Train the Trainers: When Co-Conspirators in Learning Set the Agenda

May 29, 2021

The fabulous learners in the six-part completely-online two-hours-per-session train-the-trainer series I’m currently facilitating are increasingly adapting to their roles as co-conspirators in learning. Seeing themselves as equal partners in their learning process. Interacting with each other—and with me—as partners in the training-teaching-learning process by bringing to and sharing within our virtual train-the-trainer sandbox the experiences upon which they are continuing to hone their skills as trainers and leaders within the libraries they serve here in California.

And, this week, they took another big leap (at the beginning of the fourth session) by accepting my invitation to choose key elements determining how that session would be run—including setting the agenda for that session, which the last before we move into two sessions build around opportunities for them to present sample training sessions in a master-class format which includes chances for them to critique—and learn from—each other’s work.

Several elements were in place to make that a successful endeavor for all of us. 1) All sessions are highly interactive. 2) Each session takes a different approach to using our virtual learning space within Zoom (e.g., using PowerPoint slides as a background rather than a stand-alone element; having slides on one side of our screens while participants/co-conspirators remain visible to each other in Zoom’s “gallery view” during as much of the session as possible; having an entire session with all of us visible to each other and leaving the slide deck to be used later as a hand-out that supported our activities and discussions). 3) All sessions are interwoven in ways that help learners develop a framework to deliver a five-minute training for their course colleagues before this train-the-trainer series ends and, more importantly, to create something they can immediately use in their own workplace learning and development environments. 4) There has been a formal structure to each session alongside an informal approach that allows us to take brief diversions if learners raise a question that should not be deferred. (One of the more interesting/fruitful/productive detours came during the first session, when a learner gently raised a question about the lack of diversity evident within the images used in that session’s slide deck.) 4) We are intentionally taking a variety of approaches to learning, including, for one session, a Flipped Classroom model approach that placed some of the learning outside of the two hours we had together online so we could use those two hours to practice what had been explored before the session.

With that as the background, we began the fourth session with a few questions: 1) Do you want a more-or-less formal session (more presentations interspersed with activities and discussions) or something informal (a session driven by their own questions and concerns about preparing for and facilitating the training sessions they will lead during our final two workshops together)? 2) Do you want a session that fully incorporates a slide deck into learning, a session (similar to the third) that has us “face to face online” with each other throughout the entire session, or a combination of the two? 3) Do you want to formally set the agenda for a session that prepares you for the training sessions you are designing and planning to deliver within this series?

Each answer shaped the session and led us down a series of options I had partially mapped in anticipation of the options available to them. The “formal vs. informal” choice came clearly down in favor of informal, which made me remind them that any decision like that makes us think about how best to take advantage of the decision to support the approach we are taking. So the first thing I did was step off camera briefly, while continuing to talk with them, so I could remove my tie and the dress shirt I was wearing, and come back onscreen in a much less formal outfit. I then removed the more formal background I had designed as a way of visually tying all sessions into a unified series; what replaced that background was a clear view of the room in which I was actually sitting: my own office/study, which more closely matched the backgrounds of the informal spaces in which my co-conspirators were learning.

The second set of options provided an interesting split because so few of us were together for the live session. (Others, because of scheduling conflicts, participate asynchronously be viewing the recordings we produce and contacting me outside the sessions if they need additional support.) With three co-conspirators voting, there was one vote for slides, one for discussion, and a third for a combination “based on what is most appropriate for what we’re covering”—which, of course, produced a wonderful learning moment for all of us because it reminded us that learning involves a solid pedagogical underpinnings as much as it involves our preferences. Laughing over the idea that we had arrived, through discussion, at the obvious reminder that learning goals could drive our decision, we agreed to follow whatever seemed most natural—drawing upon the deck I had prepared, if/when necessary; engaging in discussion and activities when those were likely to produce the best results; and turning toward screen-sharing for demonstrations when that best suited our learning goals.

Our final choice—the one in which we set the agenda—provided most rewarding. Two big items clearly needed to be on that agenda from the learners’ point of view: time to practice skills that would be used during the upcoming learner presentations, and time for working through the process of deciding what to include and what to exclude from a training session.

How it all played out—quite well, actually—will eventually be visible through a recording of the session (to be posted on the California Library Association’s “Developing Leaders in California Libraries” website). A short summary would include the ideas that participants shared, with each other, their own approaches to training-teaching-learning that best served them and their learners (reminding themselves that they already have developed some magnificent tools in their individual trainer’s toolkits); that they quickly thought back on all they have learned during their months of participation in leadership development work (of which the train-the-trainer series is a component); that they identified elements of that training that they would like to share with colleagues in the libraries in which they currently work; and, with only a moment or two of preparation, that they were able to give brief, focused presentations that allowed them to become more comfortable with online presentations.

All of us walked away from that final, spontaneous exercise very happy with what we discovered and accomplished. Making an in-the-moment decision to have each of the two participating learners redo their initial in-the-moment presentations after a brief co-conspirators’ debriefing produced magnificently obvious positive results: the improvement between the first and second practice presentations was noticeable and positive; it left learners with a much more positive memory of the experience than they would have had if left only with the memories of the initial stumbles and hesitations; and it produced, in each participant, a sense of confidence grounded in the realization that a series of quick practice sessions can tremendously improve any presentation we are developing for use with our own learners.

With that confidence in hand, we are poised for our next step: more fully-developed online presentations that can be adapted in our own learning landscapes.

N.B. – This is the second in a set of reflections inspired by a collaboratively run online train-the-trainer series.

Train the Trainers: On Inclusion, Trust, and Co-Conspirators in Learning

May 24, 2021

The word “co-conspirators,” as Stephen Hurley (half-jokingly) suggested during our latest “Collaborations in Learning” conversation for his VoicEd Radio “Hurley in the Morning” show this morning, conjures up images of people furtively meeting to plan some sort of insurrection. And I have to admit that it makes me smile by reminding me of those comically sinister little figures from the Spy vs. Spy series I enjoyed many years ago.

But it also, as our conversation suggests, is a wonderfully subversive and productive word to describe the relationship between learning facilitators and learners when they toss out assumptions that learning involves one person providing information and another person (passively) absorbing that information. Co-conspirators in learning, as I learned from my time with Alec Couros and others in #etmooc (the Educational Technology & Media massive open online course) several years ago, are those who see the learning space as a place where everyone learns—teachers and students alike. It’s a space where we toss out quite a few assumptions about what learning involves and place a focus on the collaborative nature of learning.

It requires tremendous levels of trust. Learning facilitators (aka “teachers” and “trainers”) must trust their learners to be willing participants in the shaping of their own learning. Learners must trust the learning facilitator’s assertion that everyone has something to bring to the table during a formal or informal learning opportunity and makes the experience stronger, more productive, more results-driven, and more transformative than learning situations where learners are an audience drawn to words of wisdom provided by the person at the front of the room. In fact, as I suggested to Stephen, there really is no “front of the room” in a learning space (onsite or online) where everyone is seen as a co-conspirator in the learning process. Every part of that learning space is a dynamic space in which trainer-teacher-learners interact with other trainer-teacher-learners to achieve the learning goals they are pursuing. Together.

But all of that is far too theoretical. Far too academic. It misses the dynamic nature of “learners as co-conspirators” that becomes obvious when we see how it plays out. As I did last week during the first of six two-hour online sessions with a group of wonderful adult learners in a train-the-trainer series I have designed and am currently facilitating.

I made it clear, during the opening session, that we would be doing far more than learning the basics of training in a way that supported course participants in their efforts to hone their own training skills. I am encouraging them, through different approaches I am taking in each of those highly-interactive learning sessions conducted within Zoom, to interact within the basic structure of each of those formats. I try to get them to help shape each of those sessions by participating in discussions and activities that give them practice at using the skills we are exploring. And I make efforts to inspire them to question and understand the approaches and techniques and skills under discussion so they can decide for themselves which were worth using with their own learners and which might not work within the specific contexts in which they foster learning.

Image by truthseeker08, from Pixabay

Which means I need to be ready for those hoped-for moments in which they take control of the learning space and ask questions I might not have anticipated so I, too, am a learner in those sessions. Like the stunningly-unexpected question that came during the second half of the first session: why are there so few people of color included in the images used in the slide deck for this session?

Understand, please, that the question was sent privately through Zoom’s chat feature so I was the only person initially aware that the question was being raised and the only person seeing the brief, very polite, almost apologetic comments surrounding the question. It was in no way confrontational, and the learner explicitly expressed the hope that I wouldn’t be offended by the question. It was clearly a difficult question posed by a wonderful learner who felt comfortable enough to raise that question in a way that had none of the public-shaming aspects that we so often see these days through social media posts and other online interactions.

It deserved an immediate and honest answer. So I took a deep breath, stopped the lesson-oriented conversation that was underway, and told all participants that I wanted to share and address a comment that had been directed at me privately—because I felt it was an issue well worth acknowledging and addressing in a virtual room with co-conspirators in learning. Without identifying the person who had raised the question, I started by saying I was appreciative that our co-conspirator had brought the thought to my attention. And, glancing quickly at the images I had been using in the PowerPoint slide deck supporting the discussions we were having, I acknowledged that I had not been as diligent as I always try to be in creating something that was visually representative of the diversity of our community of learning. I assured everyone that I would be applying a different, more critical eye to the decks for the remaining five sessions. Then, after again thanking the person for the comment, I returned us to what we had been doing. And, afterward, took the small amount of time it takes to review decks already prepared for subsequent sessions and making adjustments that were easily made.

This might seem like something that, once addressed, would be done. But the real work is to see what sort of positive impact our actions with our co-conspirators in any learning situation have. So, without doing anything to overtly continue that particular thread of conversation and learning, I worked with that same group of learners during the next session and, as always, let the learners know that I would stay for a few minutes after the formal end of that virtual session in case anyone had further questions or items to explore—the online equivalent of staying in a physical classroom for post-session conversations with interested learners. You can, of course, anticipate what happened next: The only learner to stay was the one who had raised the question about the lack of images of people of color in the first session. And the reason the person stayed was to continue a conversation springing out of the second session. Because that learner was engaged. Comfortable. Interested in gaining all that could be gained during the time we had together.

As the post-session conversation around Session Two content wound down, I couldn’t resist asking whether there had been any noticeable difference in approach to the images used for that session. “Yes,” the learner replied simply and directly. “It felt more on point.”

And those few simple words, for me, spoke volumes in terms of how much we all gain when we are co-conspirators in learning. We all learn. We all improve. We all gain. We are all transformed, long-term, by the positive nature of those all-too-brief short-term interactions. And those we serve long after our shared learning moments have ended are the real beneficiaries of what we accomplish together.

N.B. – This is the first in a set of reflections inspired by a collaboratively run online train-the-trainer series.


July 9, 2010

Current & Upcoming Presentations/Courses/Activities

Author, Change the World Using Social Media, from Rowman & Littlefield; publication date: January 2021; for 30% discount, order through Rowman & Littlefield and use this code: RLFANDF30.

For workshops/webinars on effectively using social media for activism, collaboration, and/or positive change, please contact Paul at





Community Strategist/Storyteller in Residence for the ShapingEDU community, under the auspices of Arizona State University’s University Technology Office; writing for the ShapingEDU blog, facilitating conference sessions, and co-facilitating initiatives including the “Connecting for Work and Learning” universal broadband project and the “Are We There Yet? (Capturing the Evolving New Now in Learning)” project documenting and disseminating stories showing how organizations are adapting to pandemic-era learning environments.


CLA--logoServing as Library Advocacy Training Project Manager for the California Library Association; also, facilitating “Storytelling for Library Advocacy” workshop online (July 13, 2022, 10 am PT),and organizing other online sessions in a continuing monthly series (second Wednesday of each month, starting at 10 am). 

Started in December 2020




Facilitating highly-interactive one-hour online employee-assistance program through Claremont EAP
Started in June 2020


DBAN--LogoHelping organize and manage a mentoring program for the UCLA Daily Bruin Alumni Association (DBAN) and develop/facilitate workshops designed to support the professional development of students currently working on the campus newspaper.
Started in July 2020



T_is_for_Training_LogoParticipating in biweekly T is for Training podcast recordings (alternate Thursdays, 9 pm ET/6 pm PT) hosted by Maurice Coleman.


Podcasts/Interviews/Webinars/Readings (Selected)

Biweekly “Collaborations in Learning” segment on Stephen Hurley’s “Hurley in the Morning” program on VoicEd Radio (alternate Mondays, 9:15 am ET/6:15 am PT; currently on hiatus).  

“How to Light Up a Learning Environment,” June 7, 2021

“Learners as Co-Conspirators,” May 24, 2021

“Comparing Learning to Political Campaigns,” May 10, 2021

“The Parodox of Pandemic Education,” April 26, 2021

“The Power of Story,” April 12, 2021

“Blogging for Social Change,” March 29, 2021

“Keeping the Learning Going After the Event,” March 15, 2021

“Gathering, Broadband, and ATD  South Florida Champions of Learning,” March 1, 2021

“The Act and Art of Gathering,” February 15, 2021

“ShapingEDU and Community,” February 1, 2021

“Change the World Using Social Media,” January 18, 2021

“Community, Collaboration, and Building Creative Bridges,” 2018 (earlier conversation on VoicEd Radio)

Interview about Change the World Using Social Media, avoiding negativity in the use of social media, librarians as activists, and more with Steve Thomas for his Circulating Ideas podcast
October 19, 2021

Change_the_World_Using_Social_Media--SFPL_PromoVirtual author event, Change the World Using Social Media, San Francisco Public Library, with Maurice Coleman and Jill-Hurst Wahl; please use this access code when viewing the archived recording: mr!cn+T8
March 12, 2021

Interview about Change the World Using Social Media, civility, and writing with Evan Karp for his Litseen “The Write Stuff” series; includes four-minute video of reading from the book
January 31, 2021

Discussing Change the World Using Social Media
T is for Training podcast, Episode #279, January 28, 2021

“Shaping the Future(s) of Libraries”
Organized and moderated this lively panel discussion with Maurice ColemanR. David Lankes, and Crystal Miles for ShapingEDU’s Summer 2022 online conference for this global audience of teacher-trainer-learners helping reshape learning in the digital era. 2022 Conference— June 2, 2022 (archived recording available)

“California Library Advocacy Landscape: Issues in Advocacy”
Co-facilitated (with Hillary Theyer and Yolande Wilburn) this highly-interactive California Library Association session- December 8, 2021

ATD_ICE2021_Speaker_1080x1080_Paul_Signorelli“Leadership, Learning, and Activism: Creating and Telling Our Stories”
ATD (Association for Talent Development) 2021 International Conference & Exposition — August 29, 2021
Salt Lake City, UT


LinkedIn_Learning--Broadband_Access--2021-03-18Panelist on LinkedIn Learning Higher Education Leaders “Promoting Broadband Access: Educators as Dreamers and Activists” session 
March 18, 2021


Exploration of how George Couros used Instagram as a teaching-training-learning tool in the form of a book-study group centered on “Innovatve Inside the Box”
T is for Training podcast, Episode #261, February 14, 2020


“Community, Creativity, Story, and Future Literacies”
Future-U Edunauts podcast
January 19, 2018

“Dealing With Unexpected Changes in Our Training Set-up 
T is for Training podcast, Episode #216, December 8, 2017


Previous Presentations/Courses (Can Be Tailored to Meet Your Needs)


“Blend It 2015: Using Technology to Create Onsite/Online Learning Spaces”
American Library Association Annual Conference Presentation for LITA
June 2015; San Francisco, CA
(PowerPoint Presentation)

“Collaboration, Technology, Social Media, and Learning: The 2012 Horizon Report–Higher Ed”
ASTD Mount Diablo Chapter
June 2012; Danville, CA
(PowerPoint Presentation)

“Community and Collaboration: Nature in the City, Hidden Garden Steps, and the Green Hairstreak Butterfly”
Joint presentation at the Randall Museum with Liam O’Brien, for the San Francisco Naturalist Society, on how Nature in the City and Hidden Garden Steps have been drawn to collaborate through a mutual interest in preserving habitats for an endangered butterfly.
April 2012; San Francisco, CA

“Community Partnerships: How to Get It Done”
ALA Editions Webinar — April 2013
(PowerPoint Presentation)

“Conflict Resolution/Difficult People:
Why Am I So Angry
(And What Are You Going to Do About It?)”
WebJunction Webinar, with Maurice Coleman
October 2010
(PowerPoint Presentation)

“Connected Learning for Library Staff and Users”
PCI Webinars — November 2015
(PowerPoint Presentation)

“Cover to Cover: Redefining Books and Library Collections in Learning”
PCI Webinar — June 2014
(PowerPoint Presentation)

Online_Tutorials_Course--Cover_Image“Creating Online Tutorials Easily and Effectively”
ALA Editions asynchronous ecourse May 2021


“Critical Thinking and Assumptions in Decision-making”
Workshop for Contra Costa Community College District
April 2011; Martinez, CA

DLA--Diversity_Leadership_Alliance--logo“The Digital Playing Field : How Racially Equitable Is It?”
One of four panelists for this Diversity Leadership Alliance webinar
April 2021 (archived recording)


“Ed-Tech Trends: Identifying and Incorporating Them into Your Workplace”
ATD (Association for Talent Development) 2016 International Conference & Exposition — May 25, 2016, 10 am
Denver, CO [Session #W214]
(PowerPoint Presentation and Resource Sheet With Online Links)

“E-learning: Basics and Best Practices”
Updated July 1, 2010


“Flipped Classrooms: Playing With the Flipped Classroom Model”
PCI Webinars — May 2016
(PowerPoint Presentation)


“From eLearning to Learning: A Daylong Highly-interactive Exploration”
Mount Prospect Public Library — May 2016
Mount Prospect, IL
(PowerPoint Presentation)


“From eLearning to Learning: A Daylong Highly-interactive Exploration”
Mount Prospect Public Library — May 2016
Mount Prospect, IL
(Storify Document Capturing Participants’ Tweets)

“From eLearning to Learning: A Daylong Highly-interactive Exploration”
Mount Prospect Public Library — May 2016
Mount Prospect, IL
(Five-part Case Study Posted on Building Creative Bridges Blog)

“From Words to Pictures: Imagery in PowerPoint Presentations”
Infopeople/California Library Association
November 2008; Long Beach, CA
(PowerPoint Presentation)


“Hidden Garden Steps: Community,Collaboration, and $10K in Two Hours”
Presentation during San Francisco Department of Public Works Street Parks Project workshop
January 2012; San Francisco, CA


“How to Help Promote Your Book and Build Your Brand”
ALA Editions Webinar –June 2013

“How to Teach Online: A Beginner’s Guide”
ALA TechSource Webinar — January 2014
with Dan Freeman
(PowerPoint Presentation)

“Ignite, Interact, & Engage: Maximizing the Learning Outcome”
ALA Annual Conference Presentation — Learning Round Table
with Sharon Morris
June 2012; Anaheim, CA
(PowerPoint Presentation)

“In the Conversation (podcast)”
This episode (#113) of Maurice Coleman’s T is for Training biweekly one-hour podcast focuses on the newly-released New Media Consortium 2013 Horizon Report (Higher Education), MOOCs, and trends in learning and technology overall.
Recorded live in February 2013
(Archived audio-recording; download, save, then listen)

“Instant Professional Development (podcast)”
Episode 101 of Maurice Coleman’s T is for Training biweekly one-hour podcast; focuses on the use of Twitter backchannels as learning tools in conferences and expands into an exploration of how we all play the role of trainer-teacher-learner in many different parts of our lives; additional thoughts posted on Building Creative Bridges blog
June 2012
(Archived 45-minute audio-recording)

“Leadership: Trainers as Leaders–Introduction/Resource Sheet”
Updated July 1, 2010


“Leadership: Trainers as Leaders (Overview)”
American Library Association Annual Conference Presentation/Panel Discussion for Learning Round Table
June 2010; Washington, DC
(PowerPoint Presentation)

“Levels of Engagement: Rethinking How Social Media Connects Communities and Libraries”
Multidistrict Keynote Presentation and Workshops — May 2017
King of Prussia, PA
(Annotated Storify Document Capturing Participants’ Tweets)

“Libraries as Partners in Lifelong Learning”
PCI Webinar — July 2014
(PowerPoint Presentation)

“Lifelong Learning and Personal Learning Networks”
Episode 145 of Maurice Coleman’s T is for Training hour-long podcasts for trainer-teacher-learners engaged several colleagues in a conversation about lifelong learning, personal learning networks, and Barbara Fister’s Library Journal article on the topic.
August 8, 2014
(Archived Audiorecording)


“Lifelong Learning (Learning for the Future: Habits of Mind and Teaching Life Skills)”
Saint Mary’s College of California Faculty Workshop– November 2015
Moraga, CA
(PowerPoint Presentation)


“Making Space: Exploring Innovations in Onsite and Online Learning Spaces”
This “invited talk” for the KIPA (Knowledge & Information Professional Association) 2015 Conference in Denton, TX continues explorations of one of the key ed-tech trends discussed in the New Media Consortium 2015 Horizon Report > Higher Education Edition.

“Marketing 101: Creating the Voice of a Successful Organization”
ASTD Chapter Leader Webinar — June 2011
(PowerPoint Presentation and archived audio-recording of this one-hour live webinar)


“Mastering Online Facilitation (Part 1 of 4): Leading Engaging Meetings and Webinars”
SEFLIN Webinar — July 2014
(PowerPoint Presentation)

“Mentoring: Creating and Managing Mentoring Programs”
Tips, Sample Applications, and Resources — Updated July 2009

“Mentoring: Mentoring Program Basics”
American Library Association Annual Conference Presentation for Learning Round Table
July 2009; Chicago, IL
(PowerPoint Presentation)

“Mentoring Onsite and Online”
PCI Webinars
May 2014
(PowerPoint Presentation with Speaker Notes)

“Nonprofit Basics: Riding the Waves”
ASTD National Chapter Leader Conference Presentation
October 2009 (repeated October 2010); Arlington, VA
(PowerPoint Presentation)

“Nonprofit Survival Tips: Keeping Your Boat Afloat”
ASTD National Chapter Leader Conference Presentation
October 2009; Arlington, VA
(PowerPoint Presentation)

“PowerPoint Best Practices for Onsite and Online Presentations”
ALA CLENE Training Showcase
June 2008; Anaheim, CA


“Rethinking Digital Literacy to Service Library Staff and Library Users”
ALA Editions asynchronous ecourse July – August 2015
Course reflections posted on my Building Creative Bridges blog

“Rethinking Library Instruction:
Libraries as Social Learning Centers”
ALA Editions asynchronous ecourse May 16 – June 10, 2011
Introductory article posted May 3, 2011


“Rethinking Social Media to Organize Information and Communities”
ALA Editions asynchronous ecourse November 2 – December 6, 2015

“Social Learning Centers: The New Fourth Place”
Computers in Libraries 2011 Conference Presentation (via Skype)
with Maurice Coleman and Jill Hurst-Wahl
March 2011
(PowerPoint Presentation)

“Social Learning Centers and Libraries”
American Library Association Annual Conference Presentation/Panel Discussion for Learning Round Table
with Maurice Coleman and Buffy Hamilton
June 2011; New Orleans, LA
(PowerPoint Presentation)

“Social Media Basics”
ALA Editions asynchronous ecourse May 21 – June 17, 2012
Introductory article posted May 15, 2012


“Social Media, Library Partnerships, and Collaboration: More Than a Tweet”
PCI Webinar — February 2014
(PowerPoint Presentation)

“Strategic Planning 101: Working in the Construction Zone”
ASTD Chapter Leader Webinar
March 2011
(PowerPoint Presentation)

“Technology in Face-to-Face Training”
ALA TechSource Webinar
September 2010
(PowerPoint Presentation)

“Technology in Online Training”
ALA TechSource Webinar
September 2010
(PowerPoint Presentation)


“That Was Great! Now What? (Providing Learning That Is Used)”
American Library Association Annual Conference Presentation (Learning Round Table) — June 2014
Las Vegas, NV
(PowerPoint Presentation)

Training, Teaching, and Learning 2012: State of the Industry Reports”
ASTD Sacramento Chapter Meeting Presentation
January 2012; Sacramento, CA
(repeated in Danville, CA in February 2012 for ASTD Mount Diablo Chapter)
(PowerPoint Presentation)


“Training-Teaching-Learning 2015: State of the Industry”
PCI Webinar — July 2015
(PowerPoint Presentation)

DLCL--logoTrain the Trainers (six-part online series)”
California Library Association “CLA Leadership” Program
May-June 2021
Training-teaching-learning is at the heart of what contemporary libraries do formally and informally every day. This highly-interactive, results-driven series of workshops was designed to participants hone their own training-teaching-learning skills while learning how to help others develop those same skills

Session 1: Exploring Our Train-the-Trainer Learning Landscape in a Blended World”
Recorded May 18th, 2021 – Train the Trainer – Session 1

Session 2: Determining What Learning Gap We Want to Fill
Recorded May 20th, 2021 –
Part 1: Train the Trainer – Session 2 Part 1
Part 2: Train the Trainer – Session 2 Part 2

Session 3: Delivering and Evaluating Facilitating Engaging Learning Opportunities
Recorded May 25th, 2021- Train the Trainer – Session 3

Session 4: Transferring Our Training-Teaching Learning Skills to Other Trainers
Recorded May 27th, 2021 – Train the Trainer – Session 4

Session 5: Adapting DLCL Material into Your Own Train-the-Trainer Session Part 1
Recorded June 1st, 2021 – Train the Trainer – Session 5

Session 6: Adapting DLCL Material into Your Own Train-the-Trainer Session Part 2
Recorded June 3rd, 2021 – Train the Trainer – Session 6

“Using Technology in Library Training”
ALA TechSource Webinar Overviews
September 2010

“Volunteers: Creating/Managing Successful Volunteer Programs”
Tips and Basic Template — Updated May 2009

“Volunteer Retention 101: Thanking and Rewarding Our Supporters”
PowerPoint Presentation for Webinar Co-presented with Rick Kerner for ASTD Chapter Leaders — December 5, 2012
Link to archived audio recording coming soon

“Web Conferencing: Presentation Skills for Meetings and Trainings”
Updated January 23, 2010

“What Trainers Need to Know about Libraries”
ASTD Mount Diablo Chapter
February 2009; Danville, CA
(PowerPoint Presentation)

HGS--Logo--2013--10-5--Candela“Why Study Science?”
Two presentations for George Washington High School science classes; each session helped students see how a knowledge of science and nature has been essential in developing the Hidden Garden Steps project in San Francisco’s Inner Sunset District
April 2012; San Francisco, CA

Building Creative Bridges

Training Learning Collaboration Innovation


librarians who dare to do different


KQED Public Media for Northern CA


Training Learning Collaboration Innovation

Harold Jarche

Training Learning Collaboration Innovation


Training Learning Collaboration Innovation

Counsellor Talk : Creative Collaborative Connections

Celebrating Life. Making positive connections and collaborating with people from around the world. Living everyday with positive energy, possibility, passion and peace of mind. Learning from a School Counsellor lens. I'm not a Counsellor because I want to make a living. I am a Counsellor because I want to make a difference. Gratitude for ETMOOC roots.

Digitization 101

Training Learning Collaboration Innovation

David Lee King

social media | emerging trends | libraries is the best place for your personal blog or business site.

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