Facilitator Training Program
Luanne [Link]
CUR 532
Mrs. Medina
August 22, 2016
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Part I
Vital Information in the Facilitator Training
This Synchronous 3-Day Training Model will focus on developing the necessary skills
for facilitators to understand distance education. In this training session the participants will be
able to develop computer-mediated materials relying on the use of platforms like Microsoft
PowerPoint and other software, in order to implement and to enhance classroom interaction.
During the next 3 days, we will cover extensive material to provide the participants with a
foundation in distance education.
Training program audience
This professional development-training course is designed for new and experience
facilitators that do not have previous experience with distance education. This training session
will provide the participants with strategies on how to design efficient online activities that take
and integrate authentic materials into instruction.
The participants of the training session will have to have the skills, on technology in which
they are familiar with computer environment. They need to have the skills of using word
processor, web browser and media players. The participants will be required to participate in
class in order to demonstrate their understanding of the concepts. The assumed instructional
experience of the participant is face-to-face interaction, traditional classroom environment,
between 3-6 years of experience and always-taught adults. In regards of their assumed
knowledge they have a vast knowledge on adult theories, basic engaging techniques, content
knowledge and discipline.
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Training program goals
For instructors, is not enough to know how technology works went it comes to the
educational environment. According to Olcott (1995), technology itself does not ensure highquality teachingonly the creative talents of the instructor can. Instructors who combine the
skills of a traditional classroom instruction with technical online setting can successfully engage
students and foment curiosity.
An effective distance facilitator needs to be courteous, patient and flexible. Overall, their
role is dual because not only they will instruct they are mentor and a facilitator of knowledge. In
addition the facilitator needs to have content knowledge, we need to understand that the
students need to know that the individual in charge of their learning knows the material and is
able of answering the questions accordingly. And last but not least in order to be a successful
distance facilitator you have to have to be confident, experienced with the technological aspect,
, and maintains constant interactivity with the students.
This training session will help the participant gain the following:
A complete understanding of what distance education is, and how education has evolved
with technology.
The ability to share their knowledge on the use of technology.
Complete understanding of creating techniques relevant to the activities
Use facilitation skills fluently to be implemented in a variety of settings.
A framework for evaluating pertinent learning material and web based sources.
Training program objectives
By the end of each day of the training session the participants will be able to:
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Day 1:
The participants are going to be able to implement and successfully identify main characteristics
of efficient distance facilitators.
Participants are going to be able to communicate effectively in class and team discussions.
Participants will be able to identify potential conflict and find solutions to these conflicts.
Day 2:
Participants are going to be able to use new acquire information to complete assignments.
Participants are able to write a reflection on what constitutes an effective distance facilitator.
Day 3:
Participants are going to be assigned to different work groups in order to solve scenarios of
different online situations. Participants are encouraged to use the information they learned in the
program in order to reach a solution to the scenarios. (See Appendix A)
Summative assessment of trainee learning
Measure the success of the trainees: An evaluation will be conducted using Kirkpatrick's
four levels. According to Training Industry (1994), the four levels are:
Level One Reaction the trainees will be asked questions and feedback to determine
whether they felt engaged and if training was relevant.
Level Two Learning; evaluate what the participant has learned in order to determine if
objectives have been met. Conducting a pre and post evaluation can do this.
Level Three - Behavior looks for a change in behavior and determine if the acquired
skills and knowledge are being applied to the job. Conducting a pre and post evaluation can do
this.
Level Four- Results, determine the tangible results of training. Evaluate the
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effectiveness, quality, productivity and turnover. This will help determine if the training was
effective.
Measure the success of your program:
The participants evaluate the participants understanding of concepts and practices. In
addition the participants will demonstrate their understanding on the topics by developing
lessons, writing a reflection, as well the participation in training discussions. (See Appendix B)
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Part II
Facilitator Skills and Instructional Materials
Training materials
Identify the skills needed for effective distance learning facilitators.
As part of training session and training material the trainee will discuss the skills needed
for effective distance learning facilitators. A facilitators major responsibility is to make the
learning process for the student easier via adequate planning. A facilitator role is to guide and to
help the students to move through this process. The facilitator will guide the students towards a
process of learning by helping them realize their strengths and weaknesses, in addition to share
their experiences and learning from the experiences of others. An effective distance learning
facilitator should have the following skills:
Communication Skills
A good facilitator will encourage open communication. He will make sure that each
student participates in class discussions. They have to be able to demonstrate the appropriate
use of both synchronous and asynchronous communications with students, and foster group
discussions.
Presence
It is imperative that online facilitators are present and engage with the students. They
need to participate in discussions, review assignments and respond to student inquiries on a
consistent basis. They need to attend their online class on a daily basis, and respond to questions
in a timely manner.
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Feedback
Facilitator should monitor the student learning, and provide students with pertinent
feedback on their performance. They should review submitted work in a timely manner.
What strategies might you use to present these skills to facilitators?
The strategies that the program will implement to present these skills to the participants
are: Group activities, discussion boards and role-play. Participants will get to select their work
group. They will be provided different skills to discuss the most effective techniques. In
addition, role-plays will be provided as a visual tool to share on these skills. Participants will be
required to discuss their findings on a discussion board to practice online presence and
discussion.
Describe the phases of development for distance learning facilitators.
According to (Palloff & Pratt, 2011) the phases of development for distance learning
facilitators are visitor, novice, apprentice, insider, and master. Visitors are described as an
individual completely new to technology integration in their traditional classroom, but they may
have posted some assignments or even the syllabus online. The Novice Instructor have never
taught or taken an online course before, but they rely on the use of technology to supplement
their traditional classroom environment. An apprentice has taught online maybe one or two
times or has facilitated multiple courses developing an understanding of the skills required to
teach online. The insider has facilitated more than two semesters in an online environment, is
not intimidated in online environments, and is proficient using course management technology.
Master level faculty has taught online for multiple terms, design online curriculum, are masters
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of technology, and are comfortable teaching in a online setting.
Transition between the stages may occur at different times and at a different pace for
each instructor/facilitator. It is imperative to pay attention to the requirements of the next level
in order to guide the instructors to the next phase of the development.
Identify the theories of distance learning.
E learning Theory
This theory is based on the Multimedia principle in which is a combination of visuals;
text and audio are used to improve learning.
An example of this theory is when visuals are used in combination with audio versus
only a text. For the adult learners, is imperative that they are able to control the speed of their
learning because it helps them understand the information more effectively.
Constructivism
In this theory the learners reflects on their experiences. The learners developed their own
understanding. Learning is a process of adjusting their understanding to the new experiences.
An example of this theory principle is applied in instructional design curriculum when
using the hypertext and hypermedia, where the learner can gain access to a wider area of
learning, by controlling those elements.
Transactional Distance
This theory focuses on the separation in time and space between the learner and the
instructor. Moore (1997) focuses on dialogue, program structure, and autonomy.
Example of this theory is the level of interaction between the learner and the facilitator
decrease; the independence of the learner must increase. Leaving the learner responsible for
conducting research to learn more on the topic.
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Online collaborative learning
This theory relies on the use of technology to improve communication between
facilitator and learners.
An example of this theory will be to create four to five case studies of similar difficulty
and have the participants work in groups to analyze their case study. Each group will share their
analysis.
Connectivism
This particular theory that helps understand the learning process. Learning begins when
learners work together in a learning community, and knowledge is shared.
An example of this theory is formation of learning communities that globalizes this
process, as people from all over the world can become involved.
Describe the theories for engaging distance learners.
Theory of Independent Learning and Teaching
This theory addresses ways in which the learner is autonomous and separated from the
facilitator by space and time allowing the communication to be via electronic means.
Student Owned Learning Engagement
With this particular theory the learning process is simple to the students, because they
are encourage of sharing information of their learning process with each other. This model of
engagement for the instructor and the learner is challenging. The SOLE model describes the
following nine elements of the model:
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1. Feedback
Feedback can be self-generated, peer-generated, or instructor focused. Thought the
duration of the online class facilitator needs to encourage feedback and self-reflection.
2. Assessment
SOLE relies on Formative assessment to determine learning outcomes and summative
assessment is used to validate learning (Atkinson, 2010).
3. Reflection
Identifies reflection as a necessary process through the course life.
4. Personal Context
Distance learners have a source of activity that can develop their learning process.
5. Social Context
Focuses on the learners space within the learning community .The social context are
also considered when designing student learning (Atkinson, 2010).
6. Peer Moderation
Student engagement with peers on the same learning cycle.
7. Tutor Facilitation
Tutor facilitation is the asynchronous time spent with the instructor (Atkinson, 2010).
8. Tutor Contact Time
Unlike tutor facilitation, tutor contact time is the synchronous learning time the student
spends with the instructor (Atkinson, 2011).
9. Learning Materials
The final step in SOLE model is instructional materials. The instruction materials include all
resources, links, or text used to support the necessary learning outcomes (Atkinson, 2010).
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Part III
Management and Technology Tools
Mentoring program for faculty
The objectives and goals of the mentoring program are the following:
Give an opportunity to participants to learn and practice professional
networking skills.
Equip the participants with the understanding on how to make ethical
decisions.
Share their knowledge and experience with new faculty.
Help new coworkers to adjust quickly to the online environment and address
their unique needs, and concerns.
Identification criteria
The performance status of the mentor: the current candidate should have at least two
years of continual online teaching this include part-time or full-time experience in addition of
receiving a minimum of a meet on their last performance review. They must have taught a
minimum of five online courses successfully.
Its very important that the candidate has at least one letter of recommendation from
their superior. This letter should include information like for example: years of instructional
experience, how many classes they have taught, in addition to a brief description of why they
feel this educator will be an effective online facilitator.
Management and evaluation programs for facilitators
The learning process from the educators will be extremely helpful for management.
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Using faculty connections to learn the specific needs of their group of mentors and mentees is
imperative in the process.
I would say we could face more than one challenge when managing adjunct faculty in a
distance environment. One of those challenges is learning the effectiveness of the facilitator
without being physically present in the classroom. One efficient strategy is to observe the
facilitator relying on the available technology and resources by conducting remote observations
in the classroom in addition to conduct random auditing on the classroom forums in order to
view the response time to posts and inquiries.
Another continuous challenge is assessing the progress of the learners. Unlike the
traditional classroom observation that with class participation you are able to assess how
engaged the learners are, in a online platform we have to rely on the online forum and evaluate
the participants responses. Its extremely imperative the frequent communication with the
facilitators because it allows support.
Now, we need to implement the use of surveys as the most effective resource to evaluate
the facilitators for this training program. An end of the training surveys will help identify the
strengths and weaknesses of the facilitator. As an important factor of the management strategy
will be to develop SMART goals that will address the skills outlined in Part I of the facilitatortraining program.
Learning platform (LMS/CMS) used by the distance-learning faculty for facilitating their
classes
For this facilitator training program will be implemented a Learning Management
System that will allow the participants to have a platform to communicate and access resources.
The LMS platform provides the storage of all types of eLearning courses, as well as tracking
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who has completed them, when, and what kind of score they received on assessments.
Furthermore, an LMS allows administrators or trainers to prepare reports, make assignments,
and send reminders all in one central location.
In order to present the information to the mentees, the trainers will rely in the use an
online classroom forum. They will post four classroom discussions per week to the participants.
The participants will have the benefit to access the forum when is more convenient for them as
long as they follow the corresponding due dates establish by their facilitators.
Furthermore, classroom and private discussions as well as receiving assignments,
providing feedback, and grades will take place on the Online Learning System taking place only
for two weeks.
Include at least three different technology or media tools that engage and enhance student
learning
For this particular training program the participants will use the resources to enhance
their learning process and acquisition.
Audio. Audioboo is one great option that allows trainers to record up to five minutes
then edit and share the results. The facilitator will be required to complete two voiceover audios
to help support their learning content and engage the learners by providing a different way other
than just reading a text.
Video. Slide share and pertinent YouTube videos will help support the learning content
(at least two embedded links are required). With Slide Share, the participant can you can upload
your presentations, and videos and share them with their peers. These videos will engage the
learner by providing a different method of communication.
Visuals and info graphics. Power Point, Prezi and Piktochart will be helpful in
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supporting the facilitators content. These graphics will provide an engaging atmosphere by
providing different options to the presentation.
Games and Simulations. Platform like Simschool in which educators can create and
practice teaching any type of student with different learning profile. This is an excellent tool to
engage participants and prove instructional understanding.
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Part IV
Issues and Classroom Management
Three different technology tools for student collaboration, such as the following:
1 Google Drive: platform that will allow the student share and edit any documents that have a
Google account.
2 Skype- The Skype "platform provides for group meetings tools that can be particularly
effective for remote participants to come together" Students are able to see and hear each
other and can take part in a conversation (Walsh, 2015).
3 Wikis- Students can participate in discussions, share information and participate in
collaborative writing (Walsh, 2015).
Description of the different distance learners
1 Cultural- when the student comes from different backgrounds in addition to having different
set of skills, experiences, education, class status, gender, age, views/opinions, religion and
ethnicity.
2 Experiential- With the age factor some learners will have more knowledge and experienced
more than the younger learners.
3 Nontraditional learners- students that havent have an educational experience at least in the
past 5 years. They may have prior learning experiences but with the constant changes and
technology need to get updated with the trends.
Description of the differences between synchronous and asynchronous facilitation skills
1 Synchronous facilitation is similar to the traditional classroom where it is instructor led, and
requires for students to be present at designated times. Instruction happens at the same time
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(Palloff & Pratt, 2011).
2 Asynchronous facilitation is self-paced learning. Students are not required to check-in at the
same time and learners get to learn at their pace with little to no help from the facilitator
(Palloff & Pratt, 2011).
Three technology management issues and resolutions
Issues:
1 Links to the required readings that are not functional
2 Difficulty understanding the learning management system
3 Not having access to the learning management system due to routine maintenance
Resolutions:
1 Keep contact technical support
2 Ask classmates and fellow students how well they understand the learning management
system. If there is a lack of understand we need to redirect them to the tutorial section.
3 Provide different means of contact.
Three classroom management issues and resolutions
Issues:
1 Access
2 Feedback
3 Behavior
Resolutions:
1 It is imperative to constantly remind the student of the different means of contact available.
2 Constantly provide substantive feedback so the student is aware of where he/she stands.
3 Make sure the students have read and understand the read the institution policies and
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procedures.
Learner feedback
Pertinent feedback should be provided at all times. Students may feel frustrated and with
a lack of motivation if they do not know at the moment what they did wrong and what can they
do to get better. In order to provide the student with substantial feedback we rely on: messages,
comments and audio.
Messages- Via private messages the students can receive feedback. Send group message to
notify them of updates changes and make announcements.
Comments- Comments are important on the discussion board. Add comments on the
assignments to provide feedback.
Audio- If necessary call students to clarify any feedback or confusion.
Challenging Behaviors
1 Cyber-bullying- refer to the institution policy for cyber-bullying and constantly monitor class
discussions for any unusual behavior.
2 Inappropriate posts- Class discussions need to be constantly monitored if any inappropriate
post is discovered the participant should be removed from the discussion.
3 Lack of participation or engagement- Institution policy needs to include participation
requirement like for example the amount of discussion post required for the week.
ADA learners and associated strategies
According to Burgstahler (2015), barriers to access are:
1 Blindness
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2 Other visual impairments
3 Specific learning disabilities
4 Mobility impairments
5 Hearing impairments
6 Speech impairments
7 Seizure disorders
It is extremely important to support learners with disabilities. In order to help individuals
with disabilities: we have to be willing to bend the rules for accommodation, have open and
constant communication, be compassionate, and provide one-on-one instruction. Be aware of
the resources that the university offers and inform the learner (Kelly, 2015).
Classroom Management Issues and Resolutions ADA Learners and Associated
Strategies Section 508 of the Rehabilitation Act of 1973 establish that all federal agencies make
their information accessible to people with disabilities. This Act is not binding to non-federal
agencies. However, all online facilitators to prevent the barriers for their students should follow
Section 508 practices.
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Facilitator Training Program Schedule
Appendix A
Training session agenda handout
Day 1
09:00am-10:00am
Program introduction
10:00am -10:50am
Characteristics of an effective Online Instructor
10:50am-11:00am
Break
11:00am-11:50pm
Role of the Online Facilitator
12:00pm-01:00pm
Lunch
01:00pm-02:00pm
Phases of Development for Distance Learning Facilitators
02:00pm-02:50pm
Theories of Distance Learning
03:00pm-03:50pm
Engaging Online Students theory and practice
Day 2
09:00 am-09:50am
Introduction to LMS
10:00am-10:50am
LMS practice
11:00am-11:50am
Introduction to Faculty Mentoring program
12:00pm-01:00pm
LUNCH
01:00pm-02:00pm
How to Engage Online Learners
02:00pm-02:50pm
How to engage Online Learners practice
03:00pm-03:50pm
How to engage Online Learners practice (cont.)
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Day 3
09:00am-09:50am
Challenging Behaviors
10:00am-10:50am
Challenging Behaviors practice
11:00am-11:50am
Technology and Accessibility Issues
12:00pm-01:00pm
LUNCH
01:00pm-02:00pm
Review/Wrap-Up
02:00pm-02:50pm
Assessment activities
03:00pm-03:50pm
Course evaluation survey
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Training Evaluation Form
Appendix B
Trainer: __________________________________________________
Date_______________________________________
Instructions: Please answer the following questions
Agree
[Link] objectives of the course.
2. Participation was encouraged at all times.
3. The topics covered at the training session were
relevant.
4. The structure of the course was organized.
5. The materials given to the students participants
were helpful.
6. This training experience is relevant to my current
work.
7. The trainer was qualified to conduct training.
8. Objectives were reached at the end of the training
session.
9. The time for the training was enough to cover the
pertinent information.
[Link] facilities were adequate.
Neutral
Disagree
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12. What did you enjoy the most about the training session?
13. What needs improvement?
14. Any other training to suggest incorporating in the near future?
15. Please write any other comments:
Thank you for your feedback!
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References:
Atkinson, S. (2010). SOLE learning design. Educational technologies to enable social change
[Web log post]. Retrieved from [Link]
Burgstahler, S. (2015). Real Connections: Making Distance Learning Accessible to Everyone.
Retrieved from [Link]
Kelly, R. (2015). Teaching Students with Learning Disabilities in the Online Classroom.
Retrieved
from
[Link]
Kirkpatrick, D.L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler
Publishers, Inc.
Olcott, D. & Wright, S.J. (1995). An institutional support framework for increasing faculty
participation in postsecondary distance education. The American Journal of Distance
Education, 9(3): 5-17.
Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. Retrieved from The
University of Phoenix eBook Collection database.
Walsh, K. (2015). 20 Fun Free Tools for Interactive Classroom Collaboration. Retrieved from
[Link]
