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Facilitator Training
Program
Alyce Candelaria
April 18, 2016
CUR 532
Danene Mims

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Vital Information

Know who your audience is

Set program goals

Establish objectives

Create an agenda

Select the best form of assessment

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In This class

The ages range from 20-60 years

The average level of knowledge in distance learning is

introductory

Skill of technology is where the most drastic difference is

apparent

Novice level of skill

Experience teaching

Or experience being a student

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Goals

Skills to be developed:

Confidence

Asynchronous approaches

Motivation

Elements of focus

Personal experience

Applying the information

Active learning

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Program Objectives

Through the three days of training each facilitator will

have the working knowledge of:

Facilitator skills and instructional material

Management and technology tools

Issues and classroom management

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Agenda
Day 1
8:30 AM

Introductions

9:00 AM

Effective learning for facilitators of distance learning

10:00 AM

Break

10:15 AM

Phases of development

11:30 AM

Lunch

12:30 PM

Theories of distance learning

1:45 PM

Break

2:00 PM

Theories for engaging distance learners

3:30 PM

Completion of day one

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Agenda
Day 2
8:30 AM

Mentoring programs for facilitators

9:45 AM

Break

10:00 AM

Management and evaluation for facilitators

11:30 AM

Lunch

12:30 PM

LMS vs. CMS

1:30 PM

Break

1:45 PM

Engaging and enhancing student learning through

3:30 PM

technology
Completion of day two

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Agenda
Day 3
8:30 AM

Technology tools used for collaboration

9:45 AM

Break

10:00 AM

Types of distance learners

11:30 AM

Lunch

12:30 PM

Synchronous vs. asynchronous

2:00 PM

Break

2:15 PM

Management and issues resolutions

3:30 PM

Completion of day three

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Assessment

Are there any

common gaps
in the
learning?

Is there a
need to
develop
further
reteaching or
enrichment
activities?

Summative
Assessmen
t

What are the

strength and
weaknesses
in the
instructional
plan?

What
information
did the
students
routinely
master?

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Facilitator
Skills
Instructional Material
Day One

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Materials

Modality selection

Synchronous or asynchronous

Mentoring program

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Facilitator Skills

Commitment

Embrace change

Make learning a life ling

journey

Overcome the challenges

Motivation

Leave room for

improvement

Be open to advice

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Commitment

Acceptanc
e

Belief

Drive

Passion

Succes
s

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Motivation

Obstacles will occur

Give positive feedback both before and after negative

feedback

Experience comes with time

As a learner

As a facilitator

On the job training

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Distance Learning Is Still New

Commitment and motivation are crucial in the stage of

development distance learning is currently in

Understanding the value of distance learning

Create validity

Practice

Theories of Distance
Learning
Transformation

Personal

Social

Framing

Political

Emergenc
e

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Transformation

Personal

Social

Knowledge gained through experience

Knowledge gained through conversation

Political

Knowledge through influence

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Framing

Guidelines and Rules

Structure of the classroom

Information delivery

Should it all be the same for

every class?

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Emergence

Learning and working

together

Change is coming

Learn from each others

strengths

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Participation

Facilitators need to engage in the class discussions

Monitor the direction of the discussion to make sure the

students stay on the right path

Make discussions more intriguing with video

Management and Technology Tools

Day Two

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Mentoring Program

Become a place for growth

Learn different perspectives from multiple people

Be open to being mentored by others from various

positions

Know the vision

Give individualized support

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Mentoring Tools

Break down the hierarchical structure

Communicate and Collaborate

Establish and create benefits

Emphasize a learning environment

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Evaluation Programs for
Facilitators

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Student Learning Platforms

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Technology To Enhance Student
Learning

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Google Drive

Cloud drive where

documents can be stored

Updates that occur are live

Brings sophistication to
group projects

Issues and Classroom

Management

Day Three

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Technology Tools For Student
Collaboration

Project-based learning

Utilizing resources available

Animoto

Dipity

Mindmeister

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Animoto

Efficiently create short

videos with a professional
look

Bring people together to

connect ideas

Creates an interactive
learning environment

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Dipity

Create a timeline of
learning events

Track growth of projects

Make more interactive

discussion boards

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Mindmeister

More visually exciting than

a typical PowerPoint

Creates a mystical
adventure of turning the
pages of a book

Grab the attention of the

audience through a new
presentation

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Synchronous vs. Asynchronous

Asynchronous
Synchronous

Flexible with all schedules

Class location is determined by each
Face-to-face interaction
individual
Instant recognition of confusion
students are able to skip topics they
Q & A can be done immediately
already know
Both instructor and students have to
Communication has a lag between
be in the same place at the same
responses
time
Self motivation, and dedication is
Pace of teaching is determined by
required
the slowest learner
Istructor cannot be immediately
contacted for questions

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Controversy & Strategies

Asynchronous
Format

Anticipate Controversy
Look for Signs
Directly Address Conflict

Text-based
Communicatio
n

Be Supportive
Use Podcasts

Relative
Anonymity

Encourage Critical Thinking

Provide a Safe Place

Affects of Self-Efficacy and How to

Minimize Their Effect

Experience
of Mastery

Begin courses with simple tasks

Provide positive responses

Provide the opportunity to connect

Vicarious
Experience Share thoughts of previous students
Grading expectations
Social
Persuasion Higher way of thinking
Decrease stress and anxiety
Physiology
Provide examples

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References

Animoto.(n.d.).Retrieved from https://animoto.com

Decoding Differentiation. (2012). Retrieved from https

://sites.google.com/site/decodingdifferentiation/assessment/summative-assessm
ent

Dipity. (2011). Retrieved from http://www.dipity.com/

Kelly, R.(2013, March).Managing Controversy in the Online Classroom.Faculty

Focus, (), . Retrievedfrom
http://www.facultyfocus.com/articles/online-education/managing- controversy-inthe-online-classroom/

Haythornthwaite, C., & Andrews, R. (2011).E-learning Theory and Practice.

Retrieved from The University of Phoenix eBook.

Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. Retrieved from
The University Of Phoenix eBook.

Patricia Palletier. (2013). What Online Teachers Need To Know. Retrieved from
Patricia Palletier, CUR532 website.

Vilkas, B., & McCabe, C.(2014, May).Promoting Students' Self-Efficacy in the

Online Classroom.Faculty Focus, (), .
Retrievedfromhttp://www.facultyfocus.com/articles/online-education/promotingstudents-self-efficacy-online-classroom/