HLW-01-03 Guidelines for Effective Group Training

Principles of Learning – How Learning Works

Instructors and Trainers are facilitators of learning. Participants are responsible for learning and only learn based on their own actions and behaviour.

Maintaining Individual Engagement

To ensure individual participants remain engaged:

  • Keep Interactions short (20-25 mins, 5 min end of interaction) to keep participants on board.
  • Stand up breaks every 1.5 hours
  • Combine Presentation and Discussion – involve participants actively
  • Use activities to ensure participants commit to involvement
  • Observe all, bring back those being left behind or distracted
  • Use “Phones Down” to get participants to focus on presentation and discussion
  • Use “Phones Up” to focus participants on required exercises and activity

Managing Group activities

Some points to consider when creating groups for exercises:

  • Participants are at different levels of technology adoption and usage.
  • Ensure groups have mix of competencies. Ideally have one or more participants in each group that can be called on to assist others on more complex exercises. Leveraging peer based learning.
  • Ensure all participants are included during activities. Observe and intervene as needed. Step in and ask questions to bring “outsiders” back in.

DIM-00-05 Course Resources for the Facilitator

Course Resources for Facilitators

A number of resources are referenced or included to help facilitators complete, and subsequently present this course.

  • This guide (online) for facilitators – DI-DIM-TTT Facilitator Guide 20181101
  • PowerPoint / PDF slide deck for facilitators – DI-DIM TTT Slides 20181027
  • Course Concept Poster for display (Print A1 or A2) and as participant handouts (print A4) – 
  • Online supporting content and learning platform
  • Online forum for discussion support

Resources are provided in a digital form. These resources can be access from Smartphones, or PCs using a browser. Participants may download and print as required.)

NOTE: Course resources are to be used only within the terms specified in UWC-Colab service provider contracts. Any person not contracted as a facilitator has no right to use the content independently.

Required reading

The following references point to required content to be read.

  • Course Concept Poster
  • This guide for facilitators
  • Supporting online content.

Recommended reading

The following references point to reading that is recommended but optional. Note that these links may fail if the author or creator of the content removes the pages or changes their settings.

Video resources

The following are external recommended video resources. Note that these links may fail if the author or creator of the content removes the videos or changes their privacy settings.

Course Resources for Participants (Given to them by Facilitator)

Required reading

The following references point to required content to be read.

  • Course Concept Poster (print out as A4 handouts)

Optional reading

The following references point to reading that is recommended but optional.

  • The facilitator can suggest links from the facilitator list above, or additional sources.

Video resources

  • The facilitator can suggest videos from the facilitator list above, or additional sources.

DIM-00-04 Course Admin Processes

Course Administration Processes

Registration and evaluations (DI-DIM-TTT and DI-DIM)

  • A register must be available on every training/workshop day.
  • Each participant must sign and complete the register as required.
  • The facilitator is required to submit the completed register to the course sponsor.
  • At the end of each session, participants are to complete an individual evaluation response to the session.
  • The facilitator is required to return the completed evaluations to the course sponsor.

Reporting of problems

  • If you experience any problems accessing any referenced content, please send an email highlighting the problem.

DIM-00-03 Assessment Approach

Course Assessment Approach

Train the trainer sessions (DI-DIM-TTT)

Facilitators need to be able to handle questions from participants relating to the subject matter. As such, the assessment after completing the Train the Trainer session needs to be more extensive that it would be for members of the broader public attending the DI-DIM sessions.

Facilitators will be expected to demonstrate their understanding, and their ability to present and handle questions, by completing the following:

  •  Online digital assessment – Facilitators must complete online quizzes that may include multiple choice and essay questions. This is to be done after attending the DI-DIM-TTT workshop and after having reviewed course supporting online content.
  •  Online digital assignment – after completing the workshop, and reviewing all online content, facilitators will complete and submit required assignments using the online portal provided by UWC. Facilitators must submit evidence of their competence in the form of an assignment document and video recordings of themselves doing content delivery and handling of discussions.

Note: Before facilitators can deliver the course to the public, on behalf of UWC-Colab, they must go through the following steps:

  • Successfully complete the DI-DIM-TTT Course
  • Successfully participate in co-facilitation of one or more courses (as required by UWC-Colab) where they will be observed presenting parts of the public course and facilitating the interaction and questioning of public audiences.
  • Enter into a service provider contract with UWC-Colab.

No facilitation using the course content can be done outside of current UWC-Colab Service Provider contract terms.

Public audience sessions (DI-DIM)

No formal or summative individual assessment is done for public participants.

Public participants in the facilitated sessions are to be encouraged to engage actively in discussions during their session. The facilitator should assess understanding during interactions. Based on observations and participants’ feedback, future session delivery can be improved.

At the end of the workshops, feedback forms are to be completed, and a take home reflection exercise should be undertaken. Participants may be expected to complete an assignment or quiz on course completion.

DIM-00-02 Learning Outcomes

Learning Outcomes

The course focuses on discussions and knowledge sharing that lead to understanding. Guidance is given to ensure participants will be able to apply what they have learnt.

Train the trainer sessions (DI-DIM-TTT)

This course aims to equip facilitators to assist and empower citizens (school learners, community youth and adults) to participate safely on digital platforms. This will be achieved by training and equipping facilitators to facilitate their own public training sessions and present the core concepts addressed in this course.

On completing this course, facilitators should understand:

  • How to facilitate group learning effectively
  • Concepts related to identity management and identity theft;
  • Identity risks in the physical world (documents, bank cards and devices)
  • Identity risks in the digital world (information, applications and networks)

On completing this course, facilitators should be able to:

  • Discuss any topics covered in this guide
  • Research and extend their resources for supporting course delivery
  • Structure a presentation on key topics for DI-DIM Public audience sessions
  • Guide public participants through key concepts and approaches to digital identity management

Public sessions (DI-DIM)

This course, facilitated by a contracted UWC-Colab Service Provider, aims to assist and empower citizens (teachers, social influencers, school learners, community youth and others) to participate safely on digital platforms.

On completing this course, public participants should understand:

  • Concepts related to identity management and identity theft;
  • Identity risks in the physical world (documents, bank cards and devices)
  • Identity risks in the digital world (information, applications and networks)

On completing this course, public participants should be able to:

  • Develop Password Strategies
  • Manage their digital identities
  • Manage their online reputation
  • Identify information gathering attempts
  • Identify and avoid risky activity

DIM-00-01 Target Audience

Target Audience

Train the Trainer sessions (DI-DIM-TTT)

The Digital Identity Management Train the Trainer sessions would be done in groups of between 8 participants (minimum) and 16 participants (maximum). Participants will be exposed to all elements of the DI-DIM course and associated toolbox of resources, during a one-day workshop (6 Hours).

Each participant should have interest and an open mind about digital security prior to attending the sessions. Due to the structure of the course, full and active participation is essential. This means participants must spend some quality time preparing for workshop.

Public audience sessions (DI-DIM)

Facilitators that have successfully completed the DI-DIM-TTT course, and met the conditions of service provider contracting as specified by UWC-Colab, will present on the subject to public audiences.

The Digital Identity Management public sessions would be presented, by accredited facilitators, to groups of 20 people (minimum) and 30 (maximum), typically conducted as an interactive discussion workshop of 4-5 hours.

A mixture of high school leaners, unemployed youth and community members from disadvantaged communities are the ideal beneficiaries of the workshops. Participants should be exposed to the use of digital devices and services and as such may have concerns regarding potential digital security issues.

HLW-01-01 Effective Facilitation, Self Assessment

Self-Assessment, Me as a Facilitator

As much as we encourage learners, students and course participant to drive their own learning agenda, so should we.

We can achieve this by doing self-assessments of our course delivery and asking a few questions:

  • Do we know whether course participants are at the appropriate prerequisite knowledge and skills level when starting our courses?
  • Can we identify student knowledge gaps and bring them back on board?
  • Can we drive motivation to participate and engage effectively?
  • Are we telling or teaching?
  • Are we driving outcomes achievement, or focusing on delivering content?
  • Are we assessing memory skills, or competencies and understanding?

DIM-10-02 Password Risk Prevention

Password risk prevention

Passwords are the most common authenticator used for gaining access to online services. You can improve your security and minimise the chances of identity and information theft by effectively setting and managing your passwords:

Match password complexity and uniqueness to the level of risk

Consider always the risk of using a ‘common’ or the same password for multiple services. What is the ‘spill over’ risk should someone gain access to a service access password for one service and then attempts being made to try gain access to other services with the same password.

Service Risk

Each application service presents a certain level of risk.

  • High Risk Services – involve financial and financial transaction services, as well as private personal information records
  • Medium Risk Services – may include services used for communicating. If someone else access your service they will appear as you, with reputational risk impact.
  • Low Risk Services – profiles used for convenience and typically only data may be service usage data, not confidential data.

Service Risk Levels drive password strategies

  • Always use complex passwords
  • Where possible, use two factor or multi-factor authentication (password and other authenticators) for high risk services.
  • Use unique passwords for each high and medium risk service.
  • You may use a shared and common password across multiple low risk services. There is a limited ‘spill over risk’ should access to additional low risk services be gained by a person other than yourself.

Complex Passwords

  • Use passwords of at least 8 characters
  • Do not repeat letters, numbers or symbols
  • Avoid series like ‘abc’ or ‘123’
  • Avoid passwords linked to a cycle, password1, password2 etc.
  • Mix upper and lower case characters
  • Add symbols into your password
  • Avoid common words
  • Avoid proper names and use of personal dates (birthdays etc)

If at any time, you are concerned that a password may have been intercepted or become known, change it immediately.

DIM-06-01 Network Risks and Prevention

Very little of what we do on our computing devices is done in a standalone manner. We use emails, communicate and interact using social media, search for information and access application services provided over the internet. All of these activities are only possible if we are online, connected to the internet, while using our applications.

Internet connections

So, how do we connect to the internet? The internet is a collection of interconnected networks. To connect to a network there needs to be an interconnection that allows us to go from our local area network (LAN) environment and join use to the wider area network (WAN) environment.

There are three primary ways that modern devices connect to the internet:

  • Mobile data networks – each cellular operator acts as an internet service provider allowing us to use cellular data services to connect to the internet
  • Wi-Fi networks – at home, at the office, in educational centres or in public locations, Wi-Fi ‘hotspots’, or Wi-Fi access points enable us to connect using and use the hotspots internet connection for our purposes.
  • Local area network (LAN) connections – at the office, we may use Ethernet connections to connect to a LAN that our companies have connected to an internet service provider for our use.

Our devices have all got networking capabilities. Each device supports one or more of the following connections:

  • Wi-Fi connection
  • Ethernet connection
  • GSM cellular data connection
  • Bluetooth connection

Wi-Fi and Ethernet are local area network connections. Cellular data connections are wireless WAN connections. All three of these connections can be used for internet access.

Bluetooth is for connections that are personal, used typically for connecting personal devices or sharing data between users of mobile devices. Bluetooth is not typically used when connecting to the internet.

Connection via public Wi-Fi networks

Using public Wi-Fi networks is an affordable way of getting to our internet services. Are we exposing ourselves to risks when doing this? How can we protect our information when mobile and connected?

When connecting to a ‘hotspot’, we can see if the network is secure or not. A Wi-Fi network may open or secured. Secure may simply mean that all users will need to provide an authenticator (password or key) to gain access. The fact that the network requires a password does not mean your data is encrypted when transferred. It is possible for someone to sit in the Wi-Fi area and ‘snoop’, observing your traffic and gathering potential useful information from you.

Generally, public networks are not secure. If you wish to access services that cause sensitive information to be transferred (username and password, bank account information or transactions), it is safer to use your own private cellular connection.

Also note that we are able to configure our devices to share information and resources, and even allow remote access and control. If these setting are enabled, and we connect to public networks, we open ourselves up to the risk of someone else gaining access to our information over the network connection.

Connections using Bluetooth

If your device allows connections over Bluetooth, others can attempt to gain access to your device and data. Bluetooth is commonly used between friends to share music, photos and other information with each other. If you leave your Bluetooth active, you are at risk.

Network risk Prevention

Public Wi-Fi risk Prevention

  • Make certain you are connection to the correct network. Some hackers put up false hotspots with very similar names, and then gather your information as you attempt to access internet services
  • Use secure networks with encrypted data transfers
  • Ensure all internet access is via sites that are secure (https://…) as this ensure data flows are encrypted
  • Avoid doing high risk transactions or sensitive work in a public environment
  • Turn off ‘network discovery’ of your device
  • Turn off ‘sharing’ of your device resources when connecting to public networks
  • Ensure your device always prompts you before connecting to a previously known network
  • Forget the public networks you connect to when you leave the Wi-Fi hotspot

Bluetooth risk Prevention

  • Turn Bluetooth on when required and off immediately when no longer required.
  • Avoid using Bluetooth in open public spaces
  • Turn off ‘sharing’ of your device resources to ensure you are in control of all access to your device and information

DIM-04-03 Bank Card Risk Prevention

Risks of physical card use:

  • Card information can be recorded – handing the card to another person allows them to see and record the information they need for using card details online. This can be photographed or written down for later use.
  • Card can be replicated or cloned – card skimmers capture information on card and this is used to reproduce a card. The person processing the transaction can knowingly, or unknowingly skim the card. In some cases, the ‘skimmer’ is a standalone mobile device which the person inserts the card into. This can be done by waiters, petrol attendants and other service personnel without being noticed. Continuing their service delivery by then processing your card as normal using the POS terminal, you will be unaware of the card skimming. In other cases, particularly in ATMs, a third party inserts a skimmer into the card slot. Some skimmers allow the transaction to complete and they recover the skimmer at a later time. If the skimmer prevents the transaction, many consumers, on experiencing problems, assume an ATM fault and go in search of another ATM. The skimmer has now captured your information, and in some cases even your PIN. Hidden cameras, or human observers may also note you entering your PIN.
  • Card can be stolen. This may be an obvious theft, or a theft that appeared to be someone assisting you and taking your card without being obvious.
  • Hidden cameras, or human observers may also note you entering your PIN.

Risk Prevention:

  • Do not leave card where it can be seen or stolen
  • Insert, swipe or ‘tap’ the card yourself
  • If you need to have someone process your card, do not let it out of your sight
  • Ensure nobody knows or sees you enter your PIN
  • Be on your guard if anything unusual occurs during a transaction
  • Immediately contact your bank and cancel card if card lost or stolen