The desktop Icons Create on desk top icon for new folder and named CTP Dubai

Tasks Bar Launcher Bar language Bar

Start menu

Desktop Icons

Desktop

Background

ICDL /ECDL CTP Trainer’s Evidence Record UNIT D ELEMENT 7



1- Click Wright hand mouse and select �� NEW and select �� folder you will get new folder on desktop named �� CTP Dubai

2- in folder CTP Dubai create tow new folder and named one of them ( video session 1 ) and second named ( video session 2 ) a- open CTP Dubai folder using double click on or right click and select �� Open b- click right hand and select �� New and select �� folder �� name of this folder it will be ( video session 1 ).

c- using the same steps to create second folder and named ( Video Session 2 )




1- Rename folders Rename the subfolders ( Video Session 2 ) to new name ( Main Video session ) a- click right hand up the folder ( Video Session 2 ) and select �� Rename �� the old name of folder it will be selected automatically write new name ( Main Video Session ).




2. Handouts

Work with Icons

Objectives for this session: In the end of this session the candidate Shall be able to:- • Select and move desktop icons. • Open A file, Directory/Folders applications from the desktop. • Create new icons and named this icons and desktop shortcut icon • Arraigning Icons on desktop.

Exercise 1 : To improve your skills in work with Icons . you are requested to do this assessment either in the class or home :- Arrange Icons

1- arrange you desk top icons by name 2- arrange your desk top icons by size 3- arrange your desk top icons by Type




Create Icons

1- create new icon for folder and named CTP Dubai 2- create new icon for folder and named CTP Kuwait 3- Change name for folder CTP Dubai to Good workshop 4- delete icons for folder CTP Kuwait 5- Restore folder CTP Kuwait to the same Directory

Moving and dragging icons

2- move the folder CTP Kuwait inside the folder CTP Dubai 3- get the directory for the folder CTP Kuwait after you moved

Create desktop shortcut icon 1- create shortcut icon for the folder Good workshop. 2- create shortcut icon for word document on the desktop. 3- change the name of shortcut to ezzat. 4- delete the shortcut ezzat from desktop.

a. Developing candidate handouts to reinforce training sessions. Evidence 7.3 3. Hardware and Software a. Prepare hardware and software for the training session

checklist � The lab of training has enough number of computers connected in network . � All computer has working mouse and keyboard . � The multimedia projector and screen and the Wight board is necessary � Access printer for the network is able to print from any computer in lab . � All computers are having operating system windows XP professional installed

and working fine . � All computers have complete installation of Office XP professional or Office

2003 with all features working fine . � All exercise files for the training are loaded in tutor documents folder. Cheeked and Verified by :- Name : Signature : Date :




Covering Checklist Hardware and Software before training

Hardware Specification

CPU Intel Pentium II, III, or 4 more than 400 MHZ .processor � Hard Disk At least 4 GB better higher � RAM At least 256 MB better higher � Server active Ms windows 2003 server � Keyboard Multimedia Keyboard � Monitor SVGA with 800 by 600 pixels support ( at least 14") � Muse PS/2 type, Or better ( Optical mouse ) � CD-ROM Drive 52XSpeed Or 56Xspeed � Internet / Internet Wireless network ( better ) � Data show Projector Toshiba or Acer Projector �

Software Specification

Operating System MS Windows XP Professional � Microsoft Office MS Office 2003 Package ( complete installation ) � Internet Browsers MS Internet Explorer Ver . 6.0 �

Practice Files Folder contains all practicing files and exercises �

7.4 Health and Safety Issues a. Addressing health and safety issues in the training room.

• Appropriate positioning of monitors, keyboards and adjustable chairs. • Use of mouse mat, monitor filter. • Provision of adequate lighting and ventilation. • Frequent break away from the computer. • Avoiding prolonged typing that can cause injuries to the wrist. • Eye strain caused by screen glare thus adjusting the screen settings like

brightness, color, contrast etc. • Back problems caused by poor seating or bad posture thus adjusting the chair in

a proper and convenient position. • Ensuring power cables are safely secured. • Power points are not over loaded. • Avoid collisions with the furniture thus having required space between the

computers and chairs.




UNIT TITLE Training Delivery ELEMENT TITLE Session Introduction ELEMENT DESCRIPTION

This element will verify the trainer’s ability to create a positive learning environment for a new training group.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Trainer Introductions. a. Establishing initial trainer-learner relationship. Covered in Video session. 2. Learner Introductions. a. Enabling learners to become familiar with each other. Covered in Video session. 3. Maintenance a. Ensuring learners are aware of timetabling, services etc. Before commencing the training the trainers should ensure the following:

• State the objectives of the session/course. • Describe the program outline containing session time, lunch time, start time and

finish time. • Specify the learning outcomes of the session/course. • State the scope of the session/course. • describe the institute building to learners and specify to them • policies of using the internet in center • mobile phone usage policy • smoking allowance policy • location of prayer room • location of cafeteria • location of toilets




• Encourage the participants to contribute in the training in terms of questions, clarification, doubts etc.

• Avoid an embarrassing silence in the group. • Declare that the participants would have enough exercises to be completed

during the training so that they can be aware and ready to dedicate the required time for the training.

• Encourage the participants to demonstrate a presentation (if required).




UNIT TITLE Training Delivery ELEMENT TITLE Trainer Credibility ELEMENT DESCRIPTION

This element will verify the trainer’s confidence and professionalism.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Manner and Appearance a. Displaying confident, relaxed and friendly manner Covered in Video session. b. 9.1 Presenting a professional appearance. The trainer should look professional in terms of dress code, language used in communication, clarity of the instructions, professional creativity, during the training, on the examples etc.

• Be friendly and confident. • Maintain maximum preciseness in the instructions delivered • Should not read the presentations in spite describe them in brief. • should use adequate learning methods • the training introduction has to be structured • trainer should able to deal with different learners styles • trainer must have self-confident • should be have clear structure • should be have god control on all components of learning operations • Should not fiddle with pens, notes etc. • Make eye contact with the audience and establish a two way communication. • knows some or all names of your learners ask each one with he is name. • build good communications between you and every one in the training group . • let every one in the training group think you are teaching joust for himself • Make sure prior to the training the aids are all ready and working so that the

session does not interrupt. • Maintain the start and finish time. • Should not get side tracked with the session.




To highly affects the trainer – learner relationship by : • Female dress code • Gave a good first impression • Adding more trust to the relationship • Care about your respect with the learners and the team work in your institute • Be owns and closely with the learners every time • Nice look and appearance will be kept in your trainers mind • Relevant examples and many exercise is other way to affects relationship

2. Content Expertise. a. Demonstrating expertise and understanding of ECDL content. Covered in Video session. b. Ability to relate concepts to the experience of the training group. Covered in Video session. 3. Management of the Group a. 9.2 Motivating the training group.

• The trainer should ensure that the participants are aware of • The learning outcome of the session/course. • The achievements of the training i.e. how the training is going to affect their

job/carrier. • The assessments and exams.

The trainer should • Use praise and be positive. • Encouraging a favorable attitude to learning in the learners. • Ensure learning is useful. • Nurture a positive learning attitude. • Create challenging achievable sessions. • Use a variety of delivery methods and resources. • Take account of Maslow’s Hierarchy of needs.




• Provide breaks, comfortable seating, suitable ventilation, reduce noise. b. Treat learners fairly; attend to health and safety issues. c. Promote cohesion, respectful classroom environment. d. Be enthusiastic and open to the participants.

b. Building learners’ confidence. Covered in Video session. c. 9.3 Handling interruptions effectively. It could be possible that a learner could interrupt the group repeatedly due to the following reasons:

• The learner may not understand the session. • The learner could be weak enough to achieve the session. • The learner could be old enough to cope up with the other participants. • The learner would be feeling that the speech and the speed of the session are

quite fast enough. • The learner could not be aware of the learning outcomes and the objectives of

the course. • The learner need to set focus about himself from other learners in the group

specialty when the group is mix ( male & female ) • Some learners came to training after day of work immediately and can not

concentrate with trainer in training The trainer could

• Focus more on that learner and answer his/her questions in an efficient way. • Keep eye contact with that learner particularly and make sure that the learner

understands the topic. • Confirm with the learners’ understanding by asking some relevant questions. • Cope up with the speech and the speed relevant to the learner. • Confirm that the learner has achieved the learning outcomes and the goals of

the session/course. • Every time change the level of him voice to let learners concentrate in training • trainer should Look to learner that ask every time and start eye communication

with him to cheek reasons behind his talking every time




UNIT TITLE Training Delivery ELEMENT TITLE Implementing the Session Plan ELEMENT DESCRIPTION

This element will verify the trainer’s ability to deliver the training effectively in accordance with the session plan.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Clarifying Session Objectives a. Outlining the session objectives for the group. Covered in Video session. b. Placing the session in the context of the training programme Covered in Video session. 2. Adhering to Session Structure. a. Implementing the instruction, practice and review phases. Covered in Video session. b.Managing the transition from phase to phase. Covered in Video session. c. Managing the time allocation in the session plan. Covered in Video session. 3. Responding to unexpected training needs. a. 10.1 Showing flexibility in the delivery of the session to respond to unexpected individual training needs. ( deal with lack of basic skills )




It could be possible that the group consist of learners lacking basic skills to cope up with the course. The group may desire to do the training in work with icon to create a group of folders and subfolders without using mouse through keyboard shout cuts. In this case the trainer could

• Brief them on the basic skills related to the mouse or to the files. • Arrange some extra sessions specially for them on their points of weakness ( if

the time and institute rules allows trainers to do that ) • Could spend some time to provide them the relevant basic information. • Could customize the training of the session so that the time could be dedicated

for some of the basic skills. • Ensure that the basic skills required for the session is covered thoroughly. • Prepare more exercises that could enable the learners to cope up efficiently with

the session. • Use break times to give extra tuition. • Should not draw attention to their lack of skills in spite concentrate on building

up their confidence. • Supply extra notes or textbooks to the learners. • Provide the learners with the list of basic skills required to cope up with the

course. • Create sub groups within the learners for effective learning. • let good learners to stay besides lake learners to help them .




] UNIT TITLE Training Delivery ELEMENT TITLE Communication ELEMENT DESCRIPTION

This element will verify the trainer’s ability to communicate effectively with the training group.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Ability to articulate clearly a. Demonstrating good language skills. Covered in Video session. b. Speaking clearly using space, pitch and intonation to stimulate learner interest.

Covered in Video session. As best covering

2. Appreciation of non-verbal communication.

a. Using non-verbal methods to enhance communication.

Covered in Video session. As best covering

b. 11.1 Recognizing barriers to effective communication.

The three factors could be

Distance:

• The distance maintained by the trainer against any learner during the training should not be too close that the learner hesitates to raise the questions or clarify the doubts. And also the trainer should be near trainer some times .

Atmosphere and body language of trainers : • The trainer should maintain a very happy and interesting atmosphere in the

class let each learners think the trainers is him Prather and if the trainer have experience in teaching and knows some about language of he’s body the session it will be successfully and all learners will be active in training .




Language and examples: • The language plays a vital role in maintaining the communication with the

learner. The trainer should keep hold of the pitch, speed and keywords and tunes of the language together with practical and interesting examples to produce an effective training.

The factors which affect communication includes :

• The trainer lack of adequate communication skills . • The language ( the language that is being taught in is not the learners first

language ) . • Lack of confidence and intimidation can barriers communication. • The trainer can’t deal with different learner styles .

3. Importance of listening to assist communication. a. 11.2 how to determine whether learners comprehend session content . To confirm that the learner comprehend the session the following could be considered.

• Ask relevant questions to the learner based on the session. • Provide activity sheets for the learner to practice. • Provide sample papers to the learners so that they feel confident in terms of the

exam view. • Make the atmosphere free so that the learner could ask any doubts regarding the

sessions. • Make practice through ask and let them do imedilly what you ask and give them

feedback at the same time in practice .

b. demonstrate your ability to identify learners seeking clarification and respond appropriately ( in video session ) . Covered in Video session.




UNIT TITLE Training Delivery ELEMENT TITLE Instructional skills ELEMENT DESCRIPTION

This element will verify the trainer’s ability to use appropriate instruction techniques.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Session Opening. a. Providing a strong session opening to generate interest and confidence. Covered in Video session. As best covering 2. Use of instructional techniques. a. Demonstrating use of varied instructional techniques. Covered in Video session. As best covering b. Providing instruction appropriate to learners’ ability. Covered in Video session. As best covering c. Following logical sequence of instruction. Covered in Video session. As best covering 3. Maintaining learner involvement. a. 12.1 Using questions to engage learners in the instructional process.

• What is operating system ? • What is the desktop icons and how con you mange it ? • How you can change the arraigning for icons in the desktop .

b. 12.2 Providing feedback to learners to maintain interest and motivation.




The feedback is very important in delivering effective on the work of the learners that we have carefully examined what they have done , that you feedback is free of subjective . When you ask question, all answer must be acknowledged even if it is just to say “thank you “ The trainer could provide feedback based on the following:

• The use of session in the learners day to day related jobs. • How the concept of the session could affect their working style. • Explaining them the disadvantages and the problems related, if not applying the

session activities to their work. • Explaining how they can be ahead of others who lack these skills. • Explaining how these will affect their carrier.

4. Session closing. a. Reviewing session to reinforce learning and provide feedback. Covered in Video session. As best covering b. 12.3Previewing further sessions to maintain learners’ interest an d motivation.

• Repeat in short, point what is the main point’s teaching in session • A short description of the next session could be provided for the learners to

think and be motivated. • Explain ton learners the relation between the session and next session by using

shall we will complete this point with the practice in the next session • Assure that in the next session the trainer involves in getting ideas from the

learner prior to beginning the session content. • Assigning a self learning content for the learner to actually involve in the next

session. • Explain the advantages of the next session, in short, to motivate the learner. • Gave some home work or ask learners to prepare same paper about the subject

for the next session . • When you close the session don’t forget repeat the important point in session

and thank the group for their participation and cooperation and tell them how much you enjoyed the session




UNIT TITLE Training Delivery ELEMENT TITLE Management of Activity

ELEMENT DESCRIPTION This element will verify the trainer’s ability to plan and implement an appropriate practical activity to reinforce skills and knowledge.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Developing an appropriate activity. a. 13.1 Selecting an activity relevant to the session and the training group.

• The referencing as demonstrated in the video session could be modified into two different learning groups as follows:

• Journalist from khaleej times : Appropriate example related to their assignments

in the courses they are studying.

• E.g.: The journalist themselves can store their news and documentation and advertise for newspaper client’s in special folder by creating trees of folders and subfolders as the kind of clients and news group .also can by themselves protect this documents and folders by using passwords, or hidden this important data .

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• Teachers working in international school: Appropriate example related to their

day to day jobs. • E.g.: teachers need every time to recording notes about students and need to

recording the results of exams and makes averages and tables for student’s degree and percentages and to save this results for classes in every grade in special folders.

b. 13.1 setting the activity at an appropriate level of difficulty. Covered in Video session. 2. Managing the activity phase. a. Explaining the activity to the group. Covered in Video session. b. Monitoring learners’ progress. Covered in Video session.

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c. 13.2 providing appropriate intervention.

• Observing them at work during the activity phase. • Repeating a session topic in general if found that some of them are not clear

with the contents. • If they lack the skill then assigning them suitable assignments. • Motivating them by asking competitive questions during the training.

3. Ending the Activity Phase. a. 13.3 Managing the allocated activity time.

• The practical activity time could be followed by the method of • Instruction • Practice and • Review • If the time allocated is not sufficient in the session for a practical activity then

the same could be assigned to the learner as an assignment. • Make sure that the learning strategies are covered up in the assignments. • Allocate a timely atmosphere for the activity either in the session or in the form

of the assignment. b. Regaining the group’s attention for activity review. Covered in Video session.




UNIT TITLE Training Evaluation ELEMENT TITLE Continuous Informal Evaluation ELEMENT DESCRIPTION This element will verify the tr ainer’s ability to monitor

learners’ progress and adapt where necessary. SKILL AND KNOWLEDGE REQUIREMENTS 1. Monitoring learners’ progress and comprehension. a. Using pauses and observation during instruction phase. Covered in Video session. b. Using questions to measure comprehension. Covered in Video session. c. Monitoring learner’s progress during activity phase. Covered in Video session. 2. Adapting the session to respond to the needs of the training group. a. 14.1 Adapting the instruction phase of the session.

• Training must be designed so that the Instruction period is not too long. • The structure of the training should be designed in such a way that the trainer

concentrates more at the beginning and at the end of the session. • The Instruction should be followed by the practice and review structures. • The speed of the instruction should be good enough for the learners to

understand. • Practical examples could enhance the objectives of the session.

ICDL /ECDL CTP Trainer’s Evidence Record UNIT E ELEMENT 14



b. 14.2 Adapting the activity phase of the session. The practical activity demonstrated is actually complicated. It could be made very clear through the process of Instruction, practice and review. The trainer should make sure that the correct way to create icons and deleted or rename. The example follows to work with icons should be clear. The trainer has to make sure that each session to be divided into related topics and each topic is achieved by the learner.




UNIT TITLE Training Evaluation. ELEMENT TITLE Gathering and Evaluating Feedback. ELEMENT DESCRIPTION

This element will verify the trainer’s ability to gather and evaluate feedback from learners and client organizations.

SKILL AND KNOWLEDGE REQUIREMENTS 1. Identifying appropriate evaluation measures for ICDL. a. 15.1 Applying different levels of evaluation to the ICDL programme.

• Evaluation could be performed on the following levels applied to the ICDL

programme:

• On the Trainer: The evaluation could be applied on the performance of the

trainer with respect to his/her competency, enthusiasm, interest, attitude,

confidence etc.

• On the Course: The evaluation could be performed based on the contents,

standard, Objectives, learning outcomes, learning strategies etc.

• On the Resources: The evaluation could be performed based on the resources

like soft wares, hard wares, other equipments, environment, size of the

classrooms, chairs, tables etc.




2. Gathering Feedback from Learners. a. 15.2 Designing an end-of-course feedback form.

S.NO Questions Evaluation

1 The trainer seems competent enthusiastic and interested in teaching this course.

1 2 3 4 5

2 The trainer stimulates and encourages student participation by means of questions, discussions or other class activities.

1 2 3 4 5

3 The trainer is responsive to feedback and adjust contents and pace of lessons to students' needs.

1 2 3 4 5

4 The amount of course contents covered is reasonable. 1 2 3 4 5

5 I feel that this course enriches my knowledge in the field and will be helpful for my future needs.

1 2 3 4 5

6 Assignments outside of classes were meaningful and appropriate to course objectives.

1 2 3 4 5

7 The course stimulated my thinking and interest in the subject area.

1 2 3 4 5

8 Illustrations and presentations were useful. 1 2 3 4 5

9 The hardware, software and data show projector used in the class were appropriate to the course.

1 2 3 4 5

10 Other equipments(chairs, tables etc.) used in the class were appropriate to the course.

1 2 3 4 5




b. 15.3 Designing a learner’s training evaluation form.


1 The training suits your needs in the workplace.

1 2 3 4 5

2 You have been appreciated by the colleagues and superiors in the workplace.

1 2 3 4 5

3 Your job took a major changeover in the environment.

1 2 3 4 5

4 Your professionalism has increased after the training. 1 2 3 4 5

5 You wish to continue with further such trainings in future.

1 2 3 4 5

6 The course materials were appropriate to your requirements.

1 2 3 4 5

7 You would recommend others to go for ICDL training.

1 2 3 4 5

8 The assignments helped you to gain the required skills.

1 2 3 4 5

9 You think some skills are still lacking in the course covered.

1 2 3 4 5

10 Your overall satisfaction with the training. 1 2 3 4 5




c. 15.4 Evaluating learner’s feedback. * We could first compile the feedback in the form of and figures. The average figures could be calculated and plotted in terms of a chart. The obtained chart could provide us with the up and downs of the course. We can thus focus on the required area to improve the training, if the average in any particular evaluated area is week. 3. Gathering Feedback from the Client Organization. a. 15.5 Designing a client organization training evaluation form.


1 The training has reflected a change over in the employees work.

1 2 3 4 5

2 You think further trainings should be offered for your employees.

1 2 3 4 5

3 The training is really worth enough to satisfy your needs.

1 2 3 4 5

4 The training program has been highly professional. 1 2 3 4 5

5 The employees have been motivated more towards the work.

1 2 3 4 5

6 The employees generate new ideas to forecast an effective work process.

1 2 3 4 5

7 The training has been totally effective and enriches the work in the environment.

1 2 3 4 5




b.15.6 Evaluating the client organization’s feedback.

S.NO Client organization may consider these factors on the training provider

1 Do we have sufficient resources to provide the training?

2 Was the training delivered by a professional trainer?

3 Is the center affiliated with the related body?

4 Are there enough no. of staff working towards the delivery of training?

5 Could the training provider be able to provide other such trainings?

6 Is the training provider capable enough to handle large group of learners?

7 Does the training provider has that high level of competency?




Ezzat ctp-gcc-c07-03621

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