Tiki RSS feed for the wiki pages Latest wiki page changes. https://lingtran.net/img/tiki/Tiki_WCG.png 2026-04-05T11:03:48+00:00 Laminas_Feed_Writer https://lingtran.net/ <![CDATA[Webinar List]]>

]]> 2026-03-25T17:17:57+00:00 2026-03-25T17:17:57+00:00 https://lingtran.net/tiki-index.php?page=Webinar+List <![CDATA[Bible Modules]]>

Creating a Bible module

 

Paratext Bible Module Generator

 

Creating a Bible module

  •  Plugin disabled
    Plugin vimeo cannot be executed.

  •  
    • ]]>     2026-03-25T07:37:43+00:00 2026-03-25T07:37:43+00:00 https://lingtran.net/tiki-index.php?page=Bible+Modules     <![CDATA[Add or Edit Webinars]]> Table of contents:

    You can manage the Webinars by going to this page:↵
    https://lingtran.net/tracker6#View

    To add a Webinar, click + Create Item

    To edit a Webinar, find it in the list, click the title, and edit.

    Set the date to the day the Webinar happened.

    Set the last field to the number of the Vimeo code.  For example, if the Vimeo URL is:

    https://vimeo.com/1169690803?fl=pl&fe=vl

     

    Then set the Vimeo ID to: 1169690803

     

    ]]>     2026-03-24T08:33:19+00:00 2026-03-24T08:33:19+00:00 https://lingtran.net/tiki-index.php?page=Add+or+Edit+Webinars     <![CDATA[Webinar_Template]]>

    ]]>

     2026-03-24T07:31:09+00:00 2026-03-24T07:31:09+00:00 https://lingtran.net/tiki-index.php?page=Webinar_Template     <![CDATA[Webinars]]> Webinars
    Webinars

    What's New in Keyman

    Keyman: The Future of Multilingual Typing

    Keyman presentation



    ]]>     2026-03-03T13:41:33+00:00 2026-03-03T13:41:33+00:00 https://lingtran.net/tiki-index.php?page=Webinars     <![CDATA[webinar:_:From Paratext to the World]]> - &lt;iframe src="https://player.vimeo.com/video/1157695297" width="64
    " height="36
    " frameborder="
    " allow="autoplay; fullscreen" allowfullscreen&gt;&lt;/iframe&gt;
    + <iframe width="64
    " height="36
    " frameborder="
    " src="https://player.vimeo.com/video/1157695297"></iframe>
    ]]>     2026-02-26T17:20:45+00:00 2026-02-26T17:20:45+00:00 https://lingtran.net/tiki-index.php?page=webinar%3A_%3AFrom+Paratext+to+the+World     <![CDATA[Teaching a Workshop]]> - <h1 class="showhide_heading d-flex justify-content-start" id="Introduction">Introduction<a href="#Introduction" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    + <h1 class="showhide_heading d-flex justify-content-start" id="Software_Training_Workshop_Guidelines">Software Training Workshop&nbsp;Guidelines<a href="#Software_Training_Workshop_Guidelines" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    - <ol><li>Often it is provoked by a crisis
    </li></ol><ul><li>Teams are already using the software but are failing in some way.
    + <h3 class="showhide_heading d-flex justify-content-start" id="Crisis-driven_training">Crisis-driven training<a href="#Crisis-driven_training" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p    >Often workshops are provoked by a crisis:
    </p>

    <ul><li>Teams are already using the software but are failing in some way
    - </li><li>This is usually a “tool-focused” training
    </li></ul><ol><li>Sometimes it is initiated by a new version of software
    </li></o    l><h2 class="showhide_heading d-flex justify-content-start" id="What_should_initiate_a_workshop_">What should initiate a&nbsp;workshop?<a href="#What_should_initiate_a_workshop_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <ol><li>Strat    egic planning 
    <br />Languag    e programs plan training at just the right time to equip teams to accomplish language program tasks.
    </li><li>R    egular interval
    <ol><li>Technology pace of change i    s enough that you can assume that the technology you are using today will be new and improved this time next year.
    </li><li>For Africa we have determined a pace of 1 week of training per team per year. Is this realistic in your area?
    </li></ol></li></ol><h1 class    ="showhide_heading d-flex justify-content-start" id="How_can_the_language_technology_dept._help_">How can the language technology dept.&nbsp;help?<a href="#How_can_the_language_technology_dept._help_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    <ol><li>We provide language technology training to improve the efficiency of language program tasks
    </l    i><li>But sometimes our tools accomplish those tasks in ways the project management has not thought of.
    </li><li>Our job is to kno    w what features of the software will help accomplish which language program tasks.
    </li></ol><h1 class="showhide_heading d-    flex justify-content-start" id="Position_yourself_for_successful_training">Position yourself for successful&nbsp;training<a href="#Position_yourself_for_successful_training" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    <p>Overview
    + </li><li>This is usually a "tool-focused" training
    </li></ul><h3 class="showhide_heading d-flex justify-content-start" id="New_version_releases">New version&nbsp;releases<a href="#New_version_releases" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>Sometimes training is initiated by a new version of software being released
    +

    What should initiate a workshop?

    +

    Strategic planning

    +

    Language programs plan training at just the right time to equip teams to accomplish language program tasks.

    +

    +
    +

    Regular intervals

    +
    • Technology pace of change is enough that you can assume that the technology you are using today will be new and improved this time next year
    +
  • For Africa we have determined a pace of 1 week of training per team per year. Is this realistic in your area?
    • +

    How can the language technology dept. help?

    +
    1. We provide language technology training to improve the efficiency of language program tasks
    +
  • But sometimes our tools accomplish those tasks in ways the project management has not thought of
    • +
  • Our job is to know what features of the software will help accomplish which language program tasks
    • +

    Position yourself for successful training

    +

    Overview

    - </li></ol><h2 class="showhide_heading d-flex justify-content-start" id="Inform_leadership_of_new_language_technology_that_will_help_their_strategy">Inform leadership of new language technology that will help their&nbsp;strategy<a href="#Inform_leadership_of_new_language_technology_that_will_help_their_strategy" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <p>When you leave here, you are responsible to share the things that are available with the leadership in your area. Without this step, your training won't be successful because there won't be any training to do. It is your job to look around and see where the tools you have learned about can save time and effort, or can improve quality. As you point this out, people will become aware of the need for training. This needs to be done early, because of the time it takes to arrange training events. 
    + </li></ol><h3 class="showhide_heading d-flex justify-content-start" id="Inform_leadership_of_new_language_technology_that_will_help_their_strategy">Inform leadership of new language technology that will help their&nbsp;strategy<a href="#Inform_leadership_of_new_language_technology_that_will_help_their_strategy" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>When you leave here, you are responsible to share the things that are available with the leadership in your area. Without this step, your training won't be successful because there won't be any training to do. It is your job to look around and see where the tools you have learned about can save time and effort, or can improve quality. As you point this out, people will become aware of the need for training. This needs to be done early, because of the time it takes to arrange training events.
    - <h2 class="showhide_heading d-flex justify-content-start" id="Learn_what_tasks_the_group_wants_to_accomplish">Learn what tasks the group wants to&nbsp;accomplish<a href="#Learn_what_tasks_the_group_wants_to_accomplish" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <p>Don't accept a general answer. “We want to be able to work on our dictionaries” is not specific enough. If this were broken down, it might result in the following tasks:
    + <h3 class="showhide_heading d-flex justify-content-start" id="Learn_what_tasks_the_group_wants_to_accomplish">Learn what tasks the group wants to&nbsp;accomplish<a href="#Learn_what_tasks_the_group_wants_to_accomplish" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>Don't accept a general answer. "We want to be able to work on our dictionaries" is not specific enough. If this were broken down, it might result in the following tasks:
    - </li><li>The participant will add example sentences, parts of speech, and Swahili glosses to each of the 3

    entries.
    </li></ol><p>These are specific tasks, or outcomes, that are important to establish before the training. 
    + </li><li>The participant will add example sentences, parts of speech, and Swahili glosses to each of the 3

    entries
    </li></ol><p>These are specific tasks, or outcomes, that are important to establish before the training.
    - <h2 class="showhide_heading d-flex justify-content-start" id="Measure_the_group_s_existing_skills">Measure the group's existing&nbsp;skills<a href="#Measure_the_group_s_existing_skills" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Measure_the_group_s_existing_skills">Measure the group's existing&nbsp;skills<a href="#Measure_the_group_s_existing_skills" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <p>A survey is good when the group is spread out and independent, because it is hard for any one person to know their capabilities. You can use Google forms to create an interactive survey, and you can easily tabulate the results afterwards. If not everyone has good internet access, it might be better to do an email or printed survey.
    + <p>A survey is good when the group is spread out and independent, because it is hard for any one person to know their capabilities. You can use Google Forms, Microsoft Forms, or similar tools to create an interactive survey, and you can easily tabulate the results afterwards. If not everyone has good internet access, it might be better to do an email or printed survey.
    - <ol><li>What tasks are the users are able to do well with the software they are currently using?
    </li><li>What tasks are the users are able to perform, but not in an efficient way?
    </li><li>What tasks are the users are unable to perform without more training?
    + <ol><li>What tasks are the users able to do well with the software they are currently using?
    </li><li>What tasks are the users able to perform, but not in an efficient way?
    </li><li>What tasks are the users unable to perform without more training?
    - </li></ol><p>This will enable you to get answers that relate to the tasks, starting with those they can perform well.Both the survey and the query will help you to know your audience and how much time you will need to spend on learning to do the new tasks.
    + </li></ol><p>This will enable you to get answers that relate to the tasks, starting with those they can perform well. Both the survey and the query will help you to know your audience and how much time you will need to spend on learning to do the new tasks.
    - <div style=" text-align: justify;">Exercise: Answer the questions in the query above for a group that you know needs training. If you don't know a specific need, create a hypothetical situation and respond for them.</div>
    <p> 
    + <p><strong>Exercise:</strong> Answer the questions in the query above for a group that you know needs training. If you don't know a specific need, create a hypothetical situation and respond for them.
    - <h2 class="showhide_heading d-flex justify-content-start" id="Create_learning_objectives_that_bridge_the_current_skills_to_the_desired_outcomes">Create learning objectives that bridge the current skills to the desired&nbsp;outcomes<a href="#Create_learning_objectives_that_bridge_the_current_skills_to_the_desired_outcomes" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Create_learning_objectives_that_bridge_the_current_skills_to_the_desired_outcomes">Create learning objectives that bridge the current skills to the desired&nbsp;outcomes<a href="#Create_learning_objectives_that_bridge_the_current_skills_to_the_desired_outcomes" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <div style=" text-align: justify;">This is a good reason to do your own training, rather than bringing in an “expert”. If you do bring someone in, make sure that the group's existing skill level and learning objectives are communicated clearly! If you say you want them trained in software x, it is unlikely that the result will be very effective.</div>
    + <p>This is a good reason to do your own training, rather than bringing in an "expert". If you do bring someone in, make sure that the group's existing skill level and learning objectives are communicated clearly! If you say you want them trained in software x, it is unlikely that the result will be very effective.
    </p>
    - </li><li>The participants will know how to move between semantic domains and will add 3

    words in those categories.
    </li><li>The participants be know basic parts of speech and be able to add them to the entries
    + </li><li>The participants will know how to move between semantic domains and will add 3

    words in those categories
    </li><li>The participants will know basic parts of speech and be able to add them to the entries
    - </li></ol><div style=" text-align: justify;">Exercise: Create learning objectives for the group whose skills you evaluated. We don't care about your precise wording: 
    <p><strong>The participant shall learn to configure and manipulate the consistency checks.</strong> 
    <br />or just 
    <br /><strong>Set up and run the consistency checks</strong> 
    <br />is all the same for this exercise. Just make them descriptive enough so that we have something to measure them by at the end of the course, so you might want to add 
    + </li></ol><p><strong>Exercise:</strong> Create learning objectives for the group whose skills you evaluated. We don't care about your precise wording:
    - <strong>so that errors in the text are identified.</strong></div>
    <p> 
    +
    <p><strong>The participant shall learn to configure and manipulate the consistency checks.</strong> or just <strong>Set up and run the consistency checks</strong> is all the same for this exercise. Just make them descriptive enough so that we have something to measure them by at the end of the course, so you might want to add     <strong>so that errors in the text are identified.</strong>
    - <br /><strong>4
    %</strong> teaching/demonstration
    <br /><strong>6
    %</strong> hands on learning/exercises
    <br />I had to learn this lesson the hard way when I discovered that despite my excellent teaching <img src="http://wiki.lingtransoft.info/lib/images/smileys/icon_eek.gif" loading="lazy" class="regImage pluginImg img-fluid" data-src="http://wiki.lingtransoft.info/lib/images/smileys/icon_eek.gif" alt="Image" />, very little of it was sticking <img src="http://wiki.lingtransoft.info/lib/images/smileys/facepalm.gif" loading="lazy" class="regImage pluginImg img-fluid" data-src="http://wiki.lingtransoft.info/lib/images/smileys/facepalm.gif" alt="Image" />. I had to cut way back on the amount of information that I was providing, and instead take the time to allow the students to experiment and learn on their own. This is part of the <a class="wiki external" target="_blank" title="External link" href="http://learningthatlasts.org/node/1
    6" rel="external nofollow">Learning that Lasts</a><span class="icon icon-link-external fas fa-external-link-alt " ></span> principles:
    + </p>

    <ul><li    ><strong>4
    %</strong> teaching/demonstration
    </li><li><strong>6
    %</strong> hands on learning/exercises
    </li></ul><p>I had to learn this lesson the hard way when I discovered that despite my excellent teaching, very little of it was sticking. I had to cut way back on the amount of information that I was providing, and instead take the time to allow the students to experiment and learn on their own. This is part of the <a class="wiki external" target="_blank" title="External link" href="http://learningthatlasts.org/node/1
    6" rel="external nofollow">Learning that Lasts</a><span class="icon icon-link-external fas fa-external-link-alt " ></span> principles:
    - <h4 class="showhide_heading d-flex justify-content-start" id="Overview">Overview<a href="#Overview" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <ol><li>Introduction
    <ol><li>Where are we?
    + <hr />
    <h3 class="showhide_heading d-flex justify-content-start" id="Example_Module_Structure">Example Module&nbsp;Structure<a href="#Example_Module_Structure" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>The following section demonstrates the SIL Cameroon training module structure, which has been adapted from Learning that Lasts principles for software training.
    </p>

    <h4 class="showhide_heading d-flex justify-content-start" id="Module_Structure_Overview">Module Structure&nbsp;Overview<a href="#Module_Structure_Overview" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <ol><li><strong>Introduction</strong>
    <u    l><li>Where are we?
    - </li></ol></li><li>Demonstration
    </li><li>Exercises
    </li><li>Summary
    </li></ol><h3 class="showhide_heading d-flex justify-content-start" id="Introduction_2">Introduction<a href="#Introduction_2" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <h4 class="showhide_heading d-flex justify-content-start" id="Where_are_we_">Where are&nbsp;we?<a href="#Where_are_we_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" >Introduction</td><td class="wikicell" >Demonstration</td><td class="wikicell" >Exercises</td><td class="wikicell" >Summary</td><td class="wikicell" colspan="3"> </td></tr><tr><td class="wikicell" > </td><td class="wikicell" >Where are we?</td><td class="wikicell" >Why is this important</td><td class="wikicell" >What will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" > </td></tr></table    >
    <p>As you present, you the presenter know exactly what you are doing and why you are doing it. Unfortunately, this information does not always come across to the user. What seems very obvious to the presenter is often not at all obvious to the user. The “Where are we” question is designed to show where this task fits into the grand scheme of things. At the beginning of the lesson, it is very important to present how the steps that you will learn in this session fit into the tasks the user hopes to accomplish. This will prevent the question:
    + </li></ul></li><li><strong>Demonstration</strong>
    </li><li><strong>Exercises</strong>
    </li><li><strong>Summary</strong>
    </li></ol><h4 class="showhide_heading d-flex justify-content-start" id="Introduction">Introduction<a href="#Introduction" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h5 class="showhide_heading d-flex justify-content-start" id="Where_are_we_">Where are&nbsp;we?<a href="#Where_are_we_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <p>As you present, you the presenter know exactly what you are doing and why you are doing it. Unfortunately, this information does not always come across to the user. What seems very obvious to the presenter is often not at all obvious to the user. The "Where are we" question is designed to show where this task fits into the grand scheme of things. At the beginning of the lesson, it is very important to present how the steps that you will learn in this session fit into the tasks the user hopes to accomplish. This will prevent the question:
    - <p><strong>Remind me, why are we doing this again? </strong>Remind users of where this fits, not only at the beginning of the lesson, but also throughout the lesson.
    + <p><strong>Remind me, why are we doing this again?</strong>
    - <p>Note: The formatting of these tables was corrupted during the move to the new website. You may ignore this section.
    + <p>Remind users of where this fits, not only at the beginning of the lesson, but also throughout the lesson.
    - <h5 class="showhide_heading d-flex justify-content-start" id="Approve_spelling_of_common_words">Approve spelling of common&nbsp;words<a href="#Approve_spelling_of_common_words" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" colspan="7">Configure the word listSpell checking</td></tr><tr><td class="wikicell" >Approve spelling of common wordsCheck the words that Paratext thinks are wrong</td><td class="wikicell" >Check similar words</td><td class="wikicell" >Show the red squiggly lines</td><td class="wikicell" colspan="4">Check the current book</td></tr></table>
    <    p>—- Step by step instructions…
    + <h5 class="showhide_heading d-flex justify-content-start" id="Why_is_this_important_">Why is this&nbsp;important?<a href="#Why_is_this_important_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <p>Knowing where you are in the process is only part of the context the user needs. It is also important to remind them why this task is important. What are the consequences of not doing this task? What are the benefits if this task is done? You can present this in the beginning of the class, but you should also stop and remind the users of the benefit of this lesson or step at several points.
    - <p> 
    + <h5 class="showhide_heading d-flex justify-content-start" id="What_will_you_do_">What will you&nbsp;do?<a href="#What_will_you_do_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <p>This is where you explain what you will be doing specifically in the demonstration, and what they in turn will do for the exercise. Remember that this has to do with the forest and the trees. The menu commands in the software looks like trees do when you are standing in the middle of the forest. They all look the same. You need to give them the view from above, looking down on the forest so that they know what the main goal or direction is before you tell them how to navigate from tree to tree. In the spell checking example, the "What you will do" statement is as follows:
    - <hr />
    <h5 class="showh    ide_heading d-flex justify-content-start" id="Check_the_words_that_Paratext_thinks_are_wrong">Check the words that Paratext thinks are&nbsp;wrong<a href="#Check_the_words_that_Paratext_thinks_are_wrong" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <tabl    e class="wikitable table table-striped table-hover"><tr><td class="wikicell" colspan="7">Configure the word listSpell checking</td></tr><tr><td class="wikicell" >Approve spelling of common wordsCheck the words that Paratext thinks are wrong</td><td class="wikicell" >Check similar words</td><td class="wikicell" >Show the red squiggly lines</td><td class="wikicell" colspan="4">Check the current book</td></tr></table>
    <p>—-     Step by step instructions…
    + <p>Firstly you need to configure the wordlist and build up a list of correct words. Then you can get the computer to show red squiggly lines under the words it does not know.
    - <hr />
    <h5 class="showhide_heading d-flex justify-content-start" id="Check_similar_words">Check similar&nbsp;words<a href="#Check_similar_words" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <    table class="wikitable table table-striped table-hover"><tr><td class="wikicell" colspan="7">Configure the word listSpell checking</td></tr><tr><td class="wikicell" >Approve spelling of common words</td><td class="wikicell" >Check the words that Paratext thinks are wrongCheck similar words</td><td class="wikicell" >Show the red squiggly lines</td><td class="wikicell" colspan="4">Check the current book</td></tr></table>
    <p>—-     Step by step instructions…
    + <ul><li>Then you will begin to correct any errors.
    </li></ul><p>Notice how the overarching goal is to <strong>correct spelling errors in the text</strong>. But the students need to be told that what we are doing in the class are all steps towards achieving that goal.
    - <hr />
    <h5     class="showhide_heading d-flex justify-content-start" id="Show_the_red_squiggly_lines">Show the red squiggly&nbsp;lines<a href="#Show_the_red_squiggly_lines" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" colspan="7">Configure the word listSpell checking</td></tr><tr><td class="wikicell" >Approve spelling of common words</td><td class="wikicell" >Check the words that Paratext thinks are wrong</td><td class="wikicell" >Check similar wordsShow the red squiggly lines</td><td class="wikicell" colspan="4">Check the current book</td></tr></table>
    <p>—-     Step by step instructions…
    + <h4 class="showhide_heading d-flex justify-content-start" id="Demonstration">Demonstration<a href="#Demonstration" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <p>The goal of the demonstration is to show the class the beginning state and the end result, all while watching you perform the steps so they know no magic is involved. It follows, of course, that when they look the other way even for a brief moment, they will miss an important step and not understand how the results were produced.
    - <hr />
    <h5     class="showhide_heading d-flex justify-content-start" id="Check_the_current_book">Check the current&nbsp;book<a href="#Check_the_current_book" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h5>
    <tabl    e class="wikitable table table-striped table-hover"><tr><td class="wikicell" colspan="7">Configure the word listSpell checking</td></tr><tr><td class="wikicell" >Approve spelling of common words</td><td class="wikicell" >Check the words that Paratext thinks are wrong</td><td class="wikicell" >Check similar words</td><td class="wikicell" colspan="4">Show the red squiggly linesCheck the current book</td></tr></table>
    <p>—-     Step by step instructions…
    + <p>It is important that laptop screens be tilted forward for the duration of the demonstration. Their eyes are forward on the screen, and they then can grasp the big picture of what is taking place. They will only be willing to do this if you assure them that the teaching module document contains all of the steps necessary to do this on their own.
    - <hr />
    <h4 class="showhide_heading d-flex justify-content-start" id="Why_is_this_important_">Why is this&nbsp;important?<a href="#Why_is_this_important_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" >IntroductionDemonstration</td><td class="wikicell" >Instruction</td><td class="wikicell" colspan="5">Summary</td></tr><tr><td class="wikicell" >Where are we?Why is this important</td><td class="wikicell" >What will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" colspan="3"> </td></tr></table>
    <p>Knowing     where you are in the process is only part of the context the user needs. It is also important to remind them why this task is important. What are the consequences of not doing this task? What are the benefits if this task is done? You can present this in the beginning of the class, but you should also stop and remind the users of the benefit of this lesson or step at several points.
    + <h4 class="showhide_heading d-flex justify-content-start" id="Exercises">Exercises<a href="#Exercises" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <p>The exercises must be clearly spelled out, and preferably you will include screen shots of important steps along the way. The simplest way to do this is in two passes, once to write the steps and a second pass to take the screen shots. Just perform the operation and write down every step as you do it. There is no dark secret or skill in preparing the materials, if you can do the steps, then you can prepare the document.
    - <h4 class="showhide_heading d-flex justify-content-start" id="What_will_you_do_">What will you&nbsp;do?<a href="#What_will_you_do_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <table class="wikitable table table-striped table-    hover"><tr><td class="wikicell" >IntroductionDemonstration</td><td class="wikicell" >Instruction</td><td class="wikicell" colspan="5">Summary</td></tr><tr><td class="wikicell" >Where are we?</td><td class="wikicell" >Why is this importantWhat will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" colspan="3"> </td></tr></table>
    <p>Th    is is where you explain what you will be doing specifically in the demonstration, and what they in turn will do for the exercise. Remember that this has to do with the forest and the trees. The menu commands in the software looks like trees do when you are standing in the middle of the forest. They all look the same. You need to give them the view from above, looking down on the forest so that they know what the main goal or direction is before you tell them how to navigate from tree to tree. In the spell checking example, the “What you will do” statement is as follows:
    + <p>For the screen shots, you can use the built-in screenshot tools available on modern operating systems:
    - <p>Firstly you need to configure the wordlist and build up a list of correct words.
    <br />Then you can get the computer to show red squiggly lines under the words it does not know.
    + <ul><li><strong>Windows:</strong> Use Windows Key + Shift + S to capture a region with the Snipping Tool (Windows 1
    /11), or us    e the Snip & Sketch app
    </li><li><strong>Mac:</strong> Use Comman    d + Shift + 4 to select a region, or Command + Shift + 5 for more options
    </li><li><stron    g>Cross-platform tools:</strong> Free tools like <a class="wiki external" target="_blank" title="External link" href="https://getsharex.com/" rel="external nofollow">ShareX</a><span class="icon icon-link-external fas fa-external-link-alt " ></span> (Windows), <a class="wiki external" target="_blank" title="External link" href="https://flameshot.org/" rel="external nofollow">Flameshot</a><span class="icon icon-link-external fas fa-external-link-alt " ></span> (Linux/Windows), or <a class="wiki external" target="_blank" title="External link" href="https://app.prntscr.com/" rel="external nofollow">Lightshot</a><span class="icon icon-link-external fas fa-external-link-alt " ></span> (Windows/Mac) allow you to capture images and add arrows, text, and highlighting to identify the buttons or menu items you are pointing to
    </li></ul><p>You may need to time     how long it takes to complete the exercise until eventually you get a feel for how much time the students will take on a given exercise. It is important that the exercise gets finished during the class time. You can include bonus steps at the end for students who are more advanced and who will finish before the others.
    - <ul><li>Then you will begin to correct any errors.
    </li></ul><p>
    <br     />
    <b    r />Notice how the overarching goal is to <strong>correct spelling errors in the text</strong>. But the students need to be told that what we are doing in the class are all steps towards achieving that goal. 
    + <p>Lastly, when preparing exercises, vary them so that for some they work on their own and some they work as a team. Sometimes more learning takes place when a group works together as a team instead of as individuals.
    - <h3 class="showhide_heading d-flex justify-content-start" id="Demonstration">Demonstration<a href="#Demonstration" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" >IntroductionDemonstration</td><td class="wikicell" >Instruction</td><td class="wikicell" colspan="5">Summary</td></tr><tr><td class="wikicell" >Where are we?</td><td class="wikicell" >Why is this important</td><td class="wikicell" >What will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" colspan="2"> </td></tr></table>
    <p>The goal of the demonstration is to show the class the beginning state and the end result, all while watching you perform the steps so they know no magic is involved. It follows, of course, that when they look the other way even for a brief moment, they will miss an important step and not understand how the results were produced.It is important that laptop screens be tilted forward for the duration of the demonstration. Their eyes are forward on the screen, and they then can grasp the big picture of what is taking place. They will only be willing to do this if you assure them that the teaching module document contains all of the steps necessary to do this on their own. 
    </p>

    <h3 class="showhide_heading d-flex justify-content-start" id="Exercises">Exercises<a href="#Exercises" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" >Introduction</td><td class="wikicell" >DemonstrationInstruction</td><td class="wikicell" colspan="5">Summary</td></tr><tr><td class="wikicell" >Where are we?</td><td class="wikicell" >Why is this important</td><td class="wikicell" >What will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" colspan="2"> </td></tr></table>
    <p>The exercises must be clearly spelled out, and preferably you will include screen shots of important steps along the way. The simplest way to do this is in two passes, once to write the steps and a second pass to take the screen shots. Just perform the operation and write down every step as you do it. There is no dark secret or skill in preparing the materials, if you can do the steps, then you can prepare the document.For the screen shots, the built-in solution is to use the “Snipping Tool” that is built into Windows 7 and Vista. This will allow you to take screen shots of a window or rectangular region of the screen that you select. If you aren't too picky, you can quickly draw an arrow in red to identify the button or menu item you are pointing at. A better and free solution is called <a class="wiki external" target="_blank" title="External link" href="http://www.techsmith.com/download/jing/" rel="external nofollow">Jing</a><span class="icon icon-link-external fas fa-external-link-alt " ></span>. Jing allows you to capture images and add the cursor or arrow to highlight what you are pointing to.You may need to time how long it takes to complete the exercise until eventually you get a feel for how much time the students will take on a given exercise. It is important that the exercise gets finished during the class time. You can include bonus steps at the end for students who are more advanced and who will finish before the others.Lsstly, when preparing exercises, vary them so that for some they work on their own and some they work as a team. Sometimes more learning takes place when a group works together as a team instead of as individuals. 
    </p>

    <h3     class="showhide_heading d-flex justify-content-start" id="Summary">Summary<a href="#Summary" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <table class="wikitable table table-striped table-hover"><tr><td class="wikicell" >Introduction</td><td class="wikicell" >Demonstration</td><td class="wikicell" colspan="5">InstructionSummary</td></tr><tr><td class="wikicell" >Where are we?</td><td class="wikicell" >Why is this important</td><td class="wikicell" >What will you do?</td><td class="wikicell" > </td><td class="wikicell" > </td><td class="wikicell" colspan="2"> </td></tr></table    >
    <p>The summary is not absolutely necessary, but as you can see from the <a class="wiki external" target="_blank" title="External link" href="http://wiki.lingtransoft.info/lib/exe/fetch.php?media=lsct:13:spell_checking_71.pdf" rel="external nofollow">Cameroon document</a><span class="icon icon-link-external fas fa-external-link-alt " ></span>, it is a very nice touch. It is like a cheat sheet for quick reference to the things that they learned. Do this if you can! 
    + <h4 class="showhide_heading d-flex justify-content-start" id="Summary">Summary<a href="#Summary" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <p>The summary is not absolutely necessary, but it is a very nice touch. It is like a cheat sheet for quick reference to the things that they learned. Do this if you can!
    +
    - <p>In a recent workshop on Paratext 7 for Consultants, we made a strong effort to focus only on the tasks that Bible translation consultants would specifically deal with. Here is an example. Please look at these and discuss how they compare to the topics you might normally expect from a Paratext workshop. What is different? What is the same?
    + <p>In a recent workshop on Paratext for Consultants, we made a strong effort to focus only on the tasks that Bible translation consultants would specifically deal with. Here is an example. Please look at these and discuss how they compare to the topics you might normally expect from a Paratext workshop. What is different? What is the same?
    - <h4 class="showhide_heading d-flex justify-content-start" id="Example_of_task-oriented_learning_objectives">Example of task-oriented learning&nbsp;objectives<a href="#Example_of_task-oriented_learning_objectives" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <p>Paratext for Consultants
    + <h3 class="showhide_heading d-flex justify-content-start" id="Example_of_task-oriented_learning_objectives">Example of task-oriented learning&nbsp;objectives<a href="#Example_of_task-oriented_learning_objectives" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p><strong>Paratext for Consultants</strong>
    - </li></ul></li><li>Understanding the usage of source language words by searching for them in other contexts.
    + </li></ul></li><li>Understanding the usage of source language words by searching for them in other contexts
    - </li></ul></li><li>Helping teams check their use of Biblical key terms.
    + </li></ul></li><li>Helping teams check their use of Biblical key terms
    - </li></ul></li><li>Checking to see if the team is making progress and if they are making the changes you agreed upon.
    + </li></ul></li><li>Checking to see if the team is making progress and if they are making the changes you agreed upon
    - </li></ul></li><li>Set up the spell checker to provide useful suggestions to the team.
    + </li></ul></li><li>Set up the spell checker to provide useful suggestions to the team
    - </li></ul></li></ol><h4 class="showhide_heading d-flex justify-content-start" id="Discussion">Discussion<a href="#Discussion" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <p>Not just computer training… we need to work together with the specific domain to create content for an integrated approach to training. We strongly resisted calling this “Paratext Training”How can you work together with the existing training that is happening in your entities to integrate technology:
    <br />Literacy
    <br />Anthropology
    <br />Translation
    <br />Linguistics
    + </li></ul></li></ol><h3 class="showhide_heading d-flex justify-content-start" id="Discussion">Discussion<a href="#Discussion" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>Not just computer training... we need to work together with the specific domain to create content for an integrated approach to training. We strongly resisted calling this "Paratext Training"
    </p>

    <p>    How can you work together with the existing training that is happening in your entities to integrate technology:
    - <h1 class="showhide_heading d-flex justify-content-start" id="Planning_a_workshop">Planning a&nbsp;workshop<a href="#Planning_a_workshop" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    <h4 class="showhide_heading d-flex justify-content-start" id="How_will_the_cost_be_covered_">How will the cost be&nbsp;covered?<a href="#How_will_the_cost_be_covered_" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h4 class="showhide_heading d-flex justify-content-start" id="How_far_in_advance_should_it_be_planned">How far in advance should it be&nbsp;planned<a href="#How_far_in_advance_should_it_be_planned" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h4 c    lass="showhide_heading d-flex justify-content-start" id="Rule_of_thumb_-_One_week_of_tech_training_per_project_per_year">Rule of thumb - One week of tech training per project per&nbsp;year<a href="#Rule_of_thumb_-_One_week_of_tech_training_per_project_per_year" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h4 class="showhide_heading d-flex justify-content-start" id="Basic_planning_information:">Basic planning&nbsp;information:<a href="#Basic_planning_information:" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <ul><li>Literacy
    </li><li>Anthropology
    </li><li>Translation
    </li><li>Linguistics
    </li></ul>    <h2 class="showhide_heading d-flex justify-content-start" id="Planning_a_workshop">Planning a&nbsp;workshop<a href="#Planning_a_workshop" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <h3 class="showhide_heading d-flex justify-content-start" id="Key_planning_questions">Key planning&nbsp;questions<a href="#Key_planning_questions" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <ul><li>How will the cost be covered?
    </    li><li>How far in advance should it be planned?
    </li><li>Rule of thumb: One week of tech training per project per year
    </li></ul><h3 class="showhide_heading d-flex justify-content-start" id="Basic_planning_information">Basic planning&nbsp;information<a href="#Basic_planning_information" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - </li><li>Place:
    + </li><li>Place (in-person or online platform):
    - </li></ol><div style=" text-align: justify;">Exercise: (Monday or Tuesday) Plan a workshop with the above details. Get together with someone from your area if possible.</div>
    <p> 
    + </li></ol><p><strong>Exercise:</strong> (Monday or Tuesday) Plan a workshop with the above details. Get together with someone from your area if possible.
    - <h1 class="showhide_heading d-flex justify-content-start" id="Training_pitfalls">Training pitfalls<a href="#Training_pitfalls" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_put_people_of_varying_levels_in_the_same_course.">Don’t put people of varying levels in the same&nbsp;course.<a href="#Don_t_put_people_of_varying_levels_in_the_same_course." class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <h2 class="showhide_heading d-flex justify-content-start" id="Training_pitfalls">Training pitfalls<a href="#Training_pitfalls" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_put_people_of_varying_levels_in_the_same_course">Don't put people of varying levels in the same&nbsp;course<a href="#Don_t_put_people_of_varying_levels_in_the_same_course" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_cover_more_than_they_can_handle">Don’t cover more than they can&nbsp;handle<a href="#Don_t_cover_more_than_they_can_handle" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_cover_more_than_they_can_handle">Don't cover more than they can&nbsp;handle<a href="#Don_t_cover_more_than_they_can_handle" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_do_menu-based_instruction">Don’t do menu-based&nbsp;instruction<a href="#Don_t_do_menu-based_instruction" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_do_menu-based_instruction">Don't do menu-based&nbsp;instruction<a href="#Don_t_do_menu-based_instruction" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_forget_to_specify_prerequisites.">Don’t forget to specify&nbsp;prerequisites.<a href="#Don_t_forget_to_specify_prerequisites." class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_forget_to_specify_prerequisites">Don't forget to specify&nbsp;prerequisites<a href="#Don_t_forget_to_specify_prerequisites" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_fail_to_supply_printed_or_electronic_documentation">Don’t fail to supply printed or electronic&nbsp;documentation<a href="#Don_t_fail_to_supply_printed_or_electronic_documentation" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    + <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_fail_to_supply_printed_or_electronic_documentation">Don't fail to supply printed or electronic&nbsp;documentation<a href="#Don_t_fail_to_supply_printed_or_electronic_documentation" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    - <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_fail_to_provide_concrete_exercises_with_sample_data">Don't fail to provide concrete exercises with sample&nbsp;data<a href="#Don_t_fail_to_provide_concrete_exercises_with_sample_data" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h4 class="showhide_heading d-flex justify-content-start" id="Don_t_forget_to_specify_hardware_software_requirements_in_advance">Don't forget to specify hardware/software requirements in&nbsp;advance<a href="#Don_t_forget_to_specify_hardware_software_requirements_in_advance" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <h1 class="showhide_heading d-flex justify-content-start" id="Logistics">Logistics<a href="#Logistics" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h1>
    <h3 class="showhide_heading d-flex justify-content-start" id="Projector">Projector<a href="#Projector" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>Resolution max 1
    24     x 768, but preferrably 8

    x 6


    <b    r />Wrap the cord around the leg of the table to keep projector from falling
    <br />Please adjust focus, and keystone
    <br />Please use a UPS if the power is unstable where you are. It is bad for the bulb to suddenly shut off, and it does waste a lot of time waiting for the bulb to come back on again.
    <br />Set the computer to duplicate your screen to the projector. If you don't, you will be looking over your shoulder and away from the students. It is also very distracting when dialog boxes pop up on the wrong screen and you have to drag them over.
    + <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_fail_to_provide_concrete_exercises_with_sample_data">Don't fail to provide concrete exercises with sample&nbsp;data<a href="#Don_t_fail_to_provide_concrete_exercises_with_sample_data" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <h3 class="showhide_heading d-flex justify-content-start" id="Don_t_forget_to_specify_hardware_software_requirements_in_advance">Don't forget to specify hardware/software requirements in&nbsp;advance<a href="#Don_t_forget_to_specify_hardware_software_requirements_in_advance" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <h2 class="showhide_heading d-flex justify-content-start" id="Logistics">Logistics<a href="#Logistics" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h2>
    <h3 class="showhide_heading d-flex justify-content-start" id="Display_and_Screen_Sharing">Display and Screen&nbsp;Sharing<a href="#Display_and_Screen_Sharing" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <h4 class="showhide_heading d-flex justify-content-start" id="For_in-person_training">For in-person&nbsp;training<a href="#For_in-person_training" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <    ul><li><strong>Projector setup:</strong> Modern projectors typically support Full HD (192
    x 1
    8
    ) resolution. Set your laptop to duplicate or mirror your display so you're not looking over your shoulder
    </li><li><s    trong>Display arrangement:</strong> Position the projector screen where all participants can see clearly without straining
    </li><li><strong>Cable management:</strong> Secure cables to prevent tripping hazards and accidental disconnection
    </li><li><strong>Power protection:</strong> Use a UPS (uninterruptible power supply) if power is unstable. Sudden power loss can damage equipment and wastes time waiting for systems to restart
    </li><li><str    ong>Lighting:</strong> Ensure adequate screen visibility while maintaining enough ambient light for participants to see their own screens and take notes
    </li></ul><h4     class="showhide_heading d-flex justify-content-start" id="For_online_training">For online&nbsp;training<a href="#For_online_training" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <ul><li><strong>Screen sharing:</strong> Test your screen sharing setup before the workshop. Consider sharing a specific window rather than your entire screen to avoid distractions
    </li><li><strong>R    esolution:</strong> Set your display to 192
    x 1
    8
     or lower to ensure content is readable for all participants
    </li><li><str    ong>Recording:</strong> Consider recording sessions (with participant permission) for those who need to review or miss portions
    </li><li><strong>Pl    atform features:</strong> Familiarize yourself with breakout rooms, polling, and chat features in platforms like Zoom, Microsoft Teams, or Google Meet
    </l    i><li><strong>Bandwidth:</strong> Test your internet connection and have a backup plan (mobile hotspot) in case of connectivity issues
    </    li></ul><h3 class="showhide_heading d-flex justify-content-start" id="Amplification">Amplification<a href="#Amplification" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>I c    onsider that I have a reasonably loud voice, but I prefer to use a microphone because:
    - <h3 class="showhide_heading d-flex justify-content-start" id="Amplification">Amplification<a href="#Amplification" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>I consider that I have a reasonably loud voice, but I prefer to use a mic bacause:
    <b    r />People are more likely to pay attention when they don't have to strain to hear you
    <b    r />You don't want to lose your voice after talking loud for a couple hours
    + <ul><li>People are more likely to pay attention when they don't have to strain to hear you
    </li><li>You don't want to lose your voice after talking loud for a couple hours
    </li><li>For online training, a quality headset or external microphone significantly improves audio clarity
    </li></ul>    <h3 class="showhide_heading d-flex justify-content-start" id="Documentation_and_Resource_Sharing">Documentation and Resource&nbsp;Sharing<a href="#Documentation_and_Resource_Sharing" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <h4     class="showhide_heading d-flex justify-content-start" id="For_in-person_training_2">For in-person&nbsp;training<a href="#For_in-person_training_2" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <ul><li>Provide a USB drive or local network share with training materials
    </li><li>C    onsider setting up a local wiki or file server for easy access to documentation
    </li></ul><h4     class="showhide_heading d-flex justify-content-start" id="For_online_training_2">For online&nbsp;training<a href="#For_online_training_2" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h4>
    <ul><li>Use c    loud storage services (Google Drive, OneDrive, Dropbox) to share materials before and during the workshop
    </li><li>Consider     using a learning management system (LMS) or shared workspace (Notion, Microsoft Teams) for organized material distribution
    </li><li>Sha    re links in the chat and follow up with email to ensure all participants have access
    </li></ul><    h3 class="showhide_heading d-flex justify-content-start" id="Technical_Setup_Recommendations">Technical Setup&nbsp;Recommendations<a href="#Technical_Setup_Recommendations" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>If y    ou are able, set up a shared documentation platform with the training content using modern wiki or documentation tools such as:
    - <h3 class="showhide_heading d-flex justify-content-start" id="Local_wiki_site">Local wiki&nbsp;site<a href="#Local_wiki_site" class="heading-link" aria-label="heading link"><span class="icon icon-link fas fa-link " ></span></a></h3>
    <p>If you are able, set up a local wiki with the training content using DokuWiki, TikiWiki, or some other. After the workshop, the content can be moved to the real website. You can do this on SME Server or Ubuntu, but this does require a level of experience with web hosting.
    + <ul><li><strong>Notion</strong> (collaborative workspace with rich formatting)
    </    li><li><strong>Confluence</strong> (enterprise wiki platform)
    </l    i><li><strong>GitBook</strong> or <strong>MkDocs</strong> (documentation sites from Markdown)
    </li><li><strong>Microsoft SharePoint</strong> or <strong>Teams</strong> (integrated with Microsoft 365)
    </li><li><s    trong>Google Sites</strong> (simple, accessible wiki alternative)
    </li></ul><p>    After the workshop, the content can be moved to your organization's permanent documentation platform. These platforms offer better collaboration features, version control, and accessibility than older wiki solutions.
    ]]>     2025-11-26T14:52:52+00:00 2025-11-26T14:52:52+00:00 https://lingtran.net/tiki-index.php?page=Teaching+a+Workshop     <![CDATA[CBC]]> System (CBC)

    📄 Assessment Sheet  - Evidence of  Competence

    System (CBC)

    ]]>     2025-11-18T16:35:15+00:00 2025-11-18T16:35:15+00:00 https://lingtran.net/tiki-index.php?page=CBC     <![CDATA[DesignYourWorkshop]]> - <p><strong>Form field:</strong> Learning Objectives</p>
    + <p><strong>Label of Form:</strong> Learning Objectives</p>
    - <p><strong>Form field</strong>: Prerequisites</p>
    + <p><strong>Label of Form</strong>: Prerequisites</p>
    - <p><strong>Form field</strong>: Software used</p>
    + <p><strong>Label of Form</strong>: Software used</p>
    - <p><strong>Form field</strong>: Who to contact to organize</p>
    + <p><strong>Label of Form</strong>: Who to contact to organize</p>
    - <p><strong>Form field:</strong> Training Materials to be used</p>
    + <p><strong>Label of Form:</strong> Training Materials to be used</p>
    ]]>     2025-10-31T19:19:05+00:00 2025-10-31T19:19:05+00:00 https://lingtran.net/tiki-index.php?page=DesignYourWorkshop     <![CDATA[ReflectReportRefine]]> +

    Reflect, Report, Refine

    +

    As a language technology consultant, your workshops help people learn new tools and methods. But your own learning doesn’t stop when the workshop ends. To grow as a trainer, you need to reflect, report, and refine. These three steps make every workshop better than the last.

    +
    +

    1. Reflect – Look Back and Learn

    +

    After each workshop, take time to think about what happened.

    + Ask yourself:

    +
      +
    • What worked well?
      • +
    • What didn’t go as planned?
      • +
    • How did participants respond to the activities?
      • +
      +

      Reflection helps you understand not only what the participants learned, but also what you learned as a trainer. Maybe the instructions were too fast, or a demo took longer than expected. Honest reflection helps you see these details clearly.

      +

      You can write your reflections in a notebook or in the Workshop Report Form. Reflection doesn’t need to be long — just enough to capture the key lessons before you forget them.

      +
      +

      2. Report – Capture What Happened

      +

      The next step is to report. Use the official Workshop Report Form to record what happened during your workshop.

      +

      In your report:

      +
        +
      • Summarize what you taught and who attended.
        • +
      • Describe what went well and what challenges came up.
        • +
      • Note any technical issues or questions you couldn’t answer right away.
        • +
      • Record suggestions from participants.
        • +
        +

        This report is valuable for two reasons. First, it helps you remember important details for next time. Second, it shares information with your colleagues, so they can learn from your experience too.

        +
        +

        3. Refine – Make It Better Next Time

        +

        Finally, use your reflection and report to refine your next workshop.

        + Maybe you’ll:

        +
          +
        • Add a short demonstration before a complex activity.
          • +
        • Change the order of sessions for a better flow.
          • +
        • Create a clearer handout or troubleshooting sheet.
          • +
          +

          Small improvements add up over time. Every refinement makes your teaching smoother and more effective.

          +
          +

          In Summary

          +

          Reflect to learn.

          + Report to record and share.
          + Refine to improve.

          +

          When you make these three steps part of your habit, you grow as a consultant and help every workshop serve participants better.

          + Continuous improvement isn’t about perfection — it’s about learning from experience and moving forward with purpose.

          +
          ]]>           2025-10-27T13:51:46+00:00 2025-10-27T13:51:46+00:00 https://lingtran.net/tiki-index.php?page=ReflectReportRefine