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DISTANCE LEARNING

FACILITATOR TRAINING
PROGRAM
Laine Willkom
CUR/532
December 19, 2016
Dr. Gretchen Meyers

WELCOME

Today, you begin your University Distance Learning Facilitator


Training Program.
As a participant, you will embark upon a 4-day online training
program provided by the University of Phoenix to prepare you to
successfully facilitate our online courses.
We understand that you already possess the subject knowledge and
are a current practitioner in your field. We aim to help you hone
your distance learning skills so that you can share your expertise
and ensure a fruitful and enjoyable classroom experience for you
and your students every time you teach.

VITAL INFORMATION IN THE


FACILITATOR TRAINING

Day 1

TARGET AUDIENCE

Content Experts and Current


Practitioners
Classroom Teaching Experience
Proficient Technology Skills
Novice Distance Educators

LEARNING GOALS

Upon completion of the Distance Learning Facilitator


Training Program, novice facilitators will:
Demonstrate effective online classroom presence and
communication skills
Customize instructional strategies to fit diverse online learner
needs

LEARNING OBJECTIVES GOAL 1

Demonstrate effective online classroom presence and communication skills


Upon completion of the training, participants will explain one learning theory and provide an
example of how they would use the theory within their online classroom, with 100% accuracy,
given two attempts.
Upon completion of the training, participants will demonstrate online presence by posting a
welcome message to the class within the Learning Management System, with 100% accuracy,
given two attempts.
Given the information covered on possible online behavioral issues, participants will articulate two
possible ways to defuse a provided student issue, with 100% accuracy, given two attempts.

LEARNING OBJECTIVES GOAL 2

Customize instructional strategies to fit diverse learner needs


Given information on instructional technologies used in distance learning, participants will
describe two technologies outside of the Learning Management System and how the
instructor would use them to target an array of learning styles, with 100% accuracy, given
two attempts.
Upon completion of the training, learners will demonstrate how to resolve a student who
expresses discomfort participating in the classroom discussion, with 100% accuracy, given
two attempts.

SUMMATIVE ASSESSMENT

Aligned to Learning Objectives


Measures Participant
Preparedness
Determines Programmatic Success

Practi
ce
Perform

DISTANCE LEARNING FACILITATOR TRAINING


PROGRAM ASSESSMENT INSTRUCTIONS
Your Distance Learning Facilitator Training Program Assessment will combine
written responses and use of the Learning Management System (LMS), which you
have used throughout this training. You will have 90 minutes to complete the
assessment and your instructor will evaluate your performance. The assessment
is pass/fail, and your feedback will be shared with you upon evaluation.
Please note: If you are unsuccessful during your first attempt, your instructor and
the faculty department will work with you on a remediation plan. Upon
completion of the additional training, you will be given a second attempt of the
exam.

Please complete the learning objectives individually and in order listed below.

VITAL INFORMATION IN THE


FACILITATOR TRAINING

Day 2

C HEC KLIS T R U BRI C

1. Participant explained one distance learning theory and provided an example of how the
theory could be used in an online classroom. The written response was posted as a Word
document in a private message.
2. Participant was able to post a welcome message to the entire class in the LMS. The post
included information about the instructors background.
3. Participant provided two possible ways to address the escalated student message.
Appropriate and supportive tone is used and encouraging words are provided to progress
student forward.
4. Participant was able to describe two supplemental technologies, outside of the LMS, that
support varied learning styles in an online classroom. The participant also explained how
the technologies would be used. The response was posted as a private message.
5. Participant posts a possible response to address the learners concerns regarding
participation. The response is posted to the private message forum as an attached Word
document.

SKILLS REQUIRED TO BE EFFECTIVE


AS A DISTANCE EDUCATOR

Establishing Online Presence


Maintaining Effective Communication
Facilitating Classroom Discussion
Providing Substantial and Timely
Feedback

(Lee,
2013)

CLASSROOM DISCUSSION AND


DISCUSSION QUESTION FACILITATION EXERCISE

Two Useful Strategies:


Upon reading the content provided, the training instructor can post prompt or starter
questions to open a class-wide discussion and request that everyone participates a
specific number of times.
Similar to what the trainees will do within their own classes, the instructor would
need to provide thorough expectations regarding how many times each learner
needs to post and what each post needs to include in order to be considered
substantial.
Participants could also be asked to facilitate a discussion question of their own using
the learning management system and relating it to the covered material.
The training instructor would need to assign each participant a section of content, or
if the class was large, groups could be formed, and each participant would facilitate

VIDEO ACTIVITY
Please watch the video on the
right titled Top 12 Best Practices
for Online Facilitating produced
by tenured distance educator,
Andrew B. Campbell.
To watch: Double click on the
video, and then click once more
on the play button that appears.
Consider the following
question as you watch this
video: As a learner and
educator, which strategies
resonate most with you?

(Campbell, 2013)

SUPPLEMENTAL MATERIAL

(Rhode, 2014)

(Friedman,
To watch each video: Double click on the video, and then click once more 2009)
on the play
button that appears.
In the second video with Karen Friedman, she speaks to facilitating in-person class
sessions. How could you use or modify her suggestions to your online classroom?

PHASES OF DEVELOPMENT

M
a
s
t
e
Insider
r
Apprentice
Novice
Visitor

A PHASED APPROACH TO ONLINE


FACULTY DEVELOPMENT
Teacher as Learner
Teacher as Adopter
Teacher as Co-Learner
Teacher as Re-affirmer or Rejector
Teacher as Leader

DISTANCE LEARNING THEORIES

1
2

Transformati
ve Learning
Theory
Social
Constructivis
m

TRANSFORMATIVE LEARNING

Adults display two kinds of learning: Instrumental and


Communicative
Learning involves change to meaning structures
Change to meaning structures happens through reflection
Learning can involve refining meaning schemes, learning
new schemes, transforming schemes, and/or transforming
perspectives.
(Culatta, 2015)

SOCIAL CONSTRUCTIVISM

Social Context of Learning


Focuses on Learner
Collaborative Learning Approach
Please click on the link below to watch the video titled Social Constructivisim and the
Mediated Learning Experience (Study.com, 2016). The transcript is available for review
as well.
Once you have reviewed the video or ready through the transcript, please take the quiz
and save a screenshot of your score.
http://study.com/academy/lesson/social-constructivism-and-the-mediated-learning-experie
nce.html#lesson
(Study.com,

THEORIES TO ENGAGE ONLINE


STUDENTS
According to Haythornthwaite & Andrews (2011), distance learning
theories include:

Transactional Distance - The separation or distance in time and space


between the learner and the instructor.
Intrinsic Motivation - As learners may be physically isolated from other
learners and instructor, distance learning requires self-motivation.
Digital Media - Media used to create a collaborative and engaging
environment.

VITAL INFORMATION IN THE


FACILITATOR TRAINING

Day 3

LEARNING MANAGEMENT SYSTEM


(LMS)
Please click on the below link to
access a presentation on how to use
Blackboard Ultra, which is the
Universitys Learning Management
System. You will also have an
opportunity to practice your skills.

http://prezi.com/v-lp8lmixaxp/?u
tm_campaign=share&utm_medium=cop
y
(Thedesignwall.com,
2014)

TECHNOLOGY TOOLS
POWERPOINT AUDIO AND
AUDIOBOOM
PowerPoint Audio Tool

audioBoom

Did you know that PowerPoint has an audio


feature?

Click on Insert at the top of this presentation,


and you will see an audio tab on the right-hand
side of your toolbar. You can actually add
audio to any presentation you create for your
students, affording learners the opportunity to
read, view, and listen to content.

Click on the link below to


listen to samples
podcasters have made:
https://audioboom.com/li
sten

TECHNOLOGY TOOLS - PREZI

Online Presentation Software

Visual & Compelling


Presentation
Individual or Collaborative
Clear Links Between
Elements
Content Can Be Moved
Big Picture or Zoom to Details

Click on the below link to


review the Simple Steps to a
Great Prezi video:

https://prezi.com/sup
port/

TECHNOLOGY TOOLS - GLOGSTER

Watch the short overview


video by clicking on the image
to your left.

Multimedia Posters
Project-Based Learning
(Glogster EDU, 2016)

Storyboards and
Timelines

STUDENT COLLABORATION WIKISPACES


Classroom Management
Social Networking
Writing
Project-Based Learning
Real-Time Formative Assessment
Synchronous and Asynchronous
Learning

(Tangient LLC, 2015)

STUDENT COLLABORATION
Skype for Business
Synchronous or Recorded
Learning Sessions
Audio and Visual
Social and Collaborative Tool
Challenge Question for Class Discussion:
As you review the video, how could you incorporate Skype or a similar tool into your
online classes?

STUDENT COLLABORATION POPPLET

Collaborative
Mind-Mapping and
Brainstorming Tool
Group Projects
Reaches Diverse
Learners
(Notion, Inc., 2013)

VITAL INFORMATION IN THE


FACILITATOR TRAINING

Day 4

UNIVERSITY DIVERSITY
As a University, we welcome diversity in all things relating to our
education and institutional culture, including but not limited to:

Students

Professional
Experience

Faculty and Staff

Learning
Preferences and
Needs

Support
Services

Culture and Personal


Background

YOUR TYPICAL STUDENTS

Though most of our students are


adult learners who have family
and work obligations in addition
to school, their individual needs
and experiences are unique, and
you need to be cognizant of their
diversity to successfully meet
their learning needs. With that
being said, these are some
characteristics of our primary
learner population:

Family Obligations
(Dependents)
Employed Full-Time
Attending School Full-Time
Aged 25 Years or Older
Attended College
Elsewhere Without
(Ross-Gordon,2011)
Completing Degree

DIFFERNTIATION DISCUSSION

Please click on the link below


to learn more about the main
student population we serve:

https://www.aacu.org/publicatio
ns-research/periodicals/researc
h-adult-learners-supporting-nee
ds-student-population-no
(Ross-Gordon,2011)

In your assigned collaboration


groups, please discuss the following
questions:
How can you identify who your learners
are at the beginning of a class?
Once you have identified your student
population, how will you differentiate
strategies and materials in a way to
best support as many of your students,
as is possible?

SYNCHRONOUS AND
ASYNCHRONOUS E-LEARNING
SYNCHRONOUS
Computer-Based Learning
Virtual Classroom Modality
Participants Engaging in RealTime
Instructor-Led
Scheduled

ASYNCHRONOUS

Computer-Based Learning

Self-Paced, Self-Study

Email and Online Discussion


Interactions
Frequent and Relevant Interactions
Different Schedules, Different
Times

Potential Participant
Pitfalls
Cannot log into the LMS

TECHNOLOGY
MANAGEMENT ISSUES
When it comes to distance
learning, both students and
instructors are heavilydependent on technology.
But what happens when
something goes wrong?

Cannot open material using


provided link
The Universitys server has
crashed
If your students encounter
these issues, how will you
assist them?

CLASSROOM MANAGEMENT ISSUES


LEARNER FEEDBACK
Role Play Discussion Activity

What is more frustrating than


knowing that you cannot locate
something you should be able to
find?

1. Select a partner for this activity


2. Each person will act as the instructor once
and the student once
3. One member of your pair creates an issue
pertaining to a posted Message and the
other will have an issue with opening
Comments in a graded assignment
4. Each student will post a message to the
instructor advising of the problem, and the
instructor will assist with a resolution, as
deemed appropriate.

CLASSROOM MANAGEMENT ISSUES

CHALLENGING BEHAVIORS

Mutineer
Must Get an A
Quiet or Non-Participatory
Inappropriate or Abusive
Poster
(Mandernach, 2013)
Please review the above video to learn more
about challenging online behaviors and
possible resolutions.

Noisy

REFERENCES
audioBoom.(2016).About us.Retrieved from https://audioboom.com/about/us
Blackboard Inc. (2015, August 13). Assignments and grading. [Video] Retrieved from YouTube website:
https://www.youtube.com/watch?v=J8e7UmLAKLI&index=4&list=PLontYaReEU1tCbsCDP-u_wsKdkDBegIhH
Blackboard Inc. (2015, August 7). Calendar. [Video]. Retrieved from YouTube website:
https://www.youtube.com/watch?v=Bx0NR6Z3umY&list=PLontYaReEU1tCbsCDP-u_wsKdkDBegIhH&index=3
Blackboard Inc. (2015, September 11). Discussions. [Video]. Retrieved from YouTube website:
https://www.youtube.com/watch?v=8RBwZrZ1GDw&index=7&list=PLontYaReEU1tCbsCDP-u_wsKdkDBegIhH
Blackboard Inc. (2015, August 15). Introduction to Blackboard Learn with the ultra experience (instructors).
[Video]. Retrieved
from YouTube website:
https://www.youtube.com/watch?v=wXqoTLCftHU&index=1&list=PLontYaReEU1tCbsCDP-u_wsKdkDBegIhH
Blackboard Inc. (2015, August 7). Messages. [Video]. Retrieved from YouTube website:
https://www.youtube.com/watch?v=c5twoOrIzME&list=PLontYaReEU1tCbsCDP-u_wsKdkDBegIhH&index=2

REFERENCES
Blackboard Inc. (2016). Share content. Retrieved from
https://en-us.help.blackboard.com/Collaborate/Ultra/Moderator/030_Share_Content
Campbell, A. B. (2013, August 29). Top 12 best practices for online facilitating. [Video
file]. Retrieved from https://www.youtube.com/watch?v=QxSoa3RRoVo
Culatta, R.(2015).Transformative learning (Jack Mezirow).Retrieved from
http://www.instructionaldesign.org/theories/transformative-learning.html Florida
Center for Instructional Technology.(2016).Classroom
assessment.Retrieved from
http://fcit.usf.edu/assessment/performance/assessb.html
Epignosis LLC. (n.d.). What's an LMS? Retrieved from https://www.talentlms.com/what-isan-lms/#what-is-an-lms

REFERENCES
Friedman, K. (2009, March 15). How to be a great facilitator. [Video
file]. Retrieved from https://www.youtube.com/watch?v=qgbc-uCSRaw
Glogster EDU (2016,July25). Glogster - quick post promo video [Video file]. Retrieved from
YouTube website:
https://www.youtube.com/watch?v=w8Jj_r-nl_c
Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice. Retrieved from
The University of Phoenix eBook Collection database.
Lee, J. (2013). Building an online community method that helps interaction on your
website. [Image]. Retrieved from http://www.jaasonlee.com/wpcontent/uploads/2013/07/3-Building-An-Online-Community-Method-That-HelpsInteraction-on-Your-Website.jpg

REFERENCES
Mandernach,J. (2013,October22). Dealing with difficult students in the online classroom [Video file].
Retrieved from YouTube website: https://www.youtube.com/watch?v=1nTStCJBECw
Microsoft.(2016). Add audio to your PowerPoint presentation.Retrieved from
https://support.office.com/enus/article/Add-audio-to-your-PowerPoint-presentation-c3b2a9fd-2547-41d9-9182-3dfaa58f1316
Microsoft.(2016).Professional online meetings built for business.Retrieved from
https://www.skype.com/en/meetings/
Microsoft (2015,April13). Set up audio and video in Skype for Business [Video file]. Retrieved from
YouTube
website: https://www.youtube.com/watch?v=cwIVp9xPeUY&index=6&list=PLH5ElbTc1hWQirKa
mpULE7vlfTbhSqssq

REFERENCES
Mindflash Technologies Inc.(n.d.).Asynchronous e-learning vs. synchronous elearning.Retrieved from
https://www.mindflash.com/elearning/asynchronous-synchronous/
Notion, Inc.(2013).Popplet.Retrieved from https://popplet.com/
Official Prezi Content (2015,September8). Simple steps to a great Prezi [Video file].
Retrieved from Prezi
Inc. website: https://prezi.com/lpritnhmqtmx/simple-steps-to-a-great-prezi/
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for
professional development. Retrieved from The University of Phoenix
eBook Collection database.
Rhode, J. (2014, February 17). Best practices in online learning. [Video file]. Retrieved from
https://www.youtube.com/watch?v=zb0XhUyCI78

REFERENCES
Ross-Gordon, J. M.(2011, Winter).Research on adult learners: Supporting the needs of a
student
population that is no longer nontraditional.PeerReview, 13(1).
Retrievedfromhttps://www.aacu.org/publicationsresearch/periodicals/research-adult-learners-supporting-needs-student-population-no
Silva, E. (2014). Grading. [Image]. Retrieved from http://ericsilva.me/wpcontent/uploads/2014/09/IMG_3627.png.
Study.com.(2016).Social Constructivism and the mediated learning experience.Retrieved
from http://study.com/academy/lesson/social-constructivism-and-the-mediatedlearning-experience.html#lesson
Tangient LLC.(2015). About.Retrieved from
http://www.wikispaces.com/content/classroom/about

REFERENCES
Tangient LLC (2015). Wikispaces square text [Image]. Retrieved from Wikispaces
website:
http://help.wikispaces.com/file/view/wikispacessquare-text-400x400.png/429316978/wikispaces-square-text-400x400.png
Thedesignwall.com. (2014). Blackboard ultra. [Image] Retrieved from
http://www.thedesignwall.com/wp-content/uploads/2014/11/Blackboard-Ultra32.png