Updating TOT content

_toc.yml

@@ -166,7 +166,10 @@ parts:
     chapters:
       - file: content/Trainers_corner/en_how_to_training.md
       - file: content/Trainers_corner/en_training_plans.md
-      - file: content/Trainers_corner/en_how_to_teach_GIS.md      
+      - file: content/Trainers_corner/en_training_graphical_outline.md
+      - file: content/Trainers_corner/en_training_day_structure.md  
+      - file: content/Trainers_corner/en_how_to_teach_GIS.md
+
   - caption: About
     chapters:
       - file: content/About/about_1.md

content/GIS_AA/en_qgis_drought_trigger_somalia.md

@@ -1,7 +1,5 @@
 # QGIS Trigger Workflow for Somalia 
 
-🚧This training platform and the entire content is under ⚠️construction⚠️ and may not be shared or published! 🚧
-
 The QGIS workflow presented in this article was developed in the framework of the Forecast-based-Action (FbF) Project of the Somalia Red Cresent Society (SRCS), the German Red Cross (GRC) and the Heidelberg Institute for Geoinformation Technology (HeiGIT).
 
 The workflow consists of 15 steps of which 9 are automated in the form of a QGIS Model. In this article, we explain how all 15 steps can be done manually. In practice one needs to do only 6 steps manually, the rest is done by the QGSI Model.

content/Trainers_corner/en_how_to_teach_GIS.md

@@ -1,5 +1,7 @@
 # How to teach GIS
 
+🚧This training platform and the entire content is under ⚠️construction⚠️ and may not be shared or published! 🚧
+
 This article will focus on best practices for teaching GIS. 
 
 Learning GIS can be challenging, especially for individuals who are new to the topic or have limited experience with technology beyond standard office systems. The concept of geodata and everything that it entails is quite removed from the things many people work on day to day in the humanitarian sector. To grasp these concepts is however essential to work effectively with GIS and solve problems. That being said, often there is not enough time to dive deep into topics like projections or algorithms. And we lean more towards practical hands-on training.
@@ -31,13 +33,13 @@ This topic is reflected on the whole platform. The principal section dealing wit
 On this training platform, nearly all exercises are oriented on products that are standard in the humanitarian sector like overview maps or maps of affected regions. 
 
 Practical tips to make exercise and teaching relevant for humanitarian work:
-* Reflect on your audience and think about what kind of products they would need the most.
-* In the beginning, go with easy map products for reports and presentations. In our experience that is interesting for everybody since everybody needs to present and report their work in reports or proposals.
-* Customize exercises to simulate scenarios commonly encountered in humanitarian work, such as creating situational maps for emergency response teams or analyzing spatial data to identify high-risk areas.
-* Encourage trainees to explore real datasets and develop GIS solutions for actual humanitarian challenges, fostering hands-on learning and problem-solving skills.
-* Utilize case studies or success stories from organizations like Relifeweb to illustrate the tangible impact of GIS in humanitarian operations, inspiring trainees and reinforcing the value of their training.
-* Present instances where GIS has been instrumental in fulfilling a mission.
-* Empower trainees by involving them in the curriculum planning process, allowing them to identify the types of maps and products most relevant to their work.
+* __Audience:__ Reflect on your audience and think about what kind of products they would need the most.
+* __Common products:__ In the beginning, go with easy map products for reports and presentations. In our experience that is interesting for everybody since everybody needs to present and report their work in reports or proposals.
+* __Scenarios:__ Customize exercises to simulate scenarios commonly encountered in humanitarian work, such as creating situational maps for emergency response teams or analyzing spatial data to identify high-risk areas.
+* __Real datasets:__ Encourage trainees to explore real datasets and develop GIS solutions for actual humanitarian challenges, fostering hands-on learning and problem-solving skills.
+* __Success stories:__ Utilize case studies or success stories from organizations like Relifeweb to illustrate the tangible impact of GIS in humanitarian operations, inspiring trainees and reinforcing the value of their training.
+* __Fulfilling a mission:__ Present instances where GIS has been instrumental in fulfilling a mission.
+* __Planning process:__ Empower trainees by involving them in the curriculum planning process, allowing them to identify the types of maps and products most relevant to their work.
 
 
 ## Hands-on exercises
@@ -93,14 +95,32 @@ Once everybody has managed to produce the desired results, you can move on.
 ### During the exercise: Group work
 In case you doing group work there are some other things to look out for. Sort all trainees into groups after you have done the introduction to the exercise. During the introduction of group work, it is important to explain if and how the groups should present their results.
 Once this is done, give them some time to organise themselves and go over the instructions. After some time you should make a round through the groups to see if there are any questions or misunderstandings. After the initial round trough, the groups do more visits as necessary. 
-Check if the groups need more time and adjust the times accordingly.
+Check if the groups need more time and adjust the times accordingly
 
 Once the group work is over gather the trainees. Check if there are any problems or questions. Once this is done, let the groups present their results. 
 
 ### End of an exercise 
 After an exercise, you should take some time to ask the participants if they found the exercise relevant and if they are happy with to complexity level. Reflect with the trainees again on the possible use case of the things they just learned. Encourage discussion among the trainees and plan some time for the participants to exchange their experiences.
 
-## Common mistakes and problems
+## Practise problem-solving: What if you are stuck?
+
+Working with GIS will always entail that there is one point where you do not know how to proceed. Picture yourself wanting to achieve a specific task e.g. displaying only certain parts of the attribute table on your print map.
+
+In the vast realm of QGIS, mastering every function is impractical. Instead, problem-solving becomes paramount.
+The ability to navigate challenges, and knowing where and how to seek solutions, is fundamental in GIS. Any comprehensive GIS training should prioritize the development of this critical skill. Here, we explore strategies to empower you in problem-solving within QGIS.
+
+* __Utilizing IFRF GIS Training Plattform Wiki:__ Encourage trainees to take advantage of QGIS training resources on this platform!
+* __Effective Use of Search Engines like Google:__ Teach trainees how to formulate precise search queries using relevant keywords related to their specific problem. Emphasize the importance of including relevant GIS software names, error messages, and specific task descriptions to yield accurate search results.
+* __Effective Use of QGIS Documentation:__ Trainees should learn how to effectively navigate [QGIS documentation](https://docs.qgis.org/3.34/en/docs/user_manual/), including user manuals, tutorials, and FAQs. Teach them how to use keywords related to their specific problem to find relevant information and step-by-step guides within the QGIS documentation.
+* __Engaging with QGIS User Community:__ Introduce trainees to [online forums, Telegramm groups and communities](https://www.qgis.org/en/site/forusers/support.html) dedicated to QGIS users, such as the QGIS Community Forum and [QGIS subreddit](https://www.reddit.com/r/QGIS/). Encourage active participation in discussions, where they can seek advice from experienced users, share their experiences, and collaborate on problem-solving.
+* __Exploring QGIS Tutorial Videos:__ Recommend trainees to explore tutorial videos specifically focused on QGIS available on platforms like YouTube. These videos often provide visual demonstrations of QGIS functionalities and troubleshooting techniques for common issues.
+* __Leveraging QGIS Chatbots and AI Assistants:__ Introduce trainees to AI-powered assistants like ChatGPT, specifically trained to provide instant responses to QGIS-related queries and offer guidance on troubleshooting specific issues. Teach them how to interact effectively with these assistants to obtain relevant information and solutions tailored to QGIS.
+* __Engaging with QGIS User Groups:__ Encourage trainees to [join local or online QGIS user groups](https://www.qgis.org/en/site/forusers/usergroups.html#qgis-usergroups) and Surge Information Management Support (SIMS) Geo group on Slack. In these communities they can connect with other QGIS users, mentors, and experts. Participation in user groups provides opportunities for networking, knowledge exchange, and mentorship in QGIS.
+
+
+
+
+## Common mistakes, problems and hurdles
 
 People new to GIS often fall over the same stumbling blocks. Each GIS application has its typical challenges and mistakes. In the process of teaching GIS, it's crucial to anticipate these common pitfalls to swiftly address trainees' hurdles. 
 Typical problems can be mishandling shapefiles. Not seeing data on the map canvas because the order of layers is wrong or using the wrong tool becaus of similar names e. g. `Join by location` and `Join by location (summary)`. 
@@ -109,12 +129,23 @@ As a seasoned GIS user, you might avoid these mistakes automatically and don’t
 
 To deal with such issues you can follow the tips below:
 
-* Point trainees to a curated [list of common problems and solutions](/content/Wiki/en_qgis_common_errors_and_Issues.md) available on the training platform, serving as a valuable reference resource.
-* Encourage trainees to leverage online resources like Google and utilize ChatGPT for additional problem-solving assistance, fostering self-reliance and resourcefulness.
-* When conducting exercises, proactively flag potential issues and provide step-by-step guidance to preemptively address trainees' concerns.
-* Foster a collaborative learning environment where trainees can share their experiences and solutions to common problems, promoting peer-to-peer support and knowledge sharing.
-* Consider utilizing breakout rooms for one-on-one troubleshooting sessions, allowing trainers to address individual challenges without disrupting the larger group.
-* Emphasize the importance of adhering to best practices in data management to mitigate common problems, highlighting the impact of proper data handling on GIS workflows' efficiency and accuracy.
+* __Wiki:__ Point trainees to a curated [list of common problems and solutions](/content/Wiki/en_qgis_common_errors_and_Issues.md) available on the training platform, serving as a valuable reference resource.
+* __Google and ChatGPT:__ Encourage trainees to leverage online resources like Google and utilize ChatGPT for additional problem-solving assistance, fostering self-reliance and resourcefulness.
+* ___Be proactive:__ When conducting exercises, proactively flag potential issues and provide step-by-step guidance to preemptively address trainees' concerns.
+* __Collaborative learning:__ Foster a collaborative learning environment where trainees can share their experiences and solutions to common problems, promoting peer-to-peer support and knowledge sharing.
+* __Breakout rooms:__ Consider utilizing breakout rooms for one-on-one troubleshooting sessions, allowing trainers to address individual challenges without disrupting the larger group.
+* __Best practices:__ Emphasize the importance of adhering to best practices in data management to mitigate common problems, highlighting the impact of proper data handling on GIS workflows' efficiency and accuracy.
 
 By proactively addressing common mistakes and challenges in GIS training, we empower trainees to navigate the complexities of GIS effectively. Through collaborative problem-solving and adherence to best practices, we ensure a more fruitful and rewarding learning experience for all participants.
 
+## Discussion and Groupwork
+
+Discussion and groupwork play vital roles in GIS training, fostering collaboration, critical thinking, and knowledge exchange among participants. By engaging in discussions and collaborative activities, participants can deepen their understanding of GIS concepts and methodologies while also gaining valuable insights from their peers. Here are key reasons why discussion and groupwork are essential in GIS training:
+
+* __Exchange of Ideas and Perspectives:__ Group discussions provide opportunities for participants to share their experiences, insights, and perspectives on various GIS topics. This exchange of ideas enriches the learning environment and exposes participants to different approaches and problem-solving strategies.
+* __Critical Reflection:__ Group activities encourage participants to critically evaluate GIS methods, data sources, and analytical techniques. Through guided discussions and peer feedback, participants can assess the strengths and limitations of different approaches, enhancing their ability to make informed decisions in real-world GIS projects.
+* __Learning from Peers:__ Collaborative exercises and group projects enable participants to learn from each other's strengths and expertise. By working together to solve challenges and address complex problems, participants can leverage diverse skill sets and knowledge backgrounds to achieve shared learning goals.
+* __Enhanced Engagement and Participation:__ Groupwork promotes active learning and engagement, as participants collaborate on hands-on exercises, case studies, and project-based tasks. This interactive learning approach fosters a sense of ownership and accountability, motivating participants to actively contribute to the learning process.
+* __Skill Development:__ Through group activities, participants have opportunities to develop essential skills such as communication, teamwork, and problem-solving. These transferable skills are valuable not only in GIS but also in various professional contexts, enhancing participants' overall professional development.
+
+Incorporating discussions and groupwork into GIS training sessions can create dynamic learning environments where participants can collaborate, learn from each other, and apply GIS concepts and skills in practical contexts.

content/Trainers_corner/en_how_to_training.md

@@ -1,4 +1,4 @@
-# How to do trainings?
+# How to plan a whole GIS Training
 
 
 If you are running a QGIS training course for the first time, there are several practical considerations that you need to keep in mind. In this article, we would like to share our practical experience from many trainings to provide a guide for training sessions. It complements the training material that you can find on the QGIS training platform, with practical advice on how to plan a training session.