Running head: FACILITATOR TRAINING PROGRAM

Facilitator Training Program

E. Rachel Freelon
CUR/532 - FACILITATING ONLINE LEARNING
January 18, 2016
Stephanie Krebs

FACILITATOR TRAINING PROGRAM

Facilitator Training Program

Asynchronous 3-Module Model

Part I Vital Information in the Facilitator Training
I.

Introduction to Online Facilitator Program

A. Online learning has continued to cultivate more learners at a

fast pace (Palloff and Pratt, 2011; and Haythornthwaite and Andrews,
2011). The online learning platforms recent growth has fueled the
demands for online facilitators. Standardized mentoring program designed
for alternative and higher education remains unexamined. This highlights
condition for higher education online facilitator training program, along
with details for the introduction course for the Seven Main Chakra
Meditation program.
II.

Course Description for Seven Main Chakra Meditation- Chakras

Meditation History and Application
To prepare learners on the basis principals of chakra meditations
history, meaning, practices, and health benefits. According to Tantric
tradition, everyone has seven energy centers that serve as connection
center between the body and consciousness, or between material and
the mind. These spinning balls of energy, called chakras in Sanskrit,
receive, integrate and express our vital life energy. When the flow of
energy in one or more of the chakras becomes blocked, we may

FACILITATOR TRAINING PROGRAM

develop physical and mental illnesses. The course will educate

learners how to meditate using Seven Main Chakra centers to guide
them to better mental and physical health and the skills to use for a
lifetime.
III.

Workshop Phases
A. Assumptions about Candidates
B. Identify audience
C. Current skills set, experience and knowledge

IV.
V.
VI.

Courses Goals
Course Objectives
Summative Assessment
A. Facilitator Skills Needed

VII.

Learning Theories
1. Mentoring Program
2. Evaluation Programs
3. Learning Platform

VIII.

Understanding Learner Differences

A. Classroom management

IX.

Synchronous and Asynchronous Learning

A. Technology Issues
B. Classroom Controversy
C. Americans with Disabilities Act

X.

Conclusion-

FACILITATOR TRAINING PROGRAM

A. Throughout the process of online facilitator training

program, applicants are challenged with various
opportunities. Applicants is encouraged to start with a selfanalysis of the current working knowledge and exposed to
technology, theories, learning platforms, and classroom
administration encounters. And lastly, each individual is
matched with a mentor and assessed by a board of qualified
online facilitators. This course designed to prepare
applicants for the encounters that may surface in the online
facilitator training program. Real-world experiences and
applications covered in presentation will equip applicants
with tools that are beneficial to their careers as online
facilitators.

FACILITATOR TRAINING PROGRAM

Vital Information in the Facilitator Training Program

Course Description for Seven Chakra Meditation
This a credit-based community college course in Chakra
Meditation Theory and Holistic Wellness. The course has learners from
diverse cultural backgrounds, ethnicities, social classes, psychological
aptitude and cognition learning the history, terminology and practices of
chakra meditation. The course was develop to meet the needs of learners
in the fundamental principles, biological, psychological, sociocultural, and
cognitive, while providing them with information and skills for lifelong
learning and wellness. The coarse is based on seven body point charka
meditation of holistic health and education in alternative practices of
healing the body through visualization, audio stimuli, vocal sound therapy,
breathing exercises using ancient teachings and techniques. Health care
development or personal motivation is the main focus of the student to
take of the class. The objective of the class to impart the characteristics
and knowledge of meditation, to enhance their understanding in order to
facilitate and its application through physical interactions and movements.
This course does not encourage learners to belief or have any religious
affiliation association. It is designed to assist the learners with relieving
stress through techniques and traditional practices passed down in history

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and studied by scientist for having a positive effect on the health and
wellbeing of the practitioner.
Workshop Phases
Applicants will negotiate the phases of improvement in the full
program but will have only barely begin in this course gaining an
understanding of how to meditate using the seven main chakra method.
This course is intended to for beginner and novice facilitators, those who
have a desire to facilitate online learning but lack involvement or training
(Palloff and Pratt, 2011). Whereas, some will enrolled into the program
with a mastery level of knowledge and this introductory course will
introduce new technology, skills or refresh methods of delivery in the
instruction of information. The phases structure in this course guides
learners from introductory level and announcement them to their advisors.
Phase I encompasses introduction of facilitator and applicants via
online asynchronous platform; identifying characteristics of candidates of
the Online Facilitator Program; outlining goals of the course; and
conveying clear set of course objectives. Plainly defined objectives avoid
misinterpretation and frustration of learners. Course goals assist learners
recognize the desired results for the course. Determining applicant
characteristics help facilitators better see the educational needs.
Phase II involves learners participation with instructions via the
online asynchronous online platform. Learners conduct instructional

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scenarios independently and deliver short experience to fellow applicants

for assessment. In this phase learners will post to the class page and work
in teams to complete assignments. The facilitator observers will assist with
learners activity that have questions and concerns. And will steps in to
encourage involvement through difficult stages of the course as needed.
Learner vocabulary and overall communication skill is also evaluated,
facilitator provides indicators to service them in growth ability as needed.
Phase III introduces applicants to mentors, who monitor movement
of the concluding session. Mentors make up a panel of experienced
facilitators who witness and evaluate the final lesson provided by
applicants. Mentors evaluate independently and offer feedback to principal
facilitator, who uses analysis to decide largely the ability of applicants.
The final session applicants and mentors will discuss expectations and
objectives of the mentorship program within an online chat room.
Assumptions about Candidates
Would-be applicants entering the program from various
backgrounds are bringing a dynamic assortment of experiences for the
admission counselors take into deliberation. In order for a facilitators to
skillfully modify materials to the needs of its audience, they must be
previously identified. Accepting the learning characteristics of the
audience supports the facilitator current modules to a suitable level.
Characteristics desired for online facilitation program are as follows:

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1. Completed a certified course in Chakra Meditation

Benefits and Application at an accredited college or any
University of Phoenix program
2. Candidates for online facilitation positions current or to
new hire for the University of Phoenix
3. Learners with valid teaching credentials and experienced
in training of adult learners within an institutions or
corporate environment.
4. Learners who have completed Bachelors degree in
Education with 5 years experience, or Master of Adult
Education and Training graduate, with or without
previous teaching experience.
5. Learners with extraordinary knowledge or experience
level with University of Phoenix online platform, online
collaboration, online work submission, and social media
skills
Coarse Goals
As mentioned previously the goals are established to provide a broad
overview of outcomes for learners. Goals can provide learners with
motivation to accomplish assignments and to stay engaged in the learning
process. Goals for this course are as follows:
1. Define learner proficiency with technology operation
2. Self-analysis of time management practices and skills
3. Evaluate and conclude written communication skill level
Course Objectives
The objectives for this course remain simple because of time
limitations. This is an introductory course and provides broad and basic

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information that later courses elaborate on in eight week sessions. The

objectives provide clear guidance as to what is learners can expect to
encounter and learn, and the method used to reach these levels. Objectives
for this course are as follows:
1. Provided with a variety of learning platforms, introduce
candidates to technology, encourage interaction through
technology, and increase learner awareness of online
platform technology availability
2. Provide candidates with time management tools, develop
strategies to ensure adequate time availability to perform
online facilitator duties.
3. Through use of research, written assignments, and
mentoring, nurture a rich vocabulary consistent with online
facilitation at appropriate levels, enhance written
communication skills, and cultivate online interaction skills
Summative Assessment
Learners will post his or her bio at the onset of the course which
can be used to gage written communication ability. An interim assessment
is completed by applicants half course to determine the outlook of
learners adeptness and rather if they can convey a short lesson via online
platform that engages corresponding facilitator applicants. A peer
reviewed lesson assesses applicant ability to participate and keep learners
involved. In the final session week it provide applicants an opportunity to

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be observed by a board of qualified facilitators about their skills level.

Combined with the appropriate information and assessments needed to
establish a baseline for proficiency, this process helps applicants gain selfassurance in transfer and technology use, growth in written
communication skills, and offers outlook as to their effectiveness from
learner observation.
Training materials
The techniques within the Seven Main Chakra Meditation Course
crosses all sociocultural ethnics boundaries without the learner becoming
under attacking or have the need to defend personal beliefs concerning the
information presented during the course. This course will contain
information on the seven point chakra meditation with charts, music,
videos, and role playing which will address the needs of students that are
visual, auditory, and kinetic learners. It is very important that each learner
is able to create an atmospheres that is conducive to learning and meet the
challenges of a diverse group of learners. Along with the mentioned
materials several other items are needed in order for the course to be
successful;
1. Dialogues for learning
2. Individual Experiences
3. High Usage of Technology
4. Presentation

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Facilitator Skills Needed

An online facilitator who provides operative instructions regularly
must have skills and knowledge. Skills are develop over time and no
facilitators readily possess all skills necessary to provide an effective
lessons straight from college. Facilitators will not try to define their skills
at onset of ones training, as an alternative he or she will recognize desired
characteristic of applicants. Most common and desirable characteristics
will include technical knowledge, written communication ability, flexible,
commitment, self-motivated, independent and organization (Palloff and
Pratt, 2011). Facilitator and mentors will discuss any character limitations
openly. Facilitator creates an online behavior and models how an
exceptional instructor appearances online. Later mentors can participate
with the applicants and provide helpful one-on-one mentoring. One way a
facilitator may want to use limitations as points of references to add to or
start discussion conversation online. Applicants who can identify with a
conversation that may have some similarities to their own struggles will
gain self-confidence and know that they are not alone.
This course will contain information on the seven point chakra
meditation charts, music, videos, and role playing which will address the
needs of learners that are visual, auditory, and kinetic learners. It is very
important that the classroom creates an atmospheres that is conducive to
learning and meet the challenges of a diverse set of students. Video, music,

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charts, audio, and kinetic materials are some of the top ways to help
reinforce memory and cognition of the 18-years old learner and older,
however role playing and repetitive practice have proven to work best
within any age group. Nevertheless, the need arises for mentoring training
has presented an opportunity with learners and online facilitating program.
It is to further assist detainment of learners and new facility with accuracy
of techniques and information. We will address the different methods of
seven main chakra meditation and how to provide abundant support.
Learning Theories
There are countless theories involved in education and e-learning
programs that its hard to differentiate between them at times. Distance
learning theories gather importance through accepting basic learning
theories. The theories concentrated on for this course are transformation,
framing, and emergence. Facilitators who exhibit how these theories are
doable in the real world will produce learners that replicate their lead.
When a facilitators has experienced a transformation during the learning
process they will share their new found cognitive understanding in how
they develop future lessons. Applicants will submit an initial posts at the
beginning of the course as a point of reference marker. Later, a panel will
determined the level of transformation by the skills displayed in a final
project as it relates to its predecessor.

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Framing occurs in a space of a learner having the capacity of

expression, emoting, and rearticulating conceptions of equal similar points
of orientation (Haythornthwaite and Andrews, 2011). A facilitator must
pay precise consideration to this process because some learners with
complete understanding often will express concepts in a manner by which
others cannot conceive. Taking ownership of lessons by framing in with
those personal experiences into the instructions is one way facilitators will
integrate basic fundamentals with application for the learners. Emergence
operates under the viewpoint that learning takes place continuously,
whereas, the learner integrates learned methods into act in their current
situation (Haythornthwaite and Andrews, 2011). It is a great sign of an
exceptional facilitators when they can seamlessly combine personal
history about themselves which leans way for the learners to do so as well
within the lessons. This method will keep learners motivated, engaged and
help them develop framing techniques and skills. Another valuable method
a facilitators may want to establish during emergence theory usage is by
way of communication and technology management. Allowing for a
variety of methods and modality to communicate with learners will have a
measureable effect on the success of the course and facilitators abilitys to
relay materials.
Mentoring Program

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Online facilitator applicants assigned mentors starting the final

week of the introduction course. Mentors provide guidance for applicants,
by helping them develop plans and objectives for their particular career
path. The general objective of the mentorship program is for mentors to
director mentee through the development phases of the online facilitator
training program. Mentors are unpaid member of teaching staff either with
the University of Phoenix another accredited college. The program is
design for learners and facilitator to meet with in a virtual teaching space,
eliminating the need for anyone be commuting to a local campuses.
Mentors are accountable for guiding the progression impending
facilitators. Characteristics of operative mentors comprise of the
following; knowledge, accessibility, organizational skills, commitment,
communication skills, self-awareness and technical skills. No on
characteristics is more important than another or takes precedence over it
yet every mentor-mentee relationship will need to have and develop them
throughout the learning process. This relationship is seen as conjointly
beneficial to all parties involved (Palloff and Pratt, 2014).
Evaluation Programs
Accreditation program assessments will vary according to the
course applicants upon enrollment. Evaluations for this online facilitator
training program will be tailored to meet its learners of the chakra
meditation classes program. Each course presents opportunities for

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applicants to establish mastery of technology, communication, exploration,

collaboration and intention. Facilitators and mentors will have access to
observer applicant movements online and deliver feedback for
improvements. The feedback is design to be straightforward and public to
prepare applicants in dealing with receiving a massive amount of feedback
from learners through surveys and via the same means.
Learning Platform
Course Management System (CMS) provides a comprehensive
platform for this precise program and course. The capability of faculty and
learners to post on discussion boards increases engagement. Applicants are
encouraged to make full benefits of other media such as Skype and Twitter
expand their social media awareness. Use of Skype within the classroom
environment affords learners with a sense of ease, which is needed when
dealing amongst the online community. Skype and Twitter can allow
learners to meet in team settings anywhere in the world at a time of their
choosing. CMS permits facilitators to post supplementary materials,
videos that enrich the learning flow, post and observer course discussion,
and interrelate publicly and privately with learners. And of course,
feedback provided through CMS is available to learners on discussion
boards, in learner assignment tabs, and in private message.
Remarkably some facilitators have executed assessments and
develop an understanding of the interaction within the online learning

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environment. Social media tools such as Skype and Twitter affords them
with added resources to engage any learners mind. Although the use of
external media source may increases a facilitator workload, yet it
oftentimes provides learners with more opportunities to participate with
other classmates, facilitators, and mentors. Use of weebly.com affords
learners with webpage design ability that showcases video viewing to
assist them in conception of materials not formerly noted. YouTube can
demonstrate videos delivery of different levels for individual
understandings based on his or her technological skills and application of
materials learned from the seven main chakra meditation program.
Facilitators may opt to using Podcasts or other videoconferencing method
to provide lesson lectures, safeguarding dependability with each class.
These technologies can establish vast resources for learners and caution
must be ensured when using them. It does not benefit anyone to allow
machine substitute human interaction.
Weebly.com is website builder program that allows users to create
their own website with information related to assignments completed of
the life of his or her online journey. This program offers uses the ability to
modify base level designs to meet their own personal aesthetics while
maintaining course objectives in a creative manner. Weebly.com allows
preparers to share their final designs with instructors and others within the
distant learning environment setting through online website creating that is

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noninvasive to one's mental state. The learning simply logon onto

weebly.com website and create an account, then start creating and
designing the webpage. "Anyone at any skill level can build a fullyfunctional website with Weebly. Simply drag and drop images and text and
publish when you're ready. Whether you're a beginner or professional, the
interface is fun to use and there is no coding required." ("Weebly", n.d.).
Create, manage and edit your website from any device with Weebly
iPhone, iPad and Android apps will help make the learning experience
more acceptable for distance learning. It provides a true sense of freedom
of learning within asynchronous.

Throughout the process of online facilitator training program,

applicants are challenged with various opportunities. Applicants is
encouraged to start with a self-analysis of the current working knowledge
and exposed to technology, theories, learning platforms, and classroom
administration encounters. And lastly, each individual is matched with a
mentor and assessed by a board of qualified online facilitators. This course
designed to prepare applicants for the encounters that may surface in the
online facilitator training program. Real-world experiences and
applications covered in presentation will equip applicants with tools that
are beneficial to their careers as online facilitators.

17

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18

References
Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for
students with disabilities. Teaching Exceptional Children, 46 (5),
70-78. Retrieved from
http://search.proquest.com/docview/1552688627?accountid=458
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and
practice. Los Angeles, CA: Sage.
Kelly, R. (2013). Faculty focus. Retrieved from
http://www.facultyfocus.com/articles/online-education/managingcontroversy-in-the-online-classroom/
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor:
Strategies for professional development: Strategies for professional
development. San Francisco, CA: Jossey-Bass.