Facilitator Training

Program
Cinera Tyler
CUR/532
December 19, 2016
Dr. Gretchen Meyers
Outline
Phase I
Scenario
Training program audience
Training program goals
Measurable objectives
Summative assessment
Program evaluations
Phase II
Skills for effective distance learning
Phases of development
Theories of distance learning
Theories for engaging distance learners
Phase III
Learning management systems
Technology or media tools for student learning
Technology tools for student collaboration
Phase IV
Description of learners
Synchronous vs asynchronous
Technology management issues and resolutions
Classroom management issues and resolutions
Phase I - Scenario

The Tyler Corporation recently made changes to the

training department that changed the platform used for
employee trainings. Training classes are moving from
small group, in person training classes to online
trainings that cover a large number of employees at a
time. The executives brought in an outside company to
help prepare the current training staff on how to perform
trainings in an online environment.
 Training Program Audience
Current skill sets
Participants are experienced trainers for The Tyler Corporation
All participants have outstanding people skills
All participants possess the expertise to keep an audience engaged in a face to face
environment
Assumed current experience
The Tyler Corporation is a large company rich in technology usage
Participants use technology on a daily bases but have never conducted or participated
in a 100% online training environment
Assumed level of current knowledge
Novice: participants have never taught online but have knowledge of online platform
Participants have been trained on using the online classroom platform
Participants do not yet have the tools or expertise to conduct online training classes
Training Program Goal

The training staff of The Tyler Corporation will learn how

to properly conduct a training class in an online
environment.
Measurable Objectives

By the end of the training class, participants will be

able to identify the components of a successful online
training course with 80% accuracy.
After completion of the course, participants will be
able to conduct an online training class, meeting 80%
of the components.
 Summative Assessment
Success of Trainees
The final assessment will be broken into two parts
Part One: online quiz that will be used to identify key words to confirm understanding
of course concepts and theories; test will include the following concepts:
Skills for effective distance learning
Phases of development
Theories of distance learning
Theories for engaging distance learners
Synchronous vs asynchronous

Part Two: each participant will facilitate a mock online classroom

Show they can demonstrate the skills necessary for effective distance learning facilitation
Demonstrate they understand how to use the learning management system
Exhibit ability to properly integrate various technology tools into training pieces
Display ability to properly manage the classroom while maintaining distance learning theories
 CATEGORY 1 2 3 4
Use of Technology The technology used The technology used The technology used The technology used
appropriately contributed to appropriately contributed to appropriately contributed to appropriately contributed to
less than 25% of the course 26-50% of the course 51-79% of the course 80-100% of the course
material. material. material. material.
Visibility Facilitator connected with Facilitator connected with Facilitator connected with Facilitator connected with
learners and guided less than learners and guided 26-50% learners and guided 51-79% learners and guided 80-100%
25% to actively engage. to actively engage. to actively engage. to actively engage.

Compassion Facilitator exhibited Facilitator exhibited Facilitator exhibited Facilitator exhibited

accountability while
identifying learner subtitles
to overcome resistance with
less than 25% positive
outcomes.
Communication Facilitator effectively
identified student's needs
while providing timely
feedback and demonstrating
proper rules for online
communication less than
25% of the time.
Commitment Commitment was shown by
maintaining a student
focused environment and
incorporating a variety of
learning styles less than 25%
of the time.
accountability while accountability while accountability while identifying
identifying learner subtitles to identifying learner subtitles to learner subtitles to overcome
overcome resistance with 26- overcome resistance with 51- resistance with 80-100%
50% positive outcomes. 79% positive outcomes. positive outcomes.
Facilitator effectively Facilitator effectively Facilitator effectively identified
identified student's needs identified student's needs student's needs while
while providing timely while providing timely providing timely feedback and
feedback and demonstrating feedback and demonstrating demonstrating proper rules for
proper rules for online proper rules for online online communication 80-
communication 26-50% of communication 51-79% of 100% of the time.
the time. the time.
Commitment was shown by Commitment was shown by Commitment was shown by
maintaining a student maintaining a student maintaining a student focused
focused environment and focused environment and environment and incorporating
incorporating a variety of incorporating a variety of a variety of learning styles 80-
learning styles 26-50% of the learning styles 51-79% of the 100% of the time.
time. time.

Organization Facilitator exhibited proper Facilitator exhibited proper Facilitator exhibited proper Facilitator exhibited proper
time management skills less time management skills 26- time management skills 51- time management skills 80-
than 25% of the time. 50% of the time. 79% of the time. 100% of the time.

Incorporation of Facilitator demonstrated one Facilitator demonstrated one Facilitator demonstrated one Facilitator demonstrated one
Distance Learning distance theory and one distance theory and one distance theory and one distance theory and one
Theories student engagement theory student engagement theory student engagement theory student engagement theory
less than 25% of the time. 26-50% of the time. 51-79% of the time. 80-100% of the time.

Familiarity with Learning management Learning management Learning management Learning management system
Learning system was used to full system was used to full system was used to full was used to full capacity 80-
Management capacity less than 25% of the capacity 26-50% of the time. capacity 51-79% of the time. 100% of the time.
time.
System
Program Evaluation

After three online training classes are completed, executives will meet

with trainers and hired group to determine effectiveness of training

based on the following factors:

Satisfaction of employees who participated

Outcome of employees who participated

Overall benefit training made for company

Phase II - Skills for Effective Distance
Learning
Visible be present in the online environment by checking in on a
regular basis
Compassionate show the student that you care about their learning in
a positive way by acting with openness, concern, flexibility, fairness, and
honesty
Communicates offer frequent communication by using technology to
offer feedback in a timely manner
Committed be motivational by showing the value in teaching online
through student-focused instructions
Organized manage time appropriately and plan material and
instruction in advance (Palloff & Pratt, 2011, p. 18)

Best and Worst Facilitator Practices

Be Visible
Sense of presence (Kelly, 2014)
Persona
Social
Instructional
Why is it important? (Kelly, 2014)
Design for presence
Skype (Skype, 2016)
instaGrok (instaGrok, 2014)
Khan Academy (Khan Academy, 2016)
Evidence of engagement (Vanderbilt, 2016)
In class feedback forms
Online surveys
Small group analysis
Compassionate

Accountability
Subtitles
Overcoming resistance
Assume best
Offer a choice
Respect choice
Provide consequences
Follow through on discipline

(Dearborn, 2016)
Communicates
Understanding student needs
Ice breakers (MindTools, 2016)
Minute papers (Starting Point, 2016)
Think-pair-share (Starting Point, 2016)
Provides timely feedback
Rules for online communication
The 7 Cs of effective communication (MindTools, 2014)
Clear
Concise
Concrete
Correct
Coherent
Complete
Courteous (MindTools, 2016)
Committed
Student-focused instruction (Johnson, 2016)
Prompt student engagement
Encourage effort made by student
Sandwich method activity

Encourage reflection
Be an example
Learn to leverage subject matter expertise
Always consider student perspective
Lead the way to application
Varied learning styles/instruction (Melvin, 2015)
Why
What
How
What if
Organized

Time Management
Handle it once
Efficiently respond to student questions
Get organized
Organize discussion forums
Use the right tools

(University of Wisconsin, 2016)

Phases of Development for Distance
Learning
Visitor instructors who have used some technology within face to face
classes such as email or posting the syllabus online.
Novice instructors who have never taught online but have used technology
to supplement their face to face teaching.
Apprentice instructors who have taught online for one or two semesters and
have taught more than one course per term and are developing skills in the
online environment that are required to successfully teach.
Insider instructors who have taught more than two semesters online and
more than one course per term. They are comfortable and proficient with the
technology and they possess the skills needed for teaching online. They may
have designed one or more online courses.
Master instructors who have taught multiple terms and have designed
several online courses. They have mastered the technology and have
integrated technology beyond what is required. They can be used to coach
peers who are not as comfortable with the online platform.
(Palloff & Pratt, 2011, p. 19)
 6 Hats

(Sicinski, n.d.)
Phased Approach to Online Faculty
Development
Stage 1
Teacher as learner
Stage 2
Teacher as adopter
Stage 3
Teacher as co-learner
Stage 4
Teacher as reaffirmer or rejector
Stage 5
Teacher as leader

(Palloff & Pratt, 2011, p. 52)

Theories of Distance Learning

Communal Constructivism
Holmes and Gardner, 2006 (Padlet, n.d.)
Transactional Distance
Moore, 1997
Multimodality
Kress, 2003

(Andrews & Haythornthwaite, 2011)

Theories for Engaging Distance
Learners
Intrinsic motivation
Social informatics
SOLE model (WordPress, n.d.)
Feedback
Assessment
Reflection
Personal context
Social context
Peer moderation
Tutor facilitation
Tutor contact time
Learning materials (Andrews & Haythornthwaite, 2011)
 Part III - Learning Management
System
What is an LMS?
Components of LMS
Rosters
Registration control
Document management
Multiple device access
Distributed instructor and student base
Course calendar
Student engagement
Assessment and testing
Grading and scoring
Features used for corporate training
Automatic enrollment
Enhanced security
Whitelabeling
Multi lingual support
Advantages of using LMS
(Mindflash, n.d.)
 Blackboard

Learning Performance for Business

Benefits
Flexible training
Consultant collaboration
Easy integration
Invest in career growth

What is included
Learning management
Web conferencing
Community engagement
Content management
Professional services
Click here

(Blackboard, 2016)
 Technology or Media Tools for Student
Learning - Screencast

(Screencast, n.d.)
 Technology or Media Tools for Student
Learning - Voicethread

(Voicethread, 2016)
 Technology or Media Tools for Student
Learning - Motivator

(Motivator, 2016)
 Technology or Media Tools for Student
Learning - Voki

(Voki, 2016)
 Technology Tools for Student
Collaboration - Piazza

(Piazza, 2016)
 Technology Tools for Student
Collaboration - Edublogs

(Edublogs, 2016)
 Technology Tools for Student
Collaboration G Suite for Educators

(Google, 2016)
Technology Tools for Student
Collaboration - Trello

(Trello, 2016)
 Technology Tools for Student
Collaboration - Twiddla

(Twiddla, n.d.)
Phase IV Description of Learners

60% Male; 40% Female

90% with an undergraduate degree or higher

Multiple departments represented

Multiple locations
Synchronous vs Asynchronous

Definition (Johns Hopkins, 2010)

Characteristics and benefits

Challenges and considerations

Technology Management Issues and
Resolutions

Issue examples

Technology login doesnt work

No sound on video

Attachment does not open

Classroom Management Issues and
Resolutions

Learner feedback
Cannot locate a previous message (Mississippi University, 2010)
Learner cannot find feedback on PowerPoint
Challenging behaviors (Kelly, 2016)
Misrepresentation
Cyber-bullying
Inappropriate posts
Lack of participation or engagement
References

Andrews, R., & Haythornthwaite, C. (2011).E-learning theory & practice. Thousand Oaks, CA:
SAGE Publication Inc.
Blackboard.(2016).Learning performance for business.Retrieved from
http://www.blackboard.com/business/learning-solutions/learning-performance.aspx
Brown University.(2016).Interactive classroom activities.Retrieved from
https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-
classroom-practices/interactive-classroom-activities
Dearborn, G.(2016).Compassionate discipline: dealing with difficult students.Retrieved from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/532/Com
passionate-Discipline-Dealing-with-Difficult-Students.aspx
Edublogs.(2016).Edublogs.Retrieved from http://edublogs.org/
Google.(2016).Google for education.Retrieved from
https://www.google.com/edu/products/productivity-tools/
instaGrok. (2014). instaGrok. Retrieved from https://www.instagrok.com/
John Hopkins University School of Education. (2010). Synchronous vs. asynchronous distance
learning activities. Retrieved from
https://cursos.campusvirtualsp.org/repository/coursefilearea/file.php/83/Material_2013/activity_1
1/Synchron ous%20vs%20Asynchronous%20Learning%20Activities.pdf
References

Johnson, B.A.(2016).7 student centered strategies to transform online learning.Retrieved

from https://www.linkedin.com/pulse/can-you-use-student-centered-strategies-online-
johnson-ph-d-mba
Kelly, R.(2014).Creating a sense of instructor presence in the online classroom.Retrieved
from http://www.facultyfocus.com/articles/online-education/creating-a-sense-of-instructor-
presence-in-the-online-classroom/
Kelly, R. (2016). Managing controversy in the online classroom. Retrieved from
http://www.facultyfocus.com/articles/online- education/managing-controversy-in-the-
online-classroom/
Learning Theories.(2016).Multimodality.Retrieved from https://www.learning-
theories.com/multimodality-kress.html
Melvin, J.C. (2015, October 31). The 4 adult learning styles explained with JC Melvin [Video
file]. Retrieved from Youtube website: https://youtu.be/5mApEVWZESA
MindTools (2014, March 5). The 7 cs of communication [Video file]. Retrieved from Youtube
website: https://youtu.be/v4OmXaihEp0
MindTools.(2016).The 7 cs of communication.Retrieved from
https://www.mindtools.com/pages/article/newCS_85.htm
References

MindTools. (2016). Ice breakers. Retrieved from

https://www.mindtools.com/pages/article/newLDR_76.htm
MindTools. (2016). The 7 cs of communication. Retrieved from
https://www.mindtools.com/pages/article/newCS_85.htm
Mindflash.(n.d.).What is an LMS system?Retrieved from
https://www.mindflash.com/learning-management-systems/what-is-an-lms/
Mississippi University for Woman (2010, November 10). Exporting course content in
blackboard 9.1 [Video file]. Retrieved from Youtube website: https://youtu.be/rZhq0ZwE-Rg
Motivator.(2016).Motivator.Retrieved from http://bighugelabs.com/motivator.php
Padlet. (n.d.). Padlet. Retrieved from https://padlet.com/
Palloff, R.M., & Pratt, K. (2011). The excellent online instructor. San Francisco, CA: Jossey-
Bass.
Piazza.(2016).Piazza.Retrieved from https://piazza.com/
Screencast. (n.d.). Screencast-o-matic. Retrieved from https://screencast-o-matic.com/home
Skype. (2016). Skype. Retrieved from https://www.skype.com/en/
References

Sicinski, A. (n.d.). How to solve problems using the six thinking hats. Retrieved from
http://blog.iqmatrix.com/six-thinking-hats
Starting Point. (2016). One minute writes. Retrieved from
http://serc.carleton.edu/introgeo/interactive/oneminwrite.html
Starting Point. (2016). Think pair share. Retrieved from
http://serc.carleton.edu/introgeo/interactive/tpshare.html
Trello.(2016).Trello.Retrieved from https://trello.com/
Twiddla.(n.d.).Twiddla.Retrieved from https://www.twiddla.com/d5sm3m
University of Wisconsin.(2016).Time management strategies for online instructors.Retrieved
from https://www2.uwstout.edu/content/profdev/rubrics/time_management.html
Vanderbilt University.(2016).Gathering feedback from students.Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/student-feedback/
Voicethread.(2016). Voicethread.Retrieved from https://voicethread.com/products/business/
Voki.(2016).Voki.Retrieved from http://www.voki.com/
WordPress. (n.d.). The SOLE model & toolkit. Retrieved from https://solemodel.org/about/sole-
elements/