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acilitator Training Program

tephanie Pickering
niversity of Phoenix
UR/532
uly 11, 2016
arth Beerman
Vital Information in the Facilitator
Training

Synchronous Training Program


Part 1
Training Program Audience
Training Program Goals
Training Program Objectives
Summative Assessment of
Trainee Learning
Training Program
Audience
Training Audience: University of Delaware Faculty

Trainees. Adult Education Facilitator Trainers without

previous experience in distance learning. Three day

learning environment to educate higher learning

facilitators in a higher education.


Training Program Audience
Assumed Current Skill Assumed Current
Sets: Experiences:
Communication skills
Listening skills, verbal, written, speak Flexibility, adaptability,
effectively

Research skills Multitasking


Ability to assess a situation, look at different Ability to handle many tasks at once,
perspectives, seek information
Setting priorities as
needed, flexible team player.
Computer skills
Computer hardware and software
Understanding Word Processing, email, Interpersonal Skills
spreadsheets
Can relate to others, inspire others, help
with employee conflict.
Training Program Audience
Training Program Audience Continued:

Assumed Level of Current Knowledge:

Understanding of a subject, but may not be experienced

Basic educational skills

Basic Interpersonal skills

Basic Computer skills

Theories

Basic motivational skills

Possess basic knowledge of on line distance classroom


setting
Training Program Goals
Key Training Elements
Skills Needed for Facilitators

Effective Develop objectives


communication skills Develop online
Active listening skills content
Ability to manage Develop online
trainees educational materials
Clear understanding of Develop training on
participants line training materials
Good understanding of Transfer knowledge
region or country Evaluative
effectiveness
Training
Program Objectives
Program Module 2

Objectives
Program Objectives
Module 1 Construct online content for distance
learning environment
Trainee Facilitators will learn
effective time management Facilitators will be able to communicate
in a distance learning environment
Facilitators will learn to
meet goals in a timely
manner. Facilitators will be able to construct and
deliver online content
Facilitators will learn how to
engage students online Facilitators will learn to give
constructive feedback both good and
Facilitators will learn how to bad
help students brainstorm
sharing ideas an
experiences
Program Objectives Continued
Module 3

Facilitators will learn how to design an online course

Facilitators will learn to use different technologies to communicate


online with students

Facilitator will learn to improve student participation on a distance


environment

Facilitators will learn to generate interest and enthusiasm for online


students

Facilitators will learn to keep students interested through discussion


questions
Summative assessment of
Trainee Learning

Observatio
n

Multiple
Interviews
Choice
and
Questionnai
Journals
re

Surveys
Summative assessment of
Trainee Learning Continued
Measure Success of Program
Measure Success of Trainees

Trainers can walk around the room to Trainers can email surveys for trainee
observe students on task. The trainers can feedback at the end of the program.
gather visual evidence of trainee learning.
Trainees will complete participant
Trainers will pass out questionnaires for evaluations.
student to choose between multiple choice
answers. Trainees will be evaluated again in a
six month period to further assess the
Trainees can keep a ongoing record of their training.
work.
Interviews will be conducted after six
Trainers can ask questions within the lesson months to ask trainees how they are
plan to help trainees the opportunity for applying what they learned in the
deeper thinking. training program.
Facilitator Skills and Instructional Materials
Part ll

Training materials

Identify the skills needed for effective distance learning facilitators.

Describe the phases of development for distance learning


facilitators.

Identify the theories of distance learning.

Describe the theories for engaging distance learners.


What strategies might you use to
present these skills to facilitators
Identify the skills needed for
effective distance learning Forum Discussions
facilitators.
Skill for effective distance
Online Chats
learning:

Time Management Weekly live video sessions


Ability to Manage Learners

Technology Skills Trainees work with each other


Constant Feedback
in the learning environment

Know Content well


Role Play
Establish online presence

Effective Communication Skills

http://www.123rf.com/profile_ble
akstar
Describe the phases of development for
distance learning facilitators
Phases of Development

Teacher as a learner- the gathering stage learning skills for the use of

technology from other more experienced peers .

Teacher as a adapter- the experimentation stage as learners use different technology, focus on task
management, use mentors, knowledgeable peers, and labs to experiment.

Teacher as co-learner- technology workshops,

students as technical assistants, delivery of curriculum .

Teacher as Reaffirmer- greater awareness of learning outcomes .

Teacher as Leader- expanding roles to lead


workshops and work as mentors.
Identify transition between stages
Face-to-Face Training
Identify the Theories of Distance Learning.

Provide examples of how the


Provide a clear description of different theories apply to different
theories of distance learning scenarios
Transactional Distance Transactional Distance can happen when
Not simply a geographic separation of teachers and students and teachers are separated by
learners, but even face to face there is a degree of geography and can lead to a lack of
separation. Special techniques and strategies for teaching
must be used. There are different degrees of relationships,
communication. To close the gap there
behaviors for both learner and teacher. needs to be multiple lines of
communication presented by the facilitator.
Multimodality Multimodality occurs when there are many
is many different modes in which people use to
communicate with each other. This is a way for ways of communication, such as discussion
people to communicate and express themselves boards, chat sessions, and team projects.
through art, writing, music, dance, and everyday Teams and instructors can also
interactions. Our culture recognizes this
communication channel. communicate with cell phones and email.
Communal Constructivism happens when
Communal constructivism students share their own life experiences.
An approach to learning where students construct A good example is during discussion boards
their own knowledge. Students also construct the where students and instructor discuss a
knowledge for their own environment. Communal topic. Another example is through sharing
constructivism helps learners communicate through experiences while working on a team
collaboration and technology project.
Describe the Theories for Engaging
Distance Learners
Provide a clear description of the Provide several examples of the
theories of engagement application of each theory

Intrinsic Motivation Online gamers


Students using Google
Social Informatics Docs to share information
Students use mobile
devices to communicate
Digital Media Theory with each other in an
online environment
Students communicating
on Facetime.
Communication through
Skype.
Part III Management and Technology Tools

Goals and objectives of mentoring program

Provide visions of technology use


Individualize technology support
Breaking down hierarchical structure
Establishing open dialogue and collaborative
relationships
Provide mutual benefits for mentors and
mentees
Create a learning community
Performance Status of Mentor
Current standing as a professional
distance educator

How many years has he/she been in


distance education?

What is his/her criteria of success?


Management & Evaluations Programs
for Facilitators
How might the faculty learning community
approach affect management?
Identify specific challenges and strategies
used to manage adjunct faculty from a
distance.
What evaluation strategies will you use for
facilitators?
How will the evaluation and management
strategies align with the identification of
effective faculty skills and behaviors in Part I?
Learning Platform (LMS/CMS) used by
Distance Learning Faculty for Facilitating
their classes.
Learning Management System will be used
for this training program.
LMS chosen is Word Press.
Provides awesome features for creating
online courses.
Provides video hosting, instructor profile,
lesson management, quiz system, rating &
question system.
Course tracking.
Identify Processes Facilitators Will
Use

Trainers will present information through


direction instruction.
Direct introduction and review
Instruction through presentations, guided
and independent practice.
Lectures along with discussions and role
play.
Discussion boards, blogs and journals.
Instructor demonstrations.
Identify Processes Facilitators Will Use
Continued
Provide Assignment Feedback
Receive Assignments and Grades
Students can submit Instructor will provide
assignments online or feedback directly or
directly to the instructor. online.
Thread available for Face-to-face assignment
instructor student feedback
discussions concerning Face-to-face grade
assignments online. feedback.
Students can discuss Online feedback for
face-to-face with the assignments.
instructor. Online feedback for
Grades.
Media Tools & Technology to Enhance
Student Learning

Audio Podcasts
Video Teacher tube, school
Visuals and tube, or YouTube.
infographics Infographics
Games and Making Movies,
simulations Fortune Cookies, If
you won the lottery.
Issues and Classroom Management
Part IV

Dipity
Technology Tools
used for student Animoto
collaboration.
Glogster

Google Drive/Docs

FaceTime
Different Distance Learners
Synchronous and Asynchronous
Facilitation Skills
Synchronous Asynchronous

Does not occur at the


Similar to traditional
same time or place.
learning environment. Not in real time.
Instructor and Learning experiences
student that happen in different
occur at the same locations or at different
time for instruction. times.
Online technology is
used to collaborate.
Technology Management
Issues
Classroom Management Issues
and Resolutions

Challenging Behaviors
Learner Feedback

Messages Cyber-bullying

Comments Inappropriate Posts

Audio Lack of Participation or


engagement
ADA Learners and Associated
Strategies
The American Disabilities Act prohibits
discrimination against people with disabilities in
areas of public life.
Individuals with looking for jobs.
Individuals going to school or looking for
transportation.
Individuals have the same rights as everyone
else.
Civil Rights protection on basis of race, color, sex,
national origin, age, and religion.
References

Association for Experiential Education.(2012).Retrieved from http://www.aee.org/what-is-ee

Bleakstar. (Photograph). (2014, December 14).

Learning. City, State of publication: 123RF

Ethno Connect.(2004).Retrieved from http://www.ethnoconnect.com/articles/22-culture-and-distance-


learning

Haslam, J. (2016). eLearners. Retrieved from http://www.elearners.com/online-education-resources/degrees-and-

programs/synchronous-vs-asynchronous-classes/

Hillner, J.(2009).Edutopia.Retrieved from http://www.edutopia.org/youtube-

educational-videos-classroom

Honey, M. A., & Hilton, M. (2011). Learning Science Through Computer Games and Simulations .
Washington , D.C. :

The National Academies Press.

McCartney, A.(2013).Scribble Live.Retrieved from http://


www.scribblelive.com/blog/2013/09/25/how-to-turn-infographics-

into-effective-teaching-tools/

National Network . (n.d.). Retrieved from http://adata.org/learn-about-ada


References Continued
Palloff, R., & Pratt, K. (2011). The excellent online Instructor: Strategies for

professional development. San Francisco, CA: Jossey-Bass

Peterson, D.(2015).About Education.Retrieved from

http://adulted.about.com/od/icebreakers/tp/partygameenergizers.htm

Rowan, B. (2013). Emerging EdTech . Retrieved

from http://www.emergingedtech.com/2013/11/5-useful-free-web-tools-for-project-

based-learning-assignments

Tanquient LLC. (2016). Retrieved from http://teachweb2.wikispacecom/Animoto

ThemeForest.(2016).Retrieved from https://


themeforest.net/item/lms-learning-management-

system-education-lms-wordpress-theme/7867581

Williamson, J.(2009).Distance Education.Retrieved from http://www.distance-

education.org/Articles/How-Non-Traditional-Students-Are-Changing-Education-
128.html