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Archive for the ‘Online Classes’ Category

Online Training Opportunity: PubMed for Librarians Series

Tuesday, May 24th, 2016

PML_slide_imageJoin the National Library of Medicine and the NN/LM Training Office (NTO) for the free online class “PubMed for Librarians.” Classes in June 2016 are now open for registration.

The PubMed for Librarians class is divided into five segments (90 minutes each). Each segment is a synchronous online session that includes hands-on exercises and is worth 1.5 hours of MLA CE credit. Participants can choose any or all of the 5 segments that interest them.

The segments are as follows:

Introduction to PubMed: Learn about the difference between PubMed and MEDLINE, how to run a PubMed search, assess your search retrieval, analyze search details, employ three ways to search for a known citation, and how to customize with My NCBI.

MeSH (Medical Subject Headings): Learn about the NLM Medical Subject Headings (MeSH) database. Explore the four different types of MeSH terms and how searchers can benefit from using MeSH to build a search. Investigate the structure of the MeSH database and look at the components of a MeSH record.

Automatic Term Mapping (ATM): Learn about Automatic Term Mapping (ATM) – the process that maps keywords from your PubMed search to the controlled vocabulary of the MeSH database. Learn why searching with keywords in PubMed can be an effective approach to searching. Look at the explosion feature, what is and is not included in search details, and explore how PubMed processes phrases.

Building and Refining Your Search: Use some of the tools and features built into PubMed that are designed to help you search more effectively. Explore the filters sidebar and Topic-Specific Queries. Use History, tools in the NLM Catalog, and the Advanced Search Builder to build searches and explore topics.

Customization – My NCBI: Learn about the advantages of creating a My NCBI account, managing and manipulating your My NCBI page content, locating and identifying available filters on PubMed’s filter sidebar, selecting and setting up to fifteen filters, and creating a custom filter.

Class space is limited, so register now at http://nnlm.gov/training-schedule/all/NTC

 

Adults Seeking Health Information Online

Wednesday, January 6th, 2016

More and more U.S. adults are turning to the Internet for health information. A recent graph published in MMWR by the CDC shows that during 2012-2014, 33-49% of adults reported looking up health information on the Internet during the previous 12 months. The percentage was highest among adult residents of large fringe metropolitan counties and lowest among adult residents of rural counties. Where did people go to find this information? According to the Pew Research Center, “73% of all those ages 16 and over say libraries contribute to people finding the health information they need.” There is little question that librarians of all types will continue to play a role in helping to connect users to the health information they desire.

Your Regional Medical Library is a great source of ideas and training on how to help your users locate the authoritative information they need through National Library of Medicine resources and databases. And, the National Library of Medicine Training Center provides in-person and online training to keep your knowledge and skills up-to-date. Check out the calendar of upcoming training events you might be able to take advantage of in the new year. A number of self-paced tutorials and recordings from selected training sessions, including PubMed and TOXNET, and also available. Man with laptop drinking coffee in a cafe

Running a Webinar or Online Meeting? Here’s a Checklist

Monday, April 20th, 2015

We’ve all attended good online meetings and bad online meetings. What qualities make for a good online meeting? Here is a short list of suggestions on how to run a successful online session.

  • Use a slide to let people know they’re in the right place
  • Acknowledge that people have arrived
  • Open up a “question of the day”. Nothing difficult; just something to engage and focus people while they’re waiting for the “show” to begin
  • Mute all participants. Yes, we want attendees to ask questions and make comments. No, we don’t want to hear papers rustling or conversations with co-workers who stop by to visit
  • Explain how to unmute
  • Orient participants to the interface and tools
  • To quote the Rolling Stones: “We all need someone we can lean on.” Arrange for someone to work with participants who are having trouble with audio, to read questions from the chat box, to start and stop the recording, etc.

And…in case you haven’t seen the video that depicts common online webinar frustrations as portrayed in an in-person meeting, you can watch the 4 minute video below. Very funny and too true.

NTC Tutorials & Recordings Anytime

Wednesday, April 15th, 2015

Did you know that you can view our tutorials and recordings at any time that’s convenient for you? If you have a few extra minutes, check out one of our self-paced tutorials or recorded webinars to learn something new or brush up on one of your most-used resources. Here are a few you might take a look at:

 

Welcome to the (Virtual) Class

Wednesday, January 7th, 2015

Welcome Door Mat

Are you adding virtual classes to your teaching repertoire? When starting to teach online, you might miss some of the face-to-face interaction that you’ve previously enjoyed with your students. Building rapport in the online classroom doesn’t have to be all that different than traditional instruction. Here a few things you can do to create a friendly environment online, even if you might not be able to share your warm smile with your class participants.

  • Welcome students as they enter the room, by name if possible.
  • Conduct a brief warm-up activity. The warm-up can familiarize students with the conferencing software, draw on pre-course readings, or help participants get to know each other.
  • Show enthusiasm and excitement for the class using your voice or feedback icons.

For additional tips, see this short checklist from Langevin Learning Services.

Engaging the Unengaged: Part 1

Wednesday, October 22nd, 2014

Metal ladder against red barn wall
I recently picked up a free e-book from Shift eLearning, called Engage the Unengaged: How to Create More Engaging eLearning Courses. You can download your own copy, too, if you’d like. I’ll share a few of their ideas in blog posts this week and next week. The focus of the e-book is on eLearning, but there are lessons here for the face-to-face classroom as well.

What is engagement? Shift eLearning uses “the level of participation and intrinsic motivation student displays in a learning environment” as their definition. It includes both behaviors (such as attention or effort) and attitudes (motivation or interest). An engaged learner is active and collaborative, seeks out help, and exerts his or her best effort in response to a challenge. Disengaged learners may do only the minimum work, delay completion of tasks, avoid challenges and may not participate. I’m sure you’ve met both in your classes.

There are a few things you can do to increase engagement, and even convert the disengaged to engaged. Here are a few strategies to try:

1. Acknowledge the prior knowledge of your students, and show them how the class will build on it.

2. Tell them what’s in it for them right away – don’t assume that they’ll know why the class is important. Why does this information matter and how is it relevant to their work or life?

3. Build in some immediate rewards. I don’t mean candy (though that works for some audiences). Can you reward them with affirmation or encouragement? Can you demonstrate to them how they are already doing something better or faster or more easily as a result of the class? Again, don’t just assume they’ll notice – point it out.

4. Take time for reflection. We’re often tempted to use every possible minute for dispensing information, but allowing time for reflective processing can help students to better retain the content. Ask students to stop, think, and apply what they have just learned or take a minute to consider how what they heard relates to their work.

5. Use good design and quality images. While this probably can’t sustain engagement, it may help to initiate it. In next week’s post, we’ll look at a few principles of attractive design.

 

Poll: How do you offer training?

Wednesday, June 18th, 2014

Tell us how you offer training or teach classes with this short poll.

Create your free online surveys with SurveyMonkey , the world’s leading questionnaire tool.

Seattle: PubMed® for Trainers

Monday, February 17th, 2014

The National Library of Medicine Training Center (NTC) is offering the 4 session PubMed for Trainers class at the University of Washington Health Sciences Library.

The series of four classes runs from Thursday, March 6, 2014 – March 27, 2014.

Online Session One: March 6, 2014, 10 am – 12 pm PT

Online Session Two: March 13, 2014 10 am – 12 pm PT

Online Session Three: March 20, 2014 10 am – 12 pm PT

In-person Session Four in Seattle, Washington: March 27, 2014, 9 am – 4:30 pm PT

Click here to view the class description.

What if the annoyances of conference calls happened in real-life meetings.

Friday, January 24th, 2014

If you have ever attended an online meeting or class, let’s say PubMed for Trainers, then this video may ring true to you. Enjoy!

Don’t Make Learners Think!

Tuesday, November 5th, 2013

It sounds counter-intuitive, “Don’t Make Learners Think!”, but that is what Karla Gutierrez of Shift!’s eLearning blog wrote. It isn’t what you might be thinking though. Karla’s statement “don’t make learners think” refers to navigating through an online course. Learners shouldn’t have to spend their time figuring out how to get from one section to the next.

Here are the 7 principles of the Don’t Make Them Think approach to design and a short comment about each principle.

1) Use Visual Cues: Think breadcrumbs. Create a trail so people can easily get where they want to go.

2) Make It Too Obvious: Use standard conventions for icons and buttons.

3) Minimize Your Design: Use white space to give learners room to find what they are looking for. In other words, don’t crowd the page.

4) Reduce Cognitive Load: Cut out unnecessary words. Edit, edit, edit.

5) Be Consistent: Need I say more?

6) Follow Real World Conventions: Use the vocabulary/jargon of the group you are training. When in Rome…

7) Usable Navigation: When a user gets to the end of a section, they shouldn’t have to guess where to go next and how to get there.

To read the entire post by Gutierrez, go to: http://goo.gl/pJXgQY