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Wiki Sumber Informasi iSIKHNAS
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Apa itu ISIKHNAS? : What is iSIKHNAS?
FAQ:Pertanyaan Umum : FAQ
ISIKHNAS Kode-Kode : Codes
Pengguna : Users
Pelsa : Village reporters
Dinas : Field Staff
Laboratorium : Laboratory
Koordinator : Coordinators
Pengguna Data : Data Users
Teknis : Technical
Data Dikelola : Data managed
Referensi Teknis : Technical references
Kode-kode : Codes
Tabel Database : Database Tables
Struktur Database : Database ERDs
Fungsi Database : Database Functions
Panduan dan Standar : Guides and Standards
Menggunakan wiki : Using the Wiki
Pelatihan : Training
ISIKHNAS pelatihan pengguna : iSIKHNAS Training
Epidemiologi di lapangan : Field Epidemiology
Surveilans : Surveillance
Advokasi untuk Anggaran : Budget Advocacy
Analisis Epidemiologi data : Epi Data Analysis
GIS untuk kesehatan hewan : GIS for animal health
Excel
Investigasi penyakit untuk paravet : Disease Investigation
Mengenali tanda-tanda penyakit : Recognising Signs of Disease
Panduan fasilitasi : Facilitators Manual
Glosarium : Glossary
Komunikasi : Communication
Sosialisasi ISIKHNAS : Communicating about iSIKHNAS
ISIKHNAS Videos
ISIKHNAS Logos
Pertanyaan : FAQ
Informasi tentang ISIKHNAS : About iSIKHNAS
Menyerahkan data : Submitting data
Menggunakan kode : Using system queries
Terjemahkan
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Statistik bahasa
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Statistik kelompok pesan
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Ekspor
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Terjemahkan
Pengaturan
Kelompok
Terjemahan terkini
Penambahan terkini
Sandbox messages
Animal and Farmer Identification
Animal ID and health reporting
Basic Field Epi: Facilitator Guide
Basic Field Epi: Manual
Budget Advocacy
Budget Advocacy:Outline
Building a good learning atmosphere
Changing location data
Communication
Coordinator Checklist
Course objectives
Disease Investigation
District coordinators
District coordinators - in more detail
Epidemiological Data Analysis
FAQ: Frequently Asked Questions
Field Epidemiology
Field Epidemiology Advanced: Manual
GIS AH Answers
GIS for Animal Health
How can I get involved?
How does it work?
How is it managed?
Human health
Instant Messaging
Introduction
ISIKHNAS Training Resources
ISIKHNAS Training Toolkit
ISIKHNAS User References
Livestock insurance
Main Page
Manage
Manage : Manage Users
Manage Programs
Mangement of the System
Manual for Coordinators
Manually sending individual or bulk SMS messages
Manuals for Data Users
Manuals for Field Data Reporters
Manuals for Laboratory Users
Manuals:Abattoir Reporters
Manuals:Active Surveillance
Manuals:Animal Idenification
Manuals:Farmer Registration
Manuals:Field Staff
Manuals:General Introduction
Manuals:Insemination
Manuals:InstantMessaging
Manuals:Movement
Manuals:Population
Manuals:Priority disease investigation
Manuals:Registration
Manuals:SMS Reports
Manuals:SMS System Trainer's Manual
Manuals:System Coordinator
Manuals:Vaccination
Manuals:Village Reporters
New system features
Operational instructions:BB
Operational instructions:BH
Operational instructions:CKI
Operational instructions:CKJS
Operational instructions:CKL
Operational instructions:CKO
Operational instructions:CKP
Operational instructions:CKT
Operational instructions:CUL
Operational instructions:DH
Operational instructions:DHP
Operational instructions:DKB
Operational instructions:DKL
Operational instructions:DP
Operational instructions:DX
Operational instructions:IB
Operational instructions:IH
Operational instructions:KGG
Operational instructions:KODE
Operational instructions:KOM
Operational instructions:LAB
Operational instructions:LAPD
Operational instructions:LAPK
Operational instructions:LAPSK
Operational instructions:LH
Operational instructions:LTL
Operational instructions:OB
Operational instructions:P
Operational instructions:PK
Operational instructions:PKB
Operational instructions:POP
Operational instructions:R
Operational instructions:RP
Operational instructions:RVAK
Operational instructions:SK
Operational instructions:SLAB
Operational instructions:SLAP
Operational instructions:SP
Operational instructions:SUR
Operational instructions:TK
Operational instructions:TL
Operational instructions:U
Operational instructions:UC
Operational instructions:VAK
Operational instructions:VSK
Operational instructions:Z
Pelsa
Pelsa Facilitator Manual
Queries
Query message formats
Reports
Role of the Coordinators
Role of training facilitator
Roles and responsibilities:District coordinators
Roles and responsibilities:Regional and Provincial coordinators
SMS handler setup
SMS Handler: Step by step example
Spatial data management manual
Spreadsheet data submission manual
Staff Technical Development
Surveillance
Surveillance course facilitator
Surveillance course participant
Technical assistance modules
Training
Training and Facilitation Guide
Training and Facilitation Guide:Code Lists
Training and Facilitation Guide:Scenario Cards
Training and Facilitation Guide:SMS Message Training points
Training your staff
User References
User registration
User registration by email spreadsheet upload
User types
User:Ben
Using Book Creator
Using the data
Website
What are the benefits?
What is iSIKHNAS?
What is it for?
Who is involved?
Wiki Work
Bahasa
aa - Afar
ab - Abkhaz
ace - Aceh
ady - Adygei
ady-cyrl - адыгабзэ
aeb - Arab Tunisia
aeb-arab - تونسي
aeb-latn - Tûnsî
af - Afrikaans
ak - Akan
aln - Gheg Albanian
am - Amharik
an - Aragon
ang - Inggris Kuno
anp - Angika
ar - Arab
arc - Aram
arn - Araukan
arq - Arab Algeria
ary - Arab Maroko
arz - Arab Mesir
as - Assam
ase - Bahasa Isyarat Amerika
ast - Astur
atj - Atikamekw
av - Avar
avk - Kotava
awa - Awadhi
ay - Aymara
az - Azerbaijan
azb - تۆرکجه
ba - Bashkir
ban - Bali
bar - Bavaria
bbc - Batak Toba
bbc-latn - Batak Toba
bcc - Southern Balochi
bcl - Bikol Central
be - Belarusia
be-tarask - Belarusian (Taraškievica orthography)
bg - Bulgaria
bgn - Balochi Barat
bho - Bhojpuri
bi - Bislama
bjn - Banjar
bm - Bambara
bn - Bengali
bo - Tibet
bpy - Bishnupriya
bqi - Bakhtiari
br - Breton
brh - Brahui
bs - Bosnia
bto - Iriga Bicolano
bug - Bugis
bxr - буряад
ca - Katalan
cbk-zam - Chavacano de Zamboanga
cdo - Min Dong Chinese
ce - Chechen
ceb - Sebuano
ch - Chamorro
cho - Koktaw
chr - Cherokee
chy - Cheyenne
ckb - Kurdi Sorani
co - Korsika
cps - Capiznon
cr - Kree
crh - Tatar Krimea
crh-cyrl - Crimean Turkish (Cyrillic script)
crh-latn - Crimean Turkish (Latin script)
cs - Cheska
csb - Kashubia
cu - Bahasa Gereja Slavonia
cv - Chuvash
cy - Welsh
da - Dansk
de - Jerman
de-at - Austrian German
de-ch - Jerman Tinggi (Swiss)
de-formal - German (formal address)
din - Dinka
diq - Zazaki
dsb - Sorbia Rendah
dtp - Central Dusun
dty - डोटेली
dv - Divehi
dz - Dzongkha
ee - Ewe
egl - Emilian
el - Yunani
eml - Emiliano-Romagnolo
en - Inggris
en-ca - Canadian English
en-gb - British English
eo - Esperanto
es - Spanyol
es-formal - español (formal)
et - Esti
eu - Bask
ext - Extremaduran
fa - Persia
ff - Fula
fi - Suomi
fit - Tornedalen Finnish
fj - Fiji
fo - Faro
fr - Prancis
frc - Cajun French
frp - Arpitan
frr - Frisia Utara
fur - Friuli
fy - Frisia Barat
ga - Irlandia
gag - Gagauz
gan - Gan Chinese
gan-hans - Simplified Gan script
gan-hant - Traditional Gan script
gcr - kréyòl gwiyanè
gd - Gaelik Skotlandia
gl - Galisia
glk - Gilaki
gn - Guarani
gom - Goan Konkani
gom-deva - Goan Konkani (Devanagari script)
gom-latn - Goan Konkani (Latin script)
gor - Gorontalo
got - Gothik
grc - Yunani Kuno
gsw - Jerman (Swiss)
gu - Gujarati
gv - Manx
ha - Hausa
hak - Hakka Chinese
haw - Hawaii
he - Ibrani
hi - Hindi
hif - Hindi Fiji
hif-latn - Fiji Hindi (Latin script)
hil - Hiligaynon
ho - Hiri Motu
hr - Kroasia
hrx - Hunsrik
hsb - Sorbia Atas
ht - Haiti
hu - Hungaria
hu-formal - magyar (formal)
hy - Armenia
hz - Herero
ia - Interlingua
id - Bahasa Indonesia
ie - Interlingue
ig - Igbo
ii - Sichuan Yi
ik - Inupiak
ike-cans - Eastern Canadian (Aboriginal syllabics)
ike-latn - Eastern Canadian (Latin script)
ilo - Iloko
inh - Ingushetia
io - Ido
is - Islandia
it - Italia
iu - Inuktitut
ja - Jepang
jam - Jamaican Creole English
jbo - Lojban
jut - Jutish
jv - Jawa
ka - Georgia
kaa - Kara-Kalpak
kab - Kabyle
kbd - Kabardi
kbd-cyrl - Адыгэбзэ
kbp - Kabɩyɛ
kg - Kongo
khw - Khowar
ki - Kikuyu
kiu - Kirmanjki
kj - Kuanyama
kk - Kazakh
kk-arab - Kazakh (Arabic script)
kk-cn - Kazakh (China)
kk-cyrl - Kazakh (Cyrillic script)
kk-kz - Kazakh (Kazakhstan)
kk-latn - Kazakh (Latin script)
kk-tr - Kazakh (Turkey)
kl - Kalaallisut
km - Khmer
kn - Kannada
ko - Korea
ko-kp - 한국어 (조선)
koi - Komi-Permyak
kr - Kanuri
krc - Karachai Balkar
kri - Krio
krj - Kinaray-a
krl - Karelia
ks - Kashmir
ks-arab - Kashmiri (Arabic script)
ks-deva - Kashmiri (Devanagari script)
ksh - Dialek Kolsch
ku - Kurdi
ku-arab - كوردي (عەرەبی)
ku-latn - Kurdish (Latin script)
kum - Kumyk
kv - Komi
kw - Kornish
ky - Kirgiz
la - Latin
lad - Ladino
lb - Luksemburg
lbe - лакку
lez - Lezghia
lfn - Lingua Franca Nova
lg - Ganda
li - Limburgia
lij - Liguria
liv - Livonian
lki - Laki
lmo - Lombard
ln - Lingala
lo - Lao
loz - Lozi
lrc - Luri Utara
lt - Lituavi
ltg - Latgalian
lus - Mizo
luz - Southern Luri
lv - Latvi
lzh - Literary Chinese
lzz - Laz
mai - Maithili
map-bms - Basa Banyumasan
mdf - Moksha
mg - Malagasi
mh - Marshall
mhr - Eastern Mari
mi - Maori
min - Minangkabau
mk - Makedonia
ml - Malayalam
mn - Mongolia
mo - молдовеняскэ
mr - Marathi
mrj - Western Mari
ms - Melayu
mt - Malta
mus - Bahasa Muskogee
mwl - Miranda
my - Myanmar
myv - Eryza
mzn - Mazanderani
na - Nauru
nah - Nāhuatl
nan - Min Nan Chinese
nap - Neapolitan
nb - Bokmål Norwegia
nds - Jerman Rendah
nds-nl - Low Saxon
ne - Nepali
new - Newari
ng - Ndonga
niu - Niuea
nl - Belanda
nl-informal - Nederlands (informeel)
nn - Nynorsk Norwegia
nov - Novial
nrm - Nouormand
nso - Sotho Utara
nv - Navajo
ny - Nyanja
nys - Nyunga
oc - Ositania
olo - Livvi-Karelian
om - Oromo
or - Oriya
os - Ossetia
pa - Punjabi
pag - Pangasina
pam - Pampanga
pap - Papiamento
pcd - Picard
pdc - Jerman Pennsylvania
pdt - Plautdietsch
pfl - Palatine German
pi - Pali
pih - Norfuk / Pitkern
pl - Polski
pms - Piedmontese
pnb - Western Punjabi
pnt - Pontic
prg - Prussian
ps - Pashto
pt - Portugis
pt-br - Brazilian Portuguese
qqq - Dokumentasi pesan
qu - Quechua
qug - Chimborazo Highland Quichua
rgn - Romagnol
rif - Riffian
rm - Reto-Roman
rmy - Romani
rn - Rundi
ro - Rumania
roa-tara - tarandíne
ru - Rusia
rue - Rusyn
rup - Makedo-Rumania
ruq - Megleno-Romanian
ruq-cyrl - Megleno-Romanian (Cyrillic script)
ruq-latn - Megleno-Romanian (Latin script)
rw - Kinyarwanda
sa - Sanskerta
sah - Sakha
sat - Santali
sc - Sardinia
scn - Sisilia
sco - Skotlandia
sd - Sindhi
sdc - Sassarese Sardinian
sdh - Kurdi Selatan
se - Sami Utara
sei - Seri
ses - Koyraboro Senni
sg - Sango
sgs - Samogitian
sh - Serbo-Kroasia
shi - Tachelhit
shi-latn - Tašlḥiyt
shi-tfng - ⵜⴰⵛⵍⵃⵉⵜ
shn - Shan
si - Sinhala
sk - Slovak
skr - سرائیکی
skr-arab - سرائیکی
sl - Sloven
sli - Silesia Bawah
sm - Samoa
sma - Sami Selatan
sn - Shona
so - Somali
sq - Albania
sr - Serb
sr-ec - Serbian (Cyrillic script)
sr-el - Serbian (Latin script)
srn - Sranan Tongo
ss - Swati
st - Sotho Selatan
stq - Saterland Frisian
sty - cебертатар
su - Sunda
sv - Swedia
sw - Swahili
szl - Silesia
ta - Tamil
tay - Tayal
tcy - Tulu
te - Telugu
tet - Tetun
tg - Tajik
tg-cyrl - Tajik (Cyrillic script)
tg-latn - Tajik (Latin script)
th - Thai
ti - Tigrinya
tk - Turkmen
tl - Tagalog
tly - Talysh
tn - Tswana
to - Tonga
tpi - Tok Pisin
tr - Turki
tru - Turoyo
ts - Tsonga
tt - Tatar
tt-cyrl - Tatar (Cyrillic script)
tt-latn - Tatar (Latin script)
tum - Tumbuka
tw - Twi
ty - Tahiti
tyv - Tuvinia
tzm - Tamazight Maroko Tengah
udm - Udmurt
ug - Uyghur
ug-arab - Uyghur (Arabic script)
ug-latn - Uyghur (Latin script)
uk - Ukraina
ur - Urdu
uz - Uzbek
uz-cyrl - ўзбекча
uz-latn - oʻzbekcha
ve - Venda
vec - Venesia
vep - Veps
vi - Vietnam
vls - West Flemish
vmf - Main-Franconian
vo - Volapuk
vot - Votia
vro - Võro
wa - Walloon
war - Warai
wo - Wolof
wuu - Wu Chinese
xal - Kalmuk
xh - Xhosa
xmf - Mingrelian
yi - Yiddish
yo - Yoruba
yue - Kanton
za - Zhuang
zea - Zeelandic
zh - China
zh-cn - Chinese (China)
zh-hans - China (Aksara Sederhana)
zh-hant - China (Aksara Tradisional)
zh-hk - Chinese (Hong Kong)
zh-mo - 中文(澳門)
zh-my - 中文(马来西亚)
zh-sg - Chinese (Singapore)
zh-tw - Chinese (Taiwan)
zu - Zulu
Ekspor untuk terjemahan luring
Ekspor dalam format asli
{{DISPLAYTITLE:Building a good learning atmosphere}}<languages/> ==10. Building a good learning atmosphere== Have a plan and be organised *Use the course outline as a constant guide for time management and direction. *Tell participants about the plan and stick to it *Let the group develop some rules for the course and their participation. These might include; **No mobile phones **Only one person speaking at a time **Time keeping **Start and finish times **Everyone must participate and no one should dominate **Every idea is worthwhile **Etc *Anticipate the difficulties, challenges and potential hurdles to learning and have a remedy or strategy to avoid them. Prepare thoroughly *Get to know the material and the learning objectives of each part thoroughly. *Use your knowledge and experience to personalise and give added relevance to material. Start to ‘own’ the material. *Write down questions you want to ask, discussion streams and what you will do to illustrate particularly important or difficult concepts. *Think through each part of the course step by step. Imagine it happening, imagine the participants. Think about what they will need from you in order to do engage with the subject, complete activities and get the most out of the content. *Prepare every step by thinking through the timing, what you will say, how you will introduce the section, what aids you need, what additional information participants will need in order to fully work through an issue. ===Create a positive learning environment=== A training facilitator creates a good learning atmosphere by; *Preparing very thoroughly. *Listening patiently to participants. *Paying attention to detail. *Asking the right questions. Something which is critical in promoting real dialogue. *Setting up activities or discussions to support learning *Accepting that people don’t need him/her to tell them everything *Knowing that other people in the room have knowledge and experience which will enrich and help the group *Asking the right questions which **help people to go through their own thought processes **draw out what people already know *Never telling people anything which could instead be drawn out by asking the right question. Learners will think of ideas for themselves. Don’t spoon feed. Show, don’t tell. Good training can have some or all of the following attributes: *Participative *Interactive *Facilitative *Flexible *Drawing on existing knowledge and insights *Active *Variety *Action/physical movement *Engaging the senses *Repetition and reinforcement *Fun or at least enjoyable *Practice and apply skills Knowing about different learning styles and using teaching approaches that suit different learners is one way to maximize learning. In addition, instructors need to understand how adults learn best and how to create a positive learning environment. There are three sets of factors that need to be accommodated to create a positive learning environment: *Physical factors *Emotional factors *Intellectual factors ===Physical factors=== Adults need to be physically comfortable or they can’t focus on learning. The following factors help create a physically comfortable learning environment: *The room is not too hot or too cold. *The room is set up so people can see and can hear the instructor. *Lighting and amplification allow for people with reduced vision and hearing. *Allowances are made for fatigue: there are frequent activities so participants don’t have to sit too long; you take regular breaks. *The trainer is sensitive to the time of day, the mood of the class and levels of motivation in the group. An instructor can respond to physical needs by: *asking students if they are comfortable *checking the body language of learners *being responsive to the time of day, need for breaks. *ensuring that they look at the room from the participants' point of view (ie stand and look from the back of the class) *ensuring there are as few distractions or interruptions as possible. ===Emotional factors=== Adults also have to be comfortable emotionally. Adults have definite emotional needs: *To be treated like adults (They want to be peers with the instructor.) *To direct their own learning whenever possible (Adults are self-motivated. They are at the training because they chose to be, not because someone told them to come.) *To know they are doing it right (or at least that they are trying hard) *To feel accepted as they are (Adults come in all forms and styles.) *To see a reason for the training (Adults want to know how the training is going to make a difference for them.) An instructor can respond to emotional needs by: *Being a learning resource, a coach *Explaining the benefits of the training (WIIFM: What’s In It For Me), then letting participants explore as much as possible (to discover the benefits for themselves) *Respecting them (not talking down to them) *Teaching to their level (not above or below) *Not embarrassing them *Providing meaningful reinforcement and opportunities for peer feedback (This is also a powerful reinforcement.) *Making learning non-threatening (This goes along with teaching to their level.) *Making the learning realistic and problem centred; using scenarios that are familiar and that they might encounter ===Intellectual factors=== In addition to needing to be physically and emotionally comfortable, adults have intellectual needs: *They have lived full lives and they want to share their experiences. *They want to connect new information to what they already know. *They want to be active participants in the learning. *They want to see the relevance of what they are learning. *They want to learn things the way they like to learn (through hearing or seeing or doing). A good facilitator can respond to intellectual needs by: *Using the learners’ life experiences to introduce new concepts through questions and discussion *Building bridges between old information and new information with analogies, examples, and job aids. *Making the learning active. Include practical hands-on exercises, not just lecture and slides. *Using a variety of methods during the training to reach all the learning styles (e.g., lecture, discussion, role play, demonstrations, activities, games).