Training & Development - How to Use a Camera - Essay Example

Training & Development Session Report Name Course Lecturer Date Table of Contents Table of Contents 2 1.0 Introduction 3 2.0 Lesson Plan 3 3.0 Training Design 4 4.0 Training Evaluation 5 5.0 Appendices 7 References 9 1.0 Introduction The training and development session involves the theoretical and practical learning on how to use a Camera. Most people who buy a camera or get it as a gift immediately feel an itch to start taking pictures. However, there are specific things that people do not consider starting from charging the battery, shooting and ensuring maximum details on images and accurate colors. The quick start points that come together with the user guide are rarely followed or might appear complicated by the sense that camera use is simple. The training aims at identifying the training needs for the attendees. This will help in providing the learners; both starters and those already using cameras with various theoretical and practical aspects that are important when using a camera. Trainers will gain practical skills to use before, during and after using a camera which are necessary for quality photos, effort use and camera maintenance for durability. Training is broken down into sub-topics for better and simple coverage of basics in any training manual to ensure that the training will suit various types of cameras in the market. The training program consists of detailed activities as set in the lesson plan. It will be used to promote a manageable and coordinated learning with specific outcome such as delivery of procedures of pictures taking and address recognizable problems that occur due to lack of training (Burden & Byrd, 2003). The training is divided into four stages involving the specification, design, practical demonstration and skills evaluation. The evaluation is meant to ensure that everyone involved in camera use training is aware of various aspects and usage requirements and that adequate training in techniques are given. 2.0 Lesson Plan The lesson plan set a proper way to use a camera. It consist of the objectives, specifies the audiences and their activities, the time, location, classroom requirements, training materials and equipment for the successful completion of the training. The lesson plan contains a set of very important elements which describes the process. It will serve the purpose of communication. It is a guide for the way the trainer will be organized, maps and promotes the way materials are to be arranged and organized. This will be significant for the purpose of helping the learners and achieving the learning outcomes. Its general information has set the boundaries including the characteristics of trainers, the integrated subject matter, the name of a lesson and the data taught. There are specific sections with headings that communicate the inputs, process and outputs. Under this, the physical materials used, resources and other information required by process are outlined to accomplish the plan. The plan states the trainees’ skills level, the amount of tie that the learning requires, the materials needed and the way they will be distributed and learning extensions. The step by step process is then promoted by the inputs and set outputs. This also helps to see the trainer’s role including the instructional activities. The trainee’s roles are also set out with the criteria for measuring the learning. The assessment procedures complement the objectives making the whole lesson plan as a complete whole in training. The lesson plan promotes how derivations will be measured against the actual plan (Conole & Fill, 2005). 3.0 Training Design The training about how to use a camera first incorporates specification throughout the learning activity. It outlines the collective trainer-trainees participation in discussions, small group activities and simultaneously carried out tasks. Independent work have been specified and agreed upon which must be followed by the deadline of the lesson activities. The specification part functions to allow effective learning scenario where the trainer and trainees takes turn allowing every side to participate and give responses and feedback as needs arises. Group work is meant since there are practical parts which will require more equipment that might not be available for all the trainers. Since there is a specific model to use in practical training sessions, teamwork will facilitate task completion with the available resources. It will also function to ensure that standard skills are attained where fast learners will assist the slow learners and that trainers complement each other (Cameron, 2006). The design part is a set which focus to provide trainees with specific concepts and skills. It includes the theories of specific parts and functionality of a camera. Te activities involve simple notes-taking, showing pictures and models, asking the leading questions and reviewing the previous lessons. The instructional component describes events sequence such as trainer’s instructional input, the guide practice for trainees to try the new skills and their own knowledge. At the end of every event, the trainer will answer the questions and wraps up the whole discussion. A continuity component will accompany various learning events to reflect and forecast the use of other cameras that have a different mode than the common ones. The training design allows interactive scenario and allows the trainer more time in instructing, promoting skills development and responding to learning needs and requirements. The practical demonstrations involve the trainer showing camera usage among the groups. The steps learnt through discussions have to be repeated by the group as well as individual members. The pictures taken during this stage of learning are then compared with the trainer’s. This group and independent practice allows the trainees to extend their knowledge and skills by themselves. This gives the trainer a time to refer back to the theory learnt and bridge it to ensure long-run skills. At this point it is also possible to understand the level of learning the trainees has attained and demystify the varying difficulty levels. Since this training is directly related to application, the new context of learning can be verified through the practical contexts. Finally, evaluation tests the content of knowledge through application of skills. Since the purpose of the training was to equip students with critical practice concepts, the trainer can set the question, grading and feedback system accordingly. The evaluation must correlate with training activities and particular skills. The trainer needs then to take care in selecting the most appropriate evaluation mode for the skills and knowledge to ensure that the needs are responded to in an exact manner. Evaluation should consider the main objectives and include them as they are the basis for training. 4.0 Training Evaluation As Inprasitha, Loipha & Silanoi (2006) points out, nowadays technological change and innovation is bringing unprecedented change in the world of electronic. The people using the facilities need to remain effective and competitive to meet their personal as well as entrepreneurial needs. To manage the interest, risk involved with facilities, training is essential for instance in the case of usage of a camera. The training effectively brought together the resources, skills, ideas and technology for trainees benefit in achieving social and economic benefits. Good training management ensures that the benefits and objectives of training are achieved within the time and in required quality. The training thus provided a framework that covered wide activities and theoretical skills required in camera usage. The focus throughout the training was the objectives that justified training. This drove the training processes from the initial stage through the completion. It employed skills, resources and mechanism that enhanced delivery of successful and effective training outcomes. The elements were sufficiently defined with the required outcomes which lead to an elaborate approach in what the training expected to achieve. It also clearly communicates with trainees leading to delivery of skills and knowledge that the trines want. The roles were adequately defined and managed which accurately lead to training direction and concrete decision making. The components determined the estimation of time and resources through a coordinated plan. Having set sufficient measurable, it was possible to assume control over progress and training was able to reveal its exact status on timely manner. Without a training plan, the trainer and the trainees could take different ideas on how the ideas and things are to be organized. The approach would be haphazard if there are different aspects taken to complete the training. However, this training has well set the responsibility, accountability and authority to avoid the confusion in training. Without such a lesson plan method, the training would rarely be completed on time and to the acceptable quality. This is the reason as to why the lesson plan attempted to guide the training through the controlled, visible and well-managed activities in order to achieve the desired objectives. As discussed by Baylor, Kitsantas & Chung (2001), precisely, the training included a finite process with an outlined start and an end. The training management was clear through the trainer roles. To ensure a genuine commitment in the training, all the audiences were clear about the training needs, the intended outcomes, how they would be achieved and their responsibilities over the achievement. Teamwork and other management techniques are included for motivation, coaching, mentoring and leadership purposes and needs of the training. A common approach to learning was taken into account and provided a repeatable, teachable and experience builds method which was proactive in the training process. The training ensured that there were flexible decision pits in case the preceding learning outcomes are not fulfilled. This would successfully control and management any derivations that exist from the plan. Evaluation was not just set at the end, but was continuously applied through monitoring of the training requirements and regular reviews of the training progress. 5.0 Appendices 1.1. Lesson Plan Lesson Plan How to Use a Camera Description The lesson plan is intended for new trainers and those who have used cameras and would want to advance skills. The major aim is to promote the right way to handle, take photos and care for a camera. Stage Activities Objectives Specification (1st Day:1 hour) Participative dialogues about camera usage Trainers group into teams of three Understand the training needs Evaluate the relative value of skills Set the right environment for training and motivation. Make informed choices in regard to most appropriate resource and approach to use in different case Design (2 hours) Trainers Instructions and note taking- 45 minutes Learning materials and extended learning needs- 30 minutes Get specific reasons for camera usage and care Promote awareness of range of sources that are available to trainees. Allow participation in training by specified requirements. Sufficient competency in employing information appropriately Practical demonstration (2nd Day: 3 hours) Things to check on camera Getting started, new camera File format Image size & Compression Exposure mode White balance Color Mode Auto/manual focus Metering Capture a video mode Promote practical skills and usage Confidence in the ability to assess usefulness of training resource Manifest quality outcomes through the best usage. Skills evaluation (2 hour) Fill in a question evaluation Group practice in usage Feedback Ensure an effective training Recommend on further activities Evaluation Checklist S. Not Capable Poor Good Very Good Excellent 1 Can a trainer explain the basics of a camera handling and usage? 2 What were the contribution of a trainer in the group and individual activities? 3 Can the trainer explain the various processes in taking a picture? 4 Can the trainer use the camera well? Is there motivation to continue learning? 1.2. 10 Questions used in evaluation 1. What are the benefits of good camera usage? 2. What are the main components of camera architecture? 3. What are the ne, creative and alternative concepts were derived from the training? 4. How are concepts connected to practical usage of a camera? 5. How the study was organized and proves delivery of the best experience? 6. What are relationship with the best usage, performance and cost? 7. What are enabling technologies identified? 8. How were concepts substantiated with technical application? 9. How does the training continue to develop revolutionary skills for the future? 10. How can the skills and knowledge be replicated? References Baylor, A., Kitsantas, A., & Chung, H. (2001). The Instructional Planning Self-Reflective Tool: A Method for Promoting Effective Lesson Planning. Educational Technology, 41(2), 56- 59. Burden, P. R., & Byrd, D. M. (2003). Methods for effective teaching. Cameron, L. (2006). Picture this: My Lesson. How LAMS is being used with pre-service teachers to develop effective classroom activities. In Proceedings of the First International LAMS Conference (pp. 25-34). Conole, G., & Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005(1). Inprasitha, M., Loipha, S., & Silanoi, L. (2006). Development of effective lesson plan through lesson study approach: a Thai experience. Tsukuba Journal of Educational Study in Mathematics, 25, 237-245. Read More