Skip to content
,
Skip to search
Wiki Sumber Informasi iSIKHNAS
Dari Wiki Sumber Informasi iSIKHNAS
Menu
Home
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
|
Statistik bahasa
|
Statistik kelompok pesan
|
Ekspor
|
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
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 activities in training
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:Using activities in training}}<languages/> ==20. Using activities in training== ===Things to think about before choosing an activity=== *Key learning points - What is the point of it? Learning outcome? Be specific *Timing – How long will it take to set up, run and debrief? *Single or Groups – How will the participants benefit most? By working in groups or alone? How will the groups be composed and selected? What other logistics will I need to consider? *Set-up – How complex is the activity? What equipment or materials will we need? What instructions will I need to give? Where are the possible sources of risk or confusion? *Debrief – How will we reflect on the outcomes? What feedback will be essential? How can I build on the results? *State of learners – What are the participants going to be doing prior to the activity? What will their energy levels and needs be? What assumptions am I making? ===Types of activities=== There are many different types of activities which can be used to enhance learning experiences for participants. Most of the training you will facilitate will have carefully designed activities for different desired outcomes. Think carefully about the goal of the exercise and then decide the best way of assisting participants to reach the goal. *Pair-work *Ice-breakers *Brainstorming *Case studies *Role plays *Activities to review learning *Reporting back on group activities *Debriefing activities *Giving feedback *Energisers ===Tips for using activities === There are some basic rules for running activities. Some activities are very simple and almost require no explanation because they can be slotted in naturally into the content or discussion. Others, however, are more complex and require very carefully thought out explanation or guidance to ensure minimum confusion and maximum benefit to the participants. Remember that any activities must help learners to experience what they are learning. #Explain what the activity is about and why you are doing it #Explain what the benefits of the activity are #Speak slowly and carefully when giving directions #Ask a participant to repeat the instructions to see if the group has understood. #Demonstrate the activity if you can #Say how much time they have for the activity #Explain very clearly if you want them to divide into groups #Explain what reporting responsibilities there will be (if any) #Keep the activity lively #Challenge the participants #Always discuss the activity or give feedback at the end. Design activities so that they ADD to the course by using relevant content and context EVERY TIME. Adult learners need to see purpose and relevance at all times during the course. ===Simple activities=== '''Ice breakers - activities which help to start a topic, set a tone or change a mood''' The aim of ice breakers is at least to *grab people's attention, *establish a participative environment, *set the pace for the rest of the training, and *put people at ease (including the trainer), *get everyone to introduce themselves or share something of themselves, *observe the group and get a feel for individual personalities, *establish a starting point for the next part of the content. It is probably good never to ask anyone to do anything you would not want to do. If you remember this then you will avoid getting trapped in forcing insincere activities on your participants. Be yourself, find your own style but stay open to new ideas. Take into account who you are training, their position at work, their level of education, interests, and of course the content of the material you are working on together. Observe your participants well during these activities because they help tell you more about the people you are training and be careful of the time these activities can sometimes consume if not well managed. Ice breakers can be simple. For example, while introducing themselves participants could answer a simple question such as *How do you like to spend your Saturdays? *If you were wearing a T-shirt that displayed your life philosophy, what would it say? *If you could be any animal, what would it be and why? *What do you most like and hate about your job? *If you could go anywhere for a holiday, where would you go? *Who do you most admire, and why? There are other ice breaker activities that are more complex of course but you will be able to do develop them yourself in time or do some research to find ones that have already been successfully tested. Remember, the best kind of icebreaker will *Be clearly and quickly set up and explained *Have a clear purpose *relate to the content so that it can almost serve as an introduction to the next topic. This saves time and, for adult learners, makes much more sense. The content should flow on smoothly from the icebreaker wherever possible. *Save time not waste time. You will have to have strategies up your sleeve for speeding things up and being disciplined about the task and the time set. *Be relaxing and let people loosen up together. Icebreaking activities could include; *Writing down a list of expectations or assumptions about a certain topic area they are about to launch into *Writing down a list to suggest ways they could each improve their work in a particular area *Ask a question of another participant to quiz them about the differences between the way they do something *Ask one question of each person in the class about one aspect of the planned course, or a particular area/topic ===More complex activities=== Some activities, like icebreakers, are very simple and almost require no explanation because they can be slotted in naturally into the content or discussion. Others, however, are more complex and require very carefully thought out explanation or guidance to ensure minimum confusion and maximum benefit to the participants. There are some basic rules for running activities. Remember that any activities must be relevant and help to enhance the content of the course. '''Remember to...''' #Explain what the activity is about and why you are doing it #Explain what the benefits are #Speak slowly and carefully when giving directions #Demonstrate the activity if you can or quiz them with quick questions to check they have understood, like “are you going to…?”, “did I say to…?”, “at the end of the activity you will …. ?” #Say how much time they have for the activity #Explain very clearly if you want them to divide into groups #Explain what reporting responsibilities there will be (if any) #Keep the activity lively #Challenge the participants #Always discuss the activity at the end.