Minnesota  State Archives

Metadata and XML Workshops: Pre-Course Component

PLEASE NOTE

Please note that all references and content information can only be considered current as of May 2003. It is your responsibility to verify the materials and update them as necessary.

Introduction

The pre-course component sets the stage for the workshop. Through the invitation and the pre-course readings, instructors can set expectations for the session while giving participants a foundation to work from so that they feel more comfortable with the material in advance.

Preparation | Invitations | Registrant Follow-up | Resource Lists

 

Preparation
The first step in the process is to decide whom to invite. Do you want to target people who all have the same background (e.g., information technology specialists, librarians, records managers) or do you prefer to have a mixed group that will include representatives from all of your partner groups? What is your practical limit in terms of space and your comfort level? The workshops are designed to encourage participation and discussion; they work more effectively as seminars than lectures, so we recommend limiting the number of participants to no more than twenty.

 

Invitations
Next, send out invitations to your chosen group. You may want to invite more people than you actually want to come, given that probably not everyone will want to or be able to attend. Set a date for RSVPs. If you get more positive responses than you can handle, start a waiting list in case earlier registrants drop out. An overwhelming response may indicate that you should add another session. We suggest sending out invitations a month and a half before the workshop; set an RSVP deadline of two weeks after the mailing to facilitate your planning and to allow time to contact registrants.

Invitations should include at least the following information:

  • The name of and contact information for the person(s) and organization(s) extending the invitation.
  • What they will learn during the workshop.
  • The date, time, and place of the session.
  • Fees, if any.
  • How to RSVP and the deadline for registration.

Sample invitations are available for both the metadata and XML workshops.

Metadata Workshop Invitation    Microsoft Word 2000 | PDF | RTF

XML Workshop Invitation    Microsoft Word 2000 | PDF | RTF

 

Registrant Follow-up
Immediately after the registration deadline has passed or as people RSVP, send a second e-mail to your registrants. This e-mail should offer information to help them prepare for the workshop. Consider including these items:

  • The date, time, and location of the workshop, with directions and a pointer to further information.

  • An annotated list of recommended readings (ideally material readily available online) to help familiarize them with basic foundational concepts. Put these in order of priority, with a clear, concise, and short selection at the top because time constraints often prevent participants from reading everything.

  • Pointers to additional information for those that have the interest and the time.

You may also want to attach a self-evaluation form to gather some information about the participants and their levels of expertise ahead of time. This information can help you tailor the course to meet your participants' needs. As well, participants can draw on their answers when they introduce themselves at the workshop. If you do send out self-evaluation forms, ask for their return at least a week in advance of the workshop.

Sample follow-up e-mails and self-evaluation forms are available for both the metadata and XML workshops.

Metadata Workshop Pre-Course E-mail    Microsoft Word 2000 | PDF | RTF

Metadata Workshop Self-Evaluation    Microsoft Word 2000 | PDF | RTF

XML Workshop Pre-Course E-mail    Microsoft Word 2000 | PDF | RTF

XML Workshop Self-Evaluation    Microsoft Word 2000 | PDF | RTF

 

Resource Lists
The following resource lists offer pointers to topic-related materials. These will help you familiarize yourself with the topics beforehand, as well as serving as the basis for a pre-course reading list for your participants. You may also wish to draw from the bibliographies included in the participant course books.

Please note that all references and content information can only be considered current as of May 2003. It is your responsibility to verify the materials and update them as necessary.


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