Facilitator Training Program

Sundus Saad
CUR/532
June 22,2015
Melinda Medina

Part I Vital Information in the Facilitator Training

Introduction
The training program is for distance learning facilitator trainees without
previous experience in distance education
It provide the participants key elements for developing distance learning
facilitator skills.
The training manual will be handed out to trainees and used by trainers in a
3-day, synchronous learning environment. It consists of four parts:
- Vital information in the facilitator training
- Facilitator skills and instructional materials
- Management and technology tools
- Issues and classroom management

Training Program Audience

Facilitators who are currently involved in face to face learning process
Willing to learn and improve their skills with two years of classroom
training experiences.
Having above the average participant course evaluation scores.
Training supervisor approval.
Having recommendations from recent supervisors
The participant should have solid knowledge of computers systems,
technology, and social networking.

Training Program Goals

To be proficient in facilitating a distance learning environment,
facilitators must not only have the necessary technical skills to
teach online, but also they have to get better understanding for
online communication and requirements techniques.
Participants of the Distance Learning Skill Training Program
will achieve the following goals and objectives:

Goals

Learning clear methods for online course

preparation.

Be proficient in using the Microsoft Lync meeting

environment.

Objectives
Complete Online Course Preparation Web
Based Training.
Write 500-750 word to make a comparison
between two topics dealing with effective
online course preparation methods.
Submit a presentation on a given
preparation topic and graded by a course
rubric.

Complete the Introduction to Microsoft

Lync WBT.
Use Activity Worksheet to identify key Lync
functionality.
Create scenarios to learn effectively about
common Lync technical issues

Research 5 online learning tools

to make comparisons.
Create a classroom activities using online
learning tools

Identify different tools to help with distance

learning.

Practice more activities to have effective online

communication skills

Watch the Effective Online Communication

video
Well understand the differences between
classroom and online communication
activity.
Implement enough online communication
skills during the training.

How will measure the success of the trainees and

program?
Evaluate the participants: It includes complete the
course training and evaluate the participants by using
primary metric. Evaluation will show learner satisfaction
through number scores, and get feedback.
Peer Evaluation: Current online trainers, will evaluate
online training that occurs for three moths after the course
completion date. The Peer Evaluation Rubric will be the
assessment tool.
Post Training Written Assessment: Learners will
complete a written assessment approximately three months
after the course completion date. The written assessment
will include multiple choice and short answer questions.

Part II Facilitator Skills and Instructional Materials

Training materials

Facilitator/Instructor Rubric and lesson plan handout

Computer Accessibility
Laptop
I pad
Smart phones
Computer disc, flash drive to download training materials

What skills are needed to create effective distance

learning?
Easy and effective communication
Understanding of the subject
Computer Skills

What strategies might you use to present these skills to

facilitators?
Understand and respond to questions when needed
Setting good examples to follow
Mentoring and demonstrating when needed

Phases of development for distance learning facilitators

According to Palloff and Pratt, there are five possible phases to online learning
including visitor, novice, apprentice, insider, and master (2011).
Visitor: Is a facilitator who has no experience in distance learning situations, but may
attend courses on occasions. As Palloff and Pratt stated, this instructor has little to no
knowledge of distance learning technologies.
Novice: Is a facilitator who attends online learning courses, or possibly incorporates
minimal technology into classroom learning. This instructor sees distance learning
theories put into practice, but does not have substantial experience with
incorporation.

Continued:
Apprentice: Is an online facilitator, but they lack of experiences in distance learning. This facilitator
knows the basics online learning technologies, and incorporates certain aspects of distance learning
theory into teaching.
Insider: A facilitator who is familiar with distance learning theory, and regularly facilitates in online
learning environments. They have enough experiences using online technology and proactively seek
out new technology to integrate into learning situations.
Master: A facilitator who has a mastery of many online learning theories and technologies. This
facilitator is considered as a resource for other facilitators with regards to incorporating distance
learning theories into the online classroom. And a resource for those looking to improve knowledge of
online learning technologies.

Theories of Distance Learners and examples

Transactional Distance Learning: Michael Moores theory recognizes that distance education is a pedagogical concept that centers on
dialogue, program structure, and learner autonomy (Haythornthwaite &Andrews, 2011).
Example: The dialogue in an online learning environment varies greatly depending on a number of factors including class size, skill
level of participants, cultural differences, age, and more.
Multimodality: This theory focuses on the different levels of communication from a computer interface perspective primarily. A
computer itself is one avenue of communication, and there are various aspects to communicating online. Several different
communication modes (Audio, Visual, Textual) will work together to create a learning experience in which learner transformation
occurs through the reshaping of meaning by using available resources (Haythornthwaite &Andrews, 2011).
Example: Online instructors focus on multiple modes of communication throughout online courses. In Online distance learning, the
learners discuss their learning through posts, group discussion, group projects. So, the instructor should vary the mode of
communication to include video, article, audio ..etc.

Continued:
o Communal Constructivism: The communal constructivism
helps, The individual contributes to and benefits from a
community which provides a living repository of learning
(Haythornthwaite &Andrews, 2011, p. 48). The knowledge
is made by the learners within the classroom, and comes
from life experiences.
Example: With adult online learning situations, a
community will construct the knowledge to be used, and
will force instances of discussion to help create new
knowledge.

Theories for engaging distance learners and examples

Knowles states there are several adult learning principles, two of which are (1980):
1. Adults are goal oriented: Since goals are oriented, the online facilitators should design courses
according to the main ideas of it. Any classroom activities should contain obvious and realistic
goals whether the activity is an individual assignment, or group work.
Example: A group has assignment with specific criteria that relate to work situations will allow adult
learners to relate the goal to their lives experiences.
2. Adult learners need respect: All adult learners need respect when participating in a learning
environment. There are various ways the instructors can express respectfulness to his/her learners
like praise or encourage the learners to do the best.
Example: Showing respect to learners in group discussion, receiving praise, and also being used as a
resource by other classmates. In this way, classmates and the instructor both contribute to respecting
the entire online learning classroom.

Part III Management and Technology Tools

Mentoring Program for Faculty
A mentoring program for faculty is necessary for many reasons. Palloff
and Pratt discuss reasons for the importance of mentoring approaches
including the following three (2011):
1- Providing visions for technology use
2- Establishing open dialogue and collaborative relationships
3- Providing mutual benefits for mentors and mentees

Identification criteria (Mentors)

In addition to the Master level requirements, all mentors
will meet the following criteria:
3 years of online teaching experience
30 classes in a teaching role complete
Must currently be participating in a distance education
teaching role

Management and evaluation programs for facilitators

How might the faculty learning community approach affect management?
As Palloff and Pratt state, More recent mentoring practice favors
mentoring that is nonhierarchical, infused into the organizational culture,
and flexible over time (2011, p.75). Although this mentoring program
starts in the classroom with one on one mentoring, mentees will receive
encouragement to develop their own mentor program by contacting other
mentors. Mentors should always available to provide advices , support and
clarifications.

What strategies will help manage adjunct faculty from a distance?

Lack of structure will be a challenge in a distance-mentoring situation.

As Palloff and Pratt note, to have a good mentoring program, regular
evaluation needs to occur (2011). Therefore, mentees may meet with other
mentors, and even participate in group mentoring situations, but still there
will always be a specific set of criteria for mentoring success to go by.

How will the evaluation and management strategies align with the
identification of effective faculty skills and behaviors in Part I?
When mentors and mentees meet in class, that is mean they will create a
preliminary list of goals for mentoring. This will be the baseline for
success in the mentoring program.

Learning platform (LMS/CMS)

As Palloff and Pratt said, being part of a distance mentoring program requires
frequent, clear communication to avoid a sense of loneliness (2011). The nature
of an LMS is to assist with various aspects of the learning process. Depending
on the LMS chosen, there is a wide variety of functionality that is available
including:
Course material delivery
Online classroom attendance
Deliver and house course feedback from participants
Store feedback from observations
Synchronous and asynchronous communication options

Identify processes facilitators will use to do the following:

The SharePoint LMS will assist with many of the categories, as the follwing:
Presenting Information: SharePoint LMS provides multiple presentation options including both synchronous and asynchronous options.
It includes videos, PDFs, real time virtual meeting rooms, PowerPoint.
Conduct Class Discussions: Real time virtual meeting rooms allow for individual and group chat. Along with this, SharePoint LMS
allows for audio communication similar to conference calls.
Conduct Private Discussions: Both real time private messaging, as well as email, are available for use. In addition, private meeting
rooms are available for one on one presentation.
Receive Assignments: SharePoint LMS has document delivery available, and document sharing between individuals is possible. Along
with this, different assignment types such as reading, video, group work, quizzes, and more are available to online facilitators.
Provide Assignment Feedback: Grading is available real time, in the instance of online quizzes and tests. Multiple quiz and test options
are available including multiple choice, and short answer. Also, other assignment types are available for submission to online facilitators.

Technology and Media Tools

a.

Video: It can share huge sum of information into a short period of time. It is easy making at
any time and place. It includes audio and visual.

b. Visuals and infographics: Infographics are visual tools, usually with text, images, symbols, and
more. It is good to convey complex idea in a simple manner. It can be assignment for learners.
c. Games and simulations: Simulations allow users to complete a process, such as processing a
transaction in a system, without the need for the real system. Audio and visual support the
simulations.

Part IV Issues and Classroom Management

student collaboration Technology

Skype:
Webinar
Blogs

Distance Learner Descriptions

Cultural: Haythornthwaite and Andrews (2011) said that there, Are
many opportunities for differences in national and/or cultural
expectations about traditional learning to be carried over into e-learning.
In an online environment, it is necessary to argue, or at least discuss,
validation of learning through writing posts. This style of arguing is,
according to Haythornthwaite and Andrews, a new culture of learning
because participants have to make statements. Many traditional classroom
settings allow for students to passively learn without participation by
listening to an instructor speak.

Continued
Experience: Experiences are vary from person to another. Such
differences may create divide in the online learning environment.
Sometimes we can find a learner with high quality of computer skills
while others not.
Prior learning experiences: nontraditional learners: The learners with
prior experience in nontraditional learning settings will feel more
comfortable in distance learning settings.

The differences between Synchronous and Asynchronous

Synchronous

Asynchronous

1- Synchronous learning occurs in real

time.

1-Asynchronous learning does not occur in real

time.

2- Information conveyance happens right

away and has advantages for certain
learning situations.

3- It works well in many large group

settings where asynchronous
communication would cause issues.

2- Information conveyance still happens, but

sending and receiving happen at different
times.
3- It works well for many adult learners due to
the schedule flexibility.
Examples: Email and discussion posts

Examples: Instant messaging, conference

calls, and face-to-face communication.

Technology Management Issues and Resolutions

Time zone differences
Internet problems
Computer access or accessibility
Resolutions:
As a distance learning facilitator, it is important to have alternative links,
internet connections and use it as a back up plan when it needed.

Classroom management issues and resolutions

Focus on whether or not the student liked the instructor,
but whether the course provided an opportunity for
learning through the quality of the learning experience
designed, the quality of learnerinstructor interaction, and
whether the course supported the achievement of learning
objectives (Palloff & Pratt, 2011, p. 92).
According to Pallaff, it is better to ask essential questions
about the materials and the course and do not focus on
whether the learners like or dislike the instructors.

Learner Feedback
Email/Audio/Chat
Feedback sessions
Questions and Answers

Challenging Behaviors
Inappropriate Posts - promote positive atmosphere
Lack of motivation of students participations Engagement push and
encourage for the best possible work from each student
Cyber-bullying zero tolerance

References
Haythornthwaite, C., & Andrews, R. (2011). E-Learning
theory and
practice. Thousand Oaks, CA: Sage
Publications Inc.
Knowles, M. (1980). The modern practice of adult
education. New York, NY: Cambridge, The Adult Education
Company.
Palloff, R. M., & Pratt, K. (2011). The excellent online
instructor: Strategies for professional development. San
Francisco, CA: John Wiley & Sons Inc.