Beruflich Dokumente
Kultur Dokumente
Training Materials
Phases of Development for Distance Learning Facilitators
Theories of Distance Learning
o Examples of how these theories apply to different scenarios
Theories for Engaging Distance Learners
Description
Examples of application
Mentoring Program
Goals and Objectives
Identification Criteria
Management and Evaluation Programs for Facilitators
Learning Platform
Technology/Media Tools to Engage Learners
Description of Course:
This course will teach future facilitators the concepts of distance learning, also known as
online learning or e learning. Students will learn how to make synchronous online
training a memorable, engaging experience for distance learners. They will learn how to
facilitate successfully through understanding their target audience, goals and objectives,
instructional materials, collaboration techniques, and student issues. They will learn vital
facilitator skills and online classroom management techniques. This three-day training
program will also teach future Adult Education Facilitators about innovative
Instructions:
o Examine syllabus
o Examine University policies
o Examine instructor policies
o Download e-manual
o Read instructor bio
o Post your bio under instructor bio
Target Audience
The trainees are adult learners who have traditional classroom experience, but have no
training for online facilitation. They have prior experience in andragogy, adult learning
theories, course design, traditional classroom instruction, assessment, providing
feedback. They also have basic experience in the use of computers.
Training Materials
o Skills needed for effective distance learning facilitators.
Todays training revolves around the skills from facilitators that make for effective
distance learning, the phases of development for facilitators from visitor to master,
theories of distance learning, and how to engage distance learners.
o Content knowledge-Online instructors must understand their content and how to
help learners understand content in distance learning environments.
o Establishing presence: Managing and controlling personal and professional
information. Responding to student's post and email messages.
development
Teach in the medium in which they will instruct
Introduce learners to frameworks of technological andragogical
(Keller, 2011)
Phases of Development for Distance Learning Facilitators
The transition from the traditional classroom to instructing online requires
facilitators to identify stages of development that provide comfort and
competence. Palloff & Pratt (2011) have created a five-phase model of
development for distance learning facilitators:
Novicethose faculty who have never taught online and who may or
may not have taken an online course as a student but have
consistently posted a syllabus online and have used some
communications technologies to supplement their face-to-face
teaching.
Masterthose faculty who have taught online for multiple terms and
have designed several online courses. They have mastered the
technology required to teach online and are likely to have integrated
technology beyond the course management system into their
teaching. They feel extremely comfortable with the skills required to
teach online and can be called upon for peer support for newer online
faculty
Mentoring
Creating a mentoring relationship through the pairing of faculty who are more
experienced online with those who are just starting helps break down barriers and
provides real, concrete examples of what works and what does not (Palloff, 2010, p. 64).
o Goals and Objectives
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members
Student evaluations- students evaluate teacher/student interaction,
course design, quality of learning, instructor improvements over time
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assessment
Program evaluation Facilitator evaluates program based on student
Skype or chat, can amplify personalized interaction and creative collaboration among
learner (Burns, 2014, p. 205).
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1991).
Different Distance Learners
E learning can be synchronous, which refers to real-time learning with all learners
interacting simultaneously; or asynchronous, which refers to self-paced learning that
allows participants to exchange ideas and information without depending on other
participants involvement at the same time.
Synchronous learning:
Thorough preparation is key to anticipate questions and respond
immediately.
Multi-tasking with available technological tools is important to
stimulate interest.
Create entertainment value appropriate to the medium.
Assign presentations to be delivered during the course meeting
(Synchronous vs. asynchronous learning, 2011, para. 32)
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issues.
Facilitators can focus on and respond to one classroom element or
message at a time.
Create entertainment value with referencing analogies, using
improvement.
o Reactive problem management is executed as part of a service operation
Problem Detection
Problem logging
Problem prioritization
Problem investigation and diagnosis
Repair or replace
Maintain information about problems and solutions
(Offord, 2011)
Classroom Management Issues and Resolutions
o Anticipate controversy and set expectations
o Look for signs of conflict and unease
o Be supportive
o Directly address interpersonal conflict
o Encourage critical thinking
o Provide a space for difficult questions
o Use podcasts to reduce misinterpretation
(Kelly, 2013).
o Learner feedback
Messages
Comments
Audio
o Challenging behaviors
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Inappropriate posts
Depending on what your institution has outlined will determine what services are
available for students with disabilities.
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Objectives
Introductions
Bio
Program Information
Training Program Audience
Training Program Goals
Training Program Objectives
Summative Assessment of Trainee Learning
Facilitator Skills and Materials
Training Materials
Phases of Development for Distance Learning Facilitators
Theories of Distance Learning
Examples of how these theories apply to different scenarios
Theories for Engaging Distance Learners
Description
Examples of application
Readings
Participation
Discussion
Questions
Objectives
Due
Mentoring Program
Goals and Objectives
Points
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Identification Criteria
Management and Evaluation Programs for
Facilitators
Learning Platform
Technology/Media Tools to Engage Learners
Readings
Participation
Discussion
Questions
Objectives
Readings
Participation
Discussion
Questions
(PBS, 2015)
Due
Points
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References
ADA. (2015). Americans with Disabilities Act. Retrieved from http://www.ada.gov
AECT. (2008). Theory of distance education. Retrieved from
http://www.aect.org/edtech/ed1/13/13-03.html
Brown, A. and Green, T. (2011). The essentials of instructional design (2nd ed.). Boston,
MA: Allyn & Bacon
Bull, B. (June 3, 2013) Eight roles of an effective online teacher. Faculty Focus,
Retrieved from
http://www.facultyfocus.com/articles/online-education/eight-rolesof-an-effective-online-teacher/
Burns. (2014). Top 5 online learning skills that a successful online instructor has.
Retrieved from http://elearningindustry.com/top-5-online-learning-skills-onlineinstructors
CRLT. (2015). Guidelines for evaluating teaching. Retrieved from
http://www.crlt.umich.edu/tstrategies/guidelines
Eib, B.J. & Miller, P. (2006). Faculty development as community building. Retrieved
from http://www.irrodl.org/index.php/irrodl/article/view/299/639
Fletcher, S. (2013). Machine Learning. Retrieved from
http://www.nature.com/scientificamerican/journal/v309/n2/full/
scientificamerican0813-62.html
Haines, D. (1996). Gagn. [On-Line]. Available: Retrieved from
http://education.indiana.edu/~educp540/haines1.html
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