Facilitator Training Program-Option 1

Amanda Buckley
CUR/532
January 18, 2016
H. Garth Beerman

Training Manual for XYZ University Faculty: Online Classroom

Table of Contents
Training Requirements and Objectives ...........................................................................................1
Effective Distance Learning............................................................................................................6
Faulty Development.........................................................................................................................9
Classroom Management and Mentorship......................................................................................11
Online Student Learners................................................................................................................15
Evlauation......................................................................................................................................19
References......................................................................................................................................23

Training Requirements and Objectives

Purpose: The purpose of this training course is to gain knowledge and develop skills on how to
effectively instruct and facilitate online courses at XYZ University. Elements that will be focused
on include technology integration, curriculum design, and class management and mentoring.
Setup: This training will be conducted using WebEx software. All participants will need the
training manual, computer, internet access, corresponding textbooks (The Excellent Online
Instructor and E-learning Theory and Practice), and a phone. Participants will join the leader
(trainer) at designated time over a three day period for satisfactory completion.
Assessments: Trainer will be assessed through survey feedback after the training and on if the
faculty participants are able to perform learning objectives after completion of training. Faculty
will be assessed through mock teaching, daily assignments on learning objectives, review of
course CMS before launch for implementation and demonstration of objectives, and assessment
from department head during and after initial online course.
Objectives:

Day One:

Faculty will be able to lists steps that can be taken to increase classroom
engagement
Faculty will be able to describe the skills needed of an effective online instructor
Be able to implement three different technologies into CMS
Knowledge of at least two different community building techniques will be used
in CMS
Faculty will be able to model the phases of development and identify skill level of
facilitators
Be able to propose why different technologies are necessary for student learning
Demonstrate understanding of at least one learning theory
Explain the benefits of the XYZs mentorship program
Faculty will be able to discuss differences between learners and how that impacts
online learning
Faculty will know common issues with distance learning and how to resolve those
issues effectively

(Trainer: Please take a moment to read through requirements out loud with the group and receive
confirmation that these requirements have been previously met).
Previous Requirements:

Have previously taught face to face courses with XYZ University

Comfortable and able to handle classroom behavior issues
Understand course design including learning objectives and measuring outcomes
Previous experience with adult learners
Understanding and completion of current Course Management System (CMS) training
Desire to implement technology into the course and prior knowledge of technology tools
and software

Training Requirements:

Active participation in all activities, assignments, and group discussion

Implementation of techniques into online classroom
Weekly participation in mentorship program after training
Positive attitude and willingness to learn!

Activity: Get to know your peers

Please take 10 minutes to post your bio on the WebEx discussion board. Include previous
teaching experience, why you want to teach online courses, and what you hope to learn from
this session. Be sure to include any experience with online technology and teaching.
(Trainer: please review posts and be sure to include feedback to each participant by the end
of day 1.)

Effective Distance Learning:

(Trainer please read following description): There are distinct differences between an online
classroom and a face to face classroom. As you begin this section reflect on what you as an
instructor do in your classroom currently to engage your students and how those same
techniques can be applied to online learning.
Individually read the following article: http://www.facultyfocus.com/articles/onlineeducation/eight-roles-of-an-effective-online-teacher/
When finished, consult your learning group to discuss what skills are most important and
any skills you feel that are left out. Report results back to class.

Effective distance learning is composed of many key skills. Some of these include:
-establishing an online presence
-share a bio with your class
-participate daily in group discussion
-provide feedback in a timely manner
-provide information about expectations for the class and how to best contact you
-engaging and creating a community
-include group work
-encourage class to share about themselves and uploading a picture to their profile
-peer review assignments
-make discussion participation a requirement and assign points for completion
-create a class blog to share ideas, reflect, and ask questions
-facilitation rather than instruction approach
-role switches from giving the information to a student-taught approach
-provide your professional and personal input into discussion
-be the subject matter expert available to provide answers to questions
-encourage critical thinking and freedom in assignments
-provide feedback to assignments

-collaboration with colleges

-participate in mentorship program
-learn about implementing new technology, techniques, classroom issues, etc.
-ability to be flexible and responsive
-understand that student issues will come up and have a plan in place
-respond as quickly as possible, especially within the first week of the course
-realize that many students will be new to the online learning environment

Synchronous vs Asynchronous Facilitation skills:

-Facilitator must have excellent presentation skills because they are

communicating with the class live often via WebEx
-Requires a specific time and technology software

Synchro
nous

-Must be able to immediately troubleshoot technology issues and assist

students
-Teacher-focused learning style (instructor paces the classes, directs
conversation, set due dates)

-Conversation often includes social situations; facilitator must be able to

apply knowledge on the spot to student questions
This style is often suitable for former face-to-face instructors who want to
add technology into their classroom.
-Must have strong technology skills and
willingness to try new products
-Understand a multicultural and diverse student
class often varying in age, skill level, culture,
experience, and more

Asynch
ronous

-Facilitator must be able to establish a connection

with students
-Facilitator must be well organized due to no set time for class as well as
checking in with the class frequently to answer questions
-Must be extremely comfortable with technology and able to communicate
via text-based
-Student-focused learning: student drives the learning while the facilitator
is there to answer questions and guide learning
-Must have ability to drive peer-to-peer connections to reduce isolation
-Allow discussion to move beyond content and apply learning to real-life
situations

-Comfortable with flexibility in assignments, learning content, and student

Phases of Faculty Development:
involvement.

(Trainer: have different faculty members take turn reading the follow information.)
As a facilitator there are several phases of development that describes a facultys
progression through the online course. Palloff and Pratt (2011) describes these five stages are
visitor, novice, apprentice, insider, and master. In the visitor stage the faculty member is not
teaching online courses and may have minimal technology incorporation in a face-to-face
classroom. They would have engagement strategies for face-to-face but not begun to transfer
those ideas to online students. Novice phase is also not teaching online but have begun to
regularly implement technology into their current class. Engagement strategies would begin to be
applied to the online class. The apprentice phase is actually teaching an online course and
learning how to manage the online system. This would be the first experimentation with
engagement strategies. Next the insider phase is when a facilitator feels comfortable with the
online system, has taught several times, and technology is not seen as a burden. Engagement has
been tweaked after feedback from students. Finally the last phase is master where the faculty has
incorporated technology beyond minimum requirements and has additional learning technologies
added. They are also able to assist others in their classroom and may have more advanced
communication strategies for actively participating with the class.

Activity:
Reflect on where you personally fall within the phases of development and what you are doing in
your own classroom to engage students. Please follow the link to the presentation about
technologies that can engage the distant learner: http://prezi.com/pxvahxvubu-3/?
utm_campaign=share&utm_medium=copy

Theories of Distance Learning:

Review of theories:
Contemporary Learning Stages:
-Transformation: change in current understanding, observable
-Framing: what the learner already know (rules and experiences)
-Emergence: learning from environment and others
-causes re-framing
(Trainer, have faculty share a time a belief or idea was challenged or change. Describe process
they encountered and outcome.)
Theory of Engagement:
Moores theory of transactional distance: space between instructor and student. Student has
better success if space is limited. Student often feels alone leading to a decrease in participation
and learning.
(Trainer, have faculty share apprehensions to teaching online. What would make them more
comfortable? What do you do to stay connected in your industry? How can you incorporate that
into class? Examples include class discussion, team collaboration, networking sites, and creating
class profiles.)
Read the article about theories in distance learning. The trainer will have questions in the
discussion chat for you to answer regarding the article. Please respond to three of the questions
and four responses to fellow classmates by day 2 of training.
http://web.a.ebscohost.com.contentproxy.phoenix.edu/ehost/detail/detail?sid=3a63086c-87c24ef1-8db5501cd160cde4%40sessionmgr4002&vid=0&hid=4114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#AN=52917654&db=a9h

Day Two:

(Trainer, begin by reviewing what was covered in day one. Next reflect with the class about the
discussion on learning theories. Clarify on any questions posed in the discussion.)
Classroom Management and Mentorship:

XYZ Faculty Mentoring Program

The goal of the faculty mentorship program here at XYZ University is to continue to
develop our faculty by participation in the mentorship program. Experienced faculty will
assist in training and providing learning experience to new members. We hope to develop
relationships, a sense of community and discuss techniques for online instructors.

Experienced Mentors:
We have several experienced mentors who will help you transition through your switch
from a face-to-face instructor to online. Those who are mentors in the program have at least 5
years of experience teaching online courses (approximately 30 courses have been taught). They
are considered a master in faculty development because they are able to easily incorporate
technology into the classroom without hesitation. They have been active members in the
mentorship program encouraging the relationships and actively post on the mentorship webpage.
Mentors are successful not only by their student reviews but also in the fact that other members
look up to them. Our mentorship program is excellent not only because of the participants but
because of the characteristics below:
1

Plan the program

Planning the mentorship program is of the most importance because it addresses
how the mentorship will be set up. If the planning is not done properly the
program may be of no benefit to the mentor or mentees. The program should
consider what resources are available, time commitments of faculty members,
current needs/skills, and how they will be addressed. Having a plan that everyone
agrees upon and understands the expectations will help to ensure a successful

program.
Individualized technical support
Many faculty are apprehensive to online learning due to the new technology.
Knowing that there will be individualized tech support reduces fear of using a

new technique. Furthermore, the individualized approach allows the faculty

member a more customized approach based on their needs. Unfamiliarity with the
technology/online learning is why the mentoring program is occurring and will
3

encourage more staff to participate.

Learning community
Having a learning community approach allows faculty to feel like they are part of
a group and deal with issues together and reduce isolation. A community approach
allows mentees to work with a variety of mentors on different areas of expertise

creating a more diverse program with greater benefits.

Dialogue and collaborative relationship
Conversation and working together is what will allow the learning community to
reach its full potential. By having conversations best practices will be developed
as well as new innovative ideas. Having a faculty that is willing to assist others

will greatly benefit the mentoring program and encourage others members to join.
Program format
It is important to consider program format when creating a mentorship program.
The training should include multiple forms of resources to accommodate a diverse
learning audience. A greater use of different styles of learning activities will also
increase expose to the mentees while encouraging mentors to be comfortable with
a variety of technology techniques. It is important to make sure members are able
to meet their needs by participating.

Activity: Brainstorm
With a partner discuss what you hope to gain from the mentorship program. Brainstorm several
ideas to improve the program and what you hope to gain. Please add your ideas to the class
Mind Mister.

Classroom Management:

A main part of online teaching is preparing the online classroom which includes
preparing a syllabus, preparing learning objectives, assignments, and resources for your students
to learn the material. There are two different systems commonly used learning management
system (LMS) or Classroom management system (CMS). With an CMS the online classroom is
simply a holding spot were documents can be stored and access by students but has very little
ability to interact as a class. This is why at XYZ University we use a LMS in which students will
be able to see their learning objectives, download documents, access different types of learning
materials such as movies and podcasts, along with being able to communicate with peers and
also the instructor. An example week is provided below.

Activity:
Reflection of
classroom
management
Watch
the following video
on online classroom management by Professor Curt Bonk https://www.youtube.com/watch?
v=83wxZXSdxPk
Create a list on how online classroom management differs from face-to-face management.
Discuss with the class.

Expectations for the online classroom is as follows:

-Present information (learning activities)

-provide additional resources outside of the standard textbook
-prioritize between required and recommended resources
-content should be more than text-based material
-Conduct class discussions
-goal is create a community and social presence while reducing isolation through
class discussion
-post one discussion question under each learning activity to begin classroom
discussion
-continue the conversation by posting a minimum of 8 times over 5 days to
students
-Conduct private discussions
-create a safe environment for students while being approachable and available
-enhance connections with students
-help students deal with insecurities
-Receive assignments
-check engagement of students by ensuring work is completed
-if not there may be a technology gap, insecurities, isolation
-Provide feedback and grades
-provide meaningful feedback to help student improve
-ensure learning competencies are being met
-clarify any concepts necessary
Day 3:
(Trainer, begin by reviewing what was covered in day two. Next reflect with the class about the
CMS system and what they find most challenging.)
Online Learners:
Remember that each student has unique needs when it comes to learning and often online
learning can be a concern for many. It is important to remember that students come from
different backgrounds, experiences, and education. XYZ prides itself in its diverse student body.
For many e-earning is a new environment that may be suitable to those who are shy and typically

dont speak up. Set expectations and rules so that students know what to expect from you and
what you expect of them. The more variety in types of learning tools provided the better cultural
and learning gaps can be bridged.
Allow flexibility in assignments to appeal to those with different abilities. For example
besides assigning just a paper could the objectives be covered through a video, a story, a
drawing, music, and more. This will help to draw on the different backgrounds of the students
and promote their strengths. Additionally, allowing students to use what they know and draw off
of the learning experiences they have had and connect the material to their own life will enhance
the learning.
It is also important to remember that some students may have learning disabilities that
require accommodations to be made. This can be as simple as requesting additional time allotted
for exams or as complicated as needing material in an audio form. It is important to remain
compliant with the guidelines in place for providing accommodations. XYZ University suggests
making a personal phone call with this student to discuss how you can help. Often the student
will know what works well for them with their current situation.

Activity: Creating Accommodations:

Read the following article on students with disabilities.
http://ada.osu.edu/resources/fastfacts/Sensory_Impairments.htm
With a partner, discuss how you could make accommodations in an online classroom to meet the
needs of these learners.

Challenging Behavior:
Online classroom management is different than a face to face class because of several
factors including controversy arising among students and the need for facilitators to encourage a
high level of self-efficacy. Controversy in online classrooms can occur due to the asynchronous
format of the class (Kelly, 2013). The professor must read through the discussions one by one to
ensure no issues are arising vs in a face to face class the professor can easily jump in or end a
discussion that is negative. Another reason that often causes controversy is the perceived
anonymity in online courses. This can create bullying problems in not controlled immediately.
Professors should set ground rules in the beginning of the class that provides clear expectations
for the class. Encouraging a sense of community reduces anonymity and helps to create a

positive environment where critical thinking is promoted. Professors should reach out in the
beginning of the course to connect with students and provide support which issues arise.
Self-efficacy is another important consideration in online classes. Vilkas & McCabe
(2014) discussed students need to feel successful at tasks when beginning online courses
because it will boast their confidence. Professors can increase self-efficacy by giving a simple
task at the beginning such as asking students to upload a bio at the beginning. This will reduce
anonymity and then students will feel successful at their first assignment. Vilkas & McCabe
(2014) also described Banduras factors in increasing self-efficacy include: experience of
mastery (as described in the example above), vicarious experience (participation with peers),
social persuasion (provide community and instructors should model behavior), and finally
physiological factors such as providing a proactive approach by calling each student to gauge
their comfortable level which will improve self-efficacy of the students.
Using these techniques, professors will be able to reduce negative controversies and
improve self-efficacy. Controversy in discussion can encourage critical thinking and be useful if
done in a safe environment. Doing a simple get to know the class activity the first week of class
with also help reduce the anonymity in class and increase self-efficacy in the online classroom.

Integration of technology:
Daily use of the CMS and different forms of technology separate online courses from
face-to-face. The goal of this section is to provide you with different tools that will enhance
student learning, engage students, and allow for collaboration between students.

Activity: Discover Technology

Please review the following presentation to learn about new technologies for the online
classroom. http://prezi.com/sh6kx98wwd8x/?utm_campaign=share&utm_medium=copy
Of the four technologies presented: Dipity, Mind Meister, Glogster, and Voice Thread. Explain
which one you would be most likely to use. Then find a new technology that allows student
collaboration and present to the class how you would use it in the classroom and how it engages
students.

Tool:

Function:

Student Engagement:

Allows students to create an

interactive timeline using all types
of media such as include links and
videos

Students are able to interact

with one another increasing
collaboration. Use of all
types of media increases
creativity and interest.
Allows student to plan out
and process information in an
outline form while drawing
connections between
concepts.
This allows for greater
creativity beyond
PowerPoint, students can
create professional
presentations with more
detail because of the
additives allowed
Using this for classroom
discussion will increase a
sense of community and
engagement as students are
able to talk to one another
about concepts discussed in
class while listening to
someone elses voice. This

Dipity
This is ideal for students needing
to mindmap, plan, or brainstorm
out an idea with no boundaries.
Mind Meister
Students can create a digital poster
with added media to it such as
documents, links, videos, pictures,
and more.
Glogster
Voice Thread

Allows students to comment on

media files.

provides an additional means

of learning that isnt textbased.

For additional resources please view this presentation at https://prezi.com/tc_lnnz7kr4m/socialnetworking-tools/?utm_campaign=share&utm_medium=copy

Faculty Evaluation:
It is important to understand how as instructors you will be evaluated on your application
of the training completed this week. As many of you become future mentors it is important to
understand the challenges that face instructors. For example using a learning community
approach such as the one used by XYZ University with our mentorship program, can affect
management because only the knowledge brought in by the faculty participating is discussed. It
is also a group learning environment which makes it difficult to assess individual members.
Many of the participants in our online instruction are adjunct members. This means that
often they work only part-time and this is not their primary career often. In addition this training

was done asynchronously because we have faculty dispersed all over the nation. We are working
on evaluations specifically for our adjunct professors and our full-time faculty. In order to bridge
this gap XYZ University has key areas we are focusing on to fully prepare our staff including:
-effective CMS training (completed prior to this session)
-understanding of technology and resources available to faculty
-fostering relationships, a sense of community, and networking through mentorship

While developing our evaluation strategies we have focused not on your likeability as an
instructor but your ability to ensure that students were able to learn the objectives through the
resources you provided. Andrews & Haythornthwaite (2011) describe four categories for online
learning that we focus on including, usefulness and ease of the learning resources provided,
flexibility in the way the assignment may be completed, level of interaction (peer to peer and
faculty to student), and finally how engaged were the students. At XYZ University our focus is
the quality of the education received by our students. Online courses will be reviewed by the
trainer before going live to ensure all essential components are there, you mentor will be a
student for a week to provide feedback on the course, the dean will review the course after
completion, and finally student surveys will be reviewed.
Lists of sample questions for evaluation are below. These will be ranked for 0 (not likely)
to 10 (very likely)
How likely are you to recommend this instructor to another student?
The feedback provided after each assignment meaningful/helpful?
The instructor provided additional learning resources besides the textbook?
As a student I had options in how my assignments were completed?
I was able to incorporate other knowledge from school or experiences into this class?
The professor responded in a timely manner to discussion questions?
I would feel comfortable asking for help or getting clarification on concepts in class?
Learning resources included a wide range of technology such as podcasts, videos, presentation
tools, etc.?

Activity: Trainer Evaluation

Please complete the following training based on your experience from this week of training.
Adapted from: www.cal.org/caelanetwork/profdev/states/iowa/training-evaluation.pdf

12. What did you like most about the training?

13.What areas could be improved?

14. Do you feel prepared to facilitate on online course?

15.What would you change about your training experience?

16. Please share any additional comments.

References:

Andrews, R., & Haythornthwaite, C. (2011). E-learning theory and practice. Thousand Oaks,
CA: SAGE.
Bhaskar, S. (2015). Best tools for project based learning. Retrieved from
http://edtechreview.in/news/436-best-tools-for-project-based-learning
Carlton, P. & Hertzfeld, J. (n.d.). Teaching Students with Sensory Impairments. Retrieved from
http://ada.osu.edu/resources/fastfacts/Sensory_Impairments.htm
Collaborative mind mapping. (2015). Retrieved from https://www.mindmeister.com/
Dipity. (2011). Retrieved from http://dipity.com
Glogster: make it personal with interactive multimedia posters. (2015). Retrieved from
https://www.gloster.com
Hrastinski, S. (2008, November). Asynchronous & synchronous e-learning. Educause Quarterly,
31(4), 51-55.
Kelly, R. (2013, March). Managing controversy in the online classroom. Online Education,
12(3).
Lann, K. (2016). Eleven essential tools for better project-based learning. Retrieved from
http://www.teachthought.com/learning/project-based-learning/11-tools-for-better-projectbased-learning/
Marjanovic, O. (1999, August). Learning and teaching in a synchronous collaborative
environment. Journal of Computer Assisted Learning, 15(1), 129-138.
Text Can't replace you. (2015). Retrieved from https://voicethread.com

Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: strategies for
professional development . San Francisco, CA: John Wiley & Sons, Inc.
Pelletier, P. (2013, September). What online teachers need to know. Faculty focus.
Retrieved from http://www.facultyfocus.com/articles/online-education/what-onlineteachers-need-to-know/.
Vilkas, B., & McCabe, C. (2014). Promoting students' self-efficacy in the online
classroom. Retrieved from http://www.facultyfocus.com/articles/onlineeducation/promoting-students-self-efficacy-online-classroom/