Facilitator Training Program

Joann McKean
CUR/532
August 22, 2016
Melinda Medina

Table of Contents
Part I - Vital Information in the Facilitator Training
Part II - Facilitator Skills and Instructional Materials
Part III - Management and Technology Tools
Part IV - Issues and Classroom Management

Training Program Audience

The company has a new training program that they want to implement.
The training facilitator will learn how to convey the new technology to
the newly employed trainees.
The current skill set is great communication and basic technology.
The assumed experience of trainees that are very tech savvy makes the
use of technology no problem.
The facilitator has a background in teaching or in training adult
learners in a traditional classroom setting.

Diverse Distance Learner Audience

Cultural differences
Experiential differences
Prior learning experience differences: nontraditional learners
Prior to training the audience will take a survey because each person
will have unique combinations of learning styles and preferences.
Gender, age, and culture always plays a part in distance learning. So
facilitators needs to be prepared to use different teaching styles based
on learning survey results.

Training Program Goals

Key distance learning facilitator skills for success will be:

Communication skills
Technology skills
Motivational skills
Mentor skills

Key elements of focus are:

Positive environment
Presence and Availabilty
Prompt feedback
Participation
Discussion

Training Program Objectives

Obtaining the knowledge to fully conduct an online course through completion of
the training program
Gaining ability to continue communication on discussion topics and develop the
topics more fully
Gaining ability to develop and design through choice of web tools (examples:
PowerPoint, Prezi)
Establishing methods to motivate distance learners
Gaining ability to set ground rules for online discussion forums
Communication guidelines with Feedback
Community guidelines to aid in building trust in course

Receipt of certificate of completion following the passage of required

assessment.
Required score of 48 of 60 to pass

Summative Assessment of
Training Learning
Reflective Essay
Rubric
Multiple Choice Questions
Feedback

Training Material
Syllabus
Positivity
Communication Skills
Work Ethic
Listening Skills
Diversity

Strategies Used to Present

Skills to Trainees
Feedback
Availability for
Questions/Concerns
Mentoring
Participation in Discussion
Boards

Phases in Development of Facilitators

Visitor

New to technology integration in traditional

classes
May have posted assignments or syllabus
online

Novice
Never taught or taken online courses
Consistently posts syllabus online
Use technology to supplement traditional
classrooms

Apprentice
Taught onlin one or two terms
Facilitated multiple courses each term
Developing understanding of skills required
to teach online courses

Insider
Facilitated over two semesters in online
environment
Multiple courses per term
Not intimidated in online environments
Proficient with Course Management
technology

Master

Taught multiple online terms

Design online curriculum
Technology masters
Comfortable with online teaching skills

(Palloff & Pratt, 2011)

Transitions between Phases

Visitor - Novice:
Demonstrate that innovation can
impact student learning
Make connections to learning results
through models and illustrations
Innovation to improve up close and
personal direction

Novice - Apprentice:
Become confident through experience

Apprentice - Insider
Strengthen web education
Answer inquiries and concerns

Insider - Master
Encourage strong online presence
Experiment with new techniques that
shape and develop online community

Use technologies that will support

individual courses.

Move from learner to educator

(Palloff & Pratt, 2011)

Distance Learning Theories

Online Collaborative Learning
Constructivism
Connectivism
Diversity

Online Collaborative Learning (OCL)

Development of a particular form of constructivist teaching
Originally called computer-mediated communication (CMC), or networked
learning
OCL theory provides a model of learning in which students are encouraged and supported to work
together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the
conceptual knowledge needed to solve problems rather than recite what they think is the right
answer. ...encourages the learner to be active and engaged.the teacher plays a key role not as a
fellow-learner, but as the link to the knowledge community

Learning is defined as conceptual change and is key to building knowledge.

Learning activity needs to be informed and guided by the norms of the
discipline and a discourse process that emphasises conceptual learning and
builds knowledge.
(Bates, 2015)

Constructivism
Constructivists believe that knowledge is essentially subjective in nature,
constructed from our perceptions and mutually agreed upon conventions
The key point for constructivists, learning is seen as essentially a social process,
requiring communication between learner, teacher and others. This social process
cannot effectively be replaced by technology, although technology may facilitate it.
Thus constructivist teachers place a strong emphasis on learners developing
personal meaning through reflection, analysis and the gradual building of layers or
depths of knowledge through conscious and ongoing mental processing. Reflection,
seminars, discussion forums, small group work, and projects are key methods used
to support constructivist learning in campus-based teaching, and online
collaborative learning, and communities of practice are important constructivist
methods in online learning.
(Bates, 2015)

Connectivism

Knowledge is literally the set of connections formed

by actions and experience. It may consist in part
of linguistic structures, but it is not essentially
based in linguistic structures, and the properties
and constraints of linguistic structures are not the
properties and constraints of connectivism.

Connections form naturally, through a process of

association, and are not constructed through
some sort of intentional action. Hence, in
connectivism, there is no real concept of
transferring knowledge, making knowledge, or
building knowledge. Rather, the activities we
undertake when we conduct practices in order to
learn are more like growing or developing
ourselves and our society in certain (connected)
ways.

(Downes, 2007)

Principles of connectivism:
Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or
information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is
currently known
Nurturing and maintaining connections is needed to
facilitate continual learning.
Ability to see connections between fields, ideas, and
concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent
of all connectivist learning activities.
Decision-making is itself a learning process. Choosing
what to learn and the meaning of incoming information
is seen through the lens of a shifting reality. While
there is a right answer now, it may be wrong tomorrow
due to alterations in the information climate affecting
the decision.

(Siemens, 2004)

Engaging Distance Learners

Continued feedback between facilitator and student

Daily discussions and participation
Collaborative group assignments
Mentoring Program
Provide visions for technology use
Establish open dialogue and collaborative relationships
Provide mutual benefits for mentors and mentees

(Palloff & Pratt, 2011)

Facilitator Mentoring Program

Goals and Objectives
Help mentees become good
facilitators
Constructive feedback to
mentees
Mentor as established, effective
online facilitator
Open, honest mentor/mentee
relationship development

Mentee Experience
Have Masters degrees
At least 2 years teaching
experience
No experience as mentor
Have technology use
experience and knowledge

Management and Evaluation

Reflective essay at end of each training day.
What has been learned
Questions or concerns that have come to mind
Fully explain at least 3 web tools for learner collaboration
Create useful content using the web tools
Ideas for future incorporation and implementation
Reflect on personal goals with an achievement plan

Learning/Course Management System

(LMS/CMS)
Online classroom attendance
Deliver and store course feedback from participants
Synchronous and asynchronous communication options
Store feedback from observations
Course material delivery

Familiarization with LMS/CMS Platforms

Present Information: LMS gives different presentation alternatives including both synchronous and offbeat
choices. Presentation is conceivable through recordings, PDFs, continuous virtual meeting rooms,
PowerPoint, and others.
Conduct Class Discussions: Constant virtual meeting rooms take into consideration individual and group
visits.
Conduct Private Discussions: Both continuous private messaging, email and chat functions are available
for use. Also, private meeting rooms may be accessible for one on one presentation in specific
circumstances.
Receive Assignments: LMS has report conveyance accessible, and record sharing between people is
conceivable. Distinctive task sorts, for example, perusing, video, gathering work, tests, and more are
accessible to online facilitators.
Provide Assignment Feedback and Grades: Evaluation is ongoing and accessible, including participation
and the occasional online tests. Different test and test alternatives are accessible, including multiple choice
and short reply. Likewise, other task sorts are accessible for accommodation to online participants.

Technology To Engage Learners

Learning Technologies
Infographics
Visuals that represent data
through clipart, photos, diagrams,
graphs, and charts

Games and Simulations

Instructional design using
computers, board games, or any
environment surrounding
technology.

Video

Visual (with or without Audio) to

present an abundance of information
within a short time

Technology to Engage Learners

Learners can engage using infographics by collaborating on the style in a
creative and fun way. The software is easy enough for learners to teach
one another the tool.
Games and Simulations are great for learners to engage because it allows
them to be competitive and to strategize while having fun doing so. More
importantly they are learning together.
Learners can create videos and share information with one another. Being
as creative as they want for a short or long period of time.

Collaboration Technology
Skype
Skype is a website that allows users to communicate using video and voice calls. Its
basic features are free, but you can also access additional features like group video
calls or SMS, either by paying as you go or by subscribing. After downloading and
installing Skype, a login screen will appear. You can sign in using a Skype, Facebook,
or Microsoft account. You can add contacts using someone's name, Skype handle, or
email address.
After adding contacts, you are ready to start calling. Click on the name of the person
you'd like to chat with; if there's a green light next to their name, they're already
signed in and ready to receive your call. They'll answer, and you should be able to
hear them as well as see them using your webcam. During your video call, you can
also share screens or send files, which can be very useful in a classroom setting.
(Conway, 2013)

Collaboration Technology
Proof Hub

This online collaborated software upgrades association in learning ventures, and fundamentally enhances correspondence
and joint effort among remotely found individuals from a learning gathering. They can rapidly and casually impart through
gathering talk, raise different issues and these get determined very quick. They all are on a same page in a learning venture.

ProofHub is a cloud project management solution that helps you to stay on top of deliverables and deadlines. It has scalable
features and terms that match the requirements of any business size. The Walnut, CA-based company has attracted big
ticket clients, such as, TripAdvisor, Harvard University, and Wipro, since the software was launched in 2011.

The software helps managers across the critical phases of a project: from planning to organizing, to managing and delivering
outcomes on time. It is a central hub for teams, clients, and contractors to share notes, tasks, knowledge, and discussions for
a more efficient collaboration and timely response.

A single platform brings together managers and decision makers to discuss plans, create notes and to-do lists, lay down
Gantt charts, and calendar milestones and daily tasks. They can share notes, files, schedules, and timesheets. A Proofing
tool also helps relevant parties to discuss, comment, and finalize a document or file in a single window. This tool does away
with the cumbersome practice of shuffling email messages and attachments back and forth.

The software integrates well with popular collaboration and productivity tools such as Google Drive and Dropbox and email
servers to enhance the overall collaboration experience. Moreover, ProofHubs web browser platform is compatible with any
devices and popular operating systems, including iOS, Android, and Windows.
(ProofHub review: Project management software, 2015)

Collaboration Technology
MindMeister
MindMeister is a mind-mapping website with some great bonus features. Its dashboard
immediately catalyzes creativity with pre-made sample mind maps and templates that range
from basic brainstorming, to-do lists, and pre-writing to SWOT analysis, website planning, and
meeting notes. In the workspace, you can choose a main theme, then create child or sibling
nodes and add notes, images, icons, links, attachments, and formatting. You can also associate
tasks, icons, due dates, team assignments, and email reminders with any node. Sharing and
chatting on the workspace screen with team members is a snap via email address invitation.
Save is completely automated. Presentations that capture map sections are super easy to create
and show, and replaying the creation process or restoring older versions is possible using the
revert function. Digging deeper, there's a huge library of (Google-based) public maps you can
browse for ideas and interesting information, professional video tutorials, and a list of keyboard
shortcuts for aspiring power users. A free trial allows you to create three maps, and an Edu
Campus plan for schools and universities is reasonably priced.
(Sitkin, 2015)

Asynchronous E-Learning Vs. Synchronous E-Learning

The modern day e-learning environment can be divided into two categories: synchronous and
asynchronous.
Synchronous e-learning involves online studies through chat and videoconferencing. This
kind of learning tool is real-time. It is like a virtual classroom which allows students to ask,
and teachers to answer questions instantly, through instant messaging, which is why it is
called synchronous. Rather than taking lessons alone, students associating themselves with
synchronous e-learning software or online courses can easily interact with fellow students
and their teachers during the course.
On the other hand, Asynchronous learning can be carried out even while the student is
offline. Asynchronous e-learning involves coursework delivered via web, email and message
boards that are then posted on online forums. In such cases, students ideally complete the
course at their own pace, by using the internet merely as a support tool rather than
volunteering exclusively for an e-learning software or online interactive classes.
(Mindflash Technologies Inc., n.d.)

Technology Management Issues and Resolution

Issues

Possible Resolution

Digital Divide

Each online class should have a tutorial

on how to work the technology and help
navigate through the class.

Unresponsive Software

It is always best to have a visual aid of

software available as an alternative.

Non-Functional Web
Addresses

There should always be a second option

to retrieve the information such as a
video or an article if a web address does
not work.

Students Self-Efficacy
Positive self-efficacy, or the belief that one can do what is necessary to achieve his/her
goals, has been shown to be important in determining whether or not postsecondary
students will succeed in reaching their goals. Key factors affecting self-efficacy include:
Positive, mastery experiences that give students a sense of accomplishment when
they have faced a challenge,
Positive, vicarious experiences that occur when students see others succeed and
feel an increased sense of their own ability to succeed,
Social persuasion, where other people either increase or decrease a students
sense of confidence and ability to succeed, and
Negative, physiological reactions that might occur as a result of stress,
depression, or anxiety.
As students experience these situations, their self-efficacy changes. Numerous
studies examine the relationship between self-efficacy and positive outcomes for
postsecondary students.
((UW:DO-IT, 2015)

ADA Learners
Under the ADA, disability refers to a physical or mental impairment that substantially limits one or more
of the major life activities of an individual. The phrase students with special needs can refer to
individuals with disabilities but also includes students with other types of special needs such as limited
English proficiency or students who may be considered homeless or transient. The ADA of 1990 requires
institutions of higher education to provide reasonable accommodations in such areas as academic
programming, examinations and evaluations, housing, and recreational facilities. (Barnard-Brak,
Lechtenberger, & Lan, 2010)

Students with disabilities are not maximizing services in two ways: (1) not seeking these services out, or
(2) seeking these services too late. These students may be apprehensive about requesting
accommodations, and therefore unwilling to discuss their academic needs, or may simply desire to assert a
new identity and independence when entering higher education. An alternative explanation for these
students not maximizing services entitled to them may be that institutions of higher education, unlike
primary and secondary schools, are not required to take affirmative action in seeking out and identifying
students with disabilities. In order to receive accommodations, they must take the affirmative action and
seek out disability support services and request necessary accommodations. As a result, students with
disabilities often do not appear to be prepared to request accommodations in higher education. (BarnardBrak, Lechtenberger, & Lan, 2010)

ger, W. (1983). Social role valorization: A proposed new term for the principle of normalization. Mental Retardation, 21(6), 234-239

ADA Learners and Associated Strategies

Faculty willingness to accommodate is inconsistent because each case is different yet faculty members
generally lack understanding as to the disabled experience. In this sense, the participants acknowledge that
faculty members may be exceptional in providing accommodations but this is not consistent across faculty
members.
In downplaying or minimizing their own disability status, study participants appear to be very much in
tune with the dis-ablist zeitgeist of Western able-bodied society that can stigmatize and devalue persons
with disabilities (Wolfensberger, 1983).
Faculty members must consider their professional perspectives in how they respond to the disclosure of
disability by students, Letters of Accommodation, and how well they assess the academic needs of their
students with disabilities. Examination is needed, of how well faculty assess their ability to satisfy the
needs of students with disabilities by having faculty members read a series of vignettes or case studies
about students with specific disabilities and respond as to how well they think they could satisfy their needs
for accommodations.
Establishing rapport thus becomes all the more important with this reluctant populations.
(Barnard-Brak, Lechtenberger, & Lan, 2010)

ADA Learners and Associated Strategies

The Center on Postsecondary Education and Disability has developed nine key
principles of Universal Design for Instruction (UDI), which can ce used to create a
more inclusive learning environment (Scott, McGuire, & Shaw, 2001).
These principles emphasize equitable and flexible teaching based on simple and
intuitive instructional practices with careful attention to ensure that material is
presented in a variety of formats to create access for all learners regardless of
disability. UDI requires the instructor to anticipate and be tolerant of differences
among students with regard to prerequisite skills, pacing, and level of effort
necessary to learn course content. The instructor is also expected to create a
classroom environment that offers the appropriate physical space and supports for
learning, promotes interaction and a sense of community, and communicates high
expectations for all learners. (Orr & Hammig, 2009)

ADA Learners and Associated Strategies

The Center for Applied Special Technologies developed Universal Design for Learning (UDL). These
central tenets for guiding postsecondary instruction are:
Multiple Means of Representation: Course content should be expressed using a variety of methods to
assist all students, including those with LD.
Multiple Means of Expression: Expression of student understanding should be solicited using an
array of modes.
Multiple Means of Engagement: Faculty should be cognizant of differing backgrounds and
motivations of students and provide means of interaction with course material that support diverse
learners.
(Orr & Hammig, 2009)

References

Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategeis of college students
with disabilities. The Qualitative Report, 15(2), 411-429. Retrieved from
http://files.eric.ed.gov/fulltext/EJ875262.pdf
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning.
Vancouver, BC, CA: Tony Bates Publishing, LTD. Retrieved from
https://opentextbc.ca/teachinginadigitalage/
Conway, P. (2013, October). Common sense review: Skype. Retrieved August 2016, from Common Sense
Education.org: https://www.commonsense.org/education/website/skype
Downes, S. (2007, Feb. 05). What connectivism is. Retrieved August 2016, from Downes.CA:
http://www.downes.ca/post/38653
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Thousand Oaks, CA: SAGE
Publishing Ltd.
Mindflash Technologies Inc. (n.d.). Asynchronous e-learning vs. synchronous e-learning. Retrieved August
2016, from Mindflash.com: https://www.mindflash.com/elearning/asynchronous-synchronous/
Orr, A. C., & Hammig, S. B. (2009). Inclusive postsecondary strategies for teaching students with
learning disabilities: A review of the literature. Disability Quarterly, 32(3), 181-196.
Palloff, R. M., & Pratt, K. (2011). [The] Excellent online instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.

References
ProofHub review: Project management software. (2015, March 25). Retrieved August 2016, from
Reviews.FinancesOnline.com: https://reviews.financesonline.com/p/proofhub/
Scott, S. S., McGuire, J. M., & Shaw, S. F. (2001). Principles of universal design for instruction. Storrs,
CT: University of Connecticut: Center on Postsecondary Education and Disability.
Siemens, G. (2004, Dec 12). Connectivism: A learning theory for the digital age. Retrieved August 2016,
from Elearnspace.org: http://www.elearnspace.org/Articles/connectivism.htm
Sitkin, J. (2015, August). Common sense review: MindMeister. Retrieved August 2016, from Common
Sense Education. org: https://www.commonsense.org/education/website/mindmeister
Thomson, S. (2014, Jul 08). 6 Online collaboration tools and strategies for boosting learning. Retrieved
August 2016, from eLearning Industry.com: https://elearningindustry.com/6-online-collaboration-toolsand-strategies-boosting-learning
UW:DO-IT. (2015, August 19). What factors affect a student's self-efficacy? Retrieved from University of
Washington - Disabilities, Opportunities, Internetworking, and Technology:
http://www.washington.edu/doit/what-factors-affect-students-self-efficacy
Wolfensberger, W. (1983). Social role valorization: A proposed new term for the principle of
normalization. Mental Retardation, 21(6), 234-239.