FACILITATOR TRAINING PROGRAMMarchella Christian | University of Phoenix

Professor Danene Mims- CUR/532

Synchronous 3-Day ModelThis is a training program for distance learning facilitator

trainees without previous experience in distance education.

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Introduction:Hi my name is Marchella Christian! I will be the host of this 3 day training that is design for participants that do not have experience in distance education. This trainingwill empower you to become effective distance learning facilitators. If you need to contact me feel free to contact via:marchellac@email.phoenix.edu (University of Phoenix)wrightmarchella@yahoo.com (Personal)770-885-6296 (EST)

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PART 1- Vital Information in the Facilitator Training

Training program audience:Novice with no experience in the traditionalclassroom environment; knowledge about

adult learning theories, assessment coursedesign, evaluation and basic instructional skills.

Current skill set:Participants is proficient using computer, for email,

Word processing and printing. (my-ecoach.com)

Current experiences:The participants has some teaching experience, but not online.

Current knowledge:They are high school graduates and some are college graduates with Bachelors' and Masters Degrees.

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Training Programs Goals Develop competent online facilitators Provide instruction on how to become effective within the learning

community Establish Online Presence Communicate effectively within the online community Time management

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Objectives Identify overall training objectives:

Deliver instruction Develop online presence Utilize technology Engagement of learners Access and evaluate student learning

Objectives:Day 1

Deliver Instruction and develop an online presence.Trainees will learn how to deliver instruction.Trainees will learn how to develop online presencethat is positive and constructive.Day 2

Utilize technology and engagement of learners.Trainees will learn how to utilize technology in theonline learning community.Trainees will learn how to engage learners effectively.Day 3

Access and evaluate student learning.Trainees will learn how to access and evaluate student learning.

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Summative assessment of trainee learning Short essay questions based on the objectives that will gage how well

they have learned the content. Tested on how well they can facilitate, Course evaluation will be given to rate the effectiveness of the

program.

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Part II-Facilitator Skills and Instructional Materials

Training Materials- Skills needed to create effective distance learning: Accessibility Mobility Interactivity Measurement Communication

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strategies

Accessibility-The most important key is that content must be accessible for everyone. It is determined by what platform is being used to deliver the training. The easier it isto access the content the more effective the training program will be.

Mobility-the material should be accessed from any device. For effective mobile-friendlyTraining content it should be presented in short segments; Straightforward topics that create challenges for learners (Cournoyer, 2012).

Interactivity-Is to use elements to keep the learners engaged, and action from the learner is require. Include questions that promote a senseof community among learners (Cournoyer, 2012).

Measurement-This is to monitor and track the performance of the program byusing real—time data using analytics. It is to identify the successof the content and areas that needs clarification or improvement.

Communication is vital and a connection between students and instructor. This is an avenue used to encourage and motivate students as well as give constructive feedback with positive reinforcement.

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Phases of DevelopmentVisitor –One who may posted assignments or use email for assignment completionNovice-One that has no teaching or student experience online; has used technology

to communicate and supplement face to face teachingApprentice-Faculty that has taught online for one or two terms. This stage gives an

understanding of the online environment and the skills that is required toteach online.

Insider-Faculty that has taught more then two semesters and more than one courseonline. This stage the faculty is comfortable working online, proficient withcourse management technology and a basic understanding of the skills thatis required for online teaching. And has designed one or more online courses.

Master-Faculty has taught multiple terms online; has designed several courses online;expert with technology and integrated it into their teaching. In this stage theyare very comfortable in their role as an online facilitator; called to be mentorsand support for new online faculty.

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Theories of Distance Learning

“Theory help us bear our ignorance of facts (G. Santayana-The Sense of Beauty)”

TransformationFramingEmergenceTransactional DistanceMultimodality

Theories of Distance Learning continue: Transformation is considered the hallmark of learning in which a change in understandingoccurs that transforms cognition from an initial state to a modified state (Haythornthwaite & Andrews, 2011) Framing is a concept that turns our attention to the complex knowledge, past experience, mindset,and mental construct of the scope and borders of an endeavor, that characterizes what we, or our learnersbring into the learning experience (Haythornthwaite & Andrews, 2011). Emergence is the way learning and knowledge construction are happening continuously from theInterplay of elements in the environment we operate in the meaning, interpretation and actions that Individually and collectively add to the communal frame. It also promote attention to the way learningencompasses many aspects of personal, professional, social and societal growth (Haythornthwaite & Andrews, 2011). Transactional Distance Learning consists of three variables that operate in relation to the degree of transactional distance between the teachers and learners: dialogue, program structure and learner autonomy (Haythornthwaite & Andrews, 2011). Multimodality is a theory of e-learning of contemporary communication which is highly relevant because most e-learning communication is via computer interface and they are multimodal in nature (Haythornwaite & Andrews, 2011).

Examples of Theories applied to different scenarios:

Transformation Framing Emergence

Examples of Theories applied to different scenarios:

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Transactional Multimodality

Theories of engagement The underlying basis of The Engagement Theory is that students should be meaningfully involved in their learning through interactive and worthwhile tasks. Although the use of technology is not imperative, it is found that technology can promote engagement that is difficult to achieve otherwise (Kearsley & Shneiderman, 1998).

The Engagement Theory Promotes:1) working collaboratively2) project based learning3) have an authentic focus

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Theories of engagement

Theories of engagement example

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Part III-Management and Technology Tools Mentoring program for faculty:

Goals and objectives of the mentoring program Identification criteria The performance status of the mentor current standing Experience with distance education

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Mentoring Goals : Improve instructor performance Enhance student satisfaction Identify professional development needs Aid accreditation Assessment needs

Objectives: Formative:

preterm and weekly checklistsphone and email dialogue

Summative:summary review instructor’s progress after end of term

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Mentoring Identification criteria: Desire to serve as a mentor Ability to use personal reflections, student feedback Feedback from colleagues to evaluate their practice and initiate actions to improve Excellent and strong communication and interpersonal skills Certification in content area

Current standing: 2 years experience as an online facilitatorHave taught 10 classes successfullyHas obtained an Master Degree in Adult Training and Education

Mentoring experience criteria:The candidate must have experience as a mentorHave mentored 6 courses

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Management and evaluation program for facilitators

The Learning Community Approach is concern with achieving formation and supportof communities of practice among faculty. It affect management because it is an avenuethat faculty use to assist faculty in understanding the value of a learning community inonline teaching which is incorporate into faculty training and development (Palloff & Pratt, 2011).

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Evaluation Challenges:

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Evaluation Strategies:

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Evaluation/Management align with Skills/ Behavior in Part I:

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Learning platform: Learning Management Systems is a system used to teach and learn in the onlineenvironment. They are classified as social learning tools that foster better engage-ment and quality learning.

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Technology/Media Tools that engage student learning:

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Tools that engage and enhance student learning:

Google Drive is the “hard drive on the go”. It allows the user to access their files from any computer,

smartphone or tablet that is at their disposal. It is an online app that the user is able to create, edit and view document that they are using for a project. It will enhance and engage the student by allowing others to view and work on the project form another computer. Mindmeister is a web tool that allows the user to generate and organize ideas as

well as unlock creative ideas. It will engage and enhance student learning by allowing the student to get suggestions from fellow students and teachers. Animoto is a web tool that brings fun and education together. It will engage and

enhance student learning by providing teachers and students a platform where they can upload videos, pictures and video clips for a assignment.

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Part IV-Issues and Classroom Management

Technology Tools for Student Collaborations:

Different Distance Learners: Cultural-when students from different cultures share a learning environment, you must consider the cultural backgrounds that can affect their learning. Experiential-is what students has learned though what they have experience in life outside of the educational arena. Prior learning experience-students come to the online environment with a lot of prior knowledge, skills, beliefs and concepts that can influence what they know and how well they know it.

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Synchronous and Asynchronous Facilitation Skills:

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Technology and Classroom management issues and resolutions:

Website has technical difficulties on PC-Solution is to have a backup plan. Another computer, laptop or iPad to do the assignment or answer discussion questions. If not able to post assignment within the LMS. Reach out to facilitator in the private chatroom and inform him/her about the situation and call tech support and get a reference number. If a file is lost or deleted-check the Recycle Bin and if it is there click to restore. It is not there then do a seach and type in the file name within the network; this should locate the file. Learner feedback- Message-Solution is to give positive and constructive feedback to encourage learner within within the discussion forum. If you need to give a suggestion or pointer use the private chatroom. Comments-Solution is to use comments that will help the learner as well as motivate the learner. Audio-Solution is to be polite if using audio and respectful.Challenging behaviors Cyber-bullying-Solution is to set expectations in regards to appropriate participation and online behaviors. Inappropriate posts-Solution is to stay involved, monitor course discussions and content during the week. When issues arises deal with them quickly. Lack of participation or engagement-Solution is to reach out to learner by phone, email or private forum. Give encouragement and be supportive.

References:Cournoyer, B. (2012) Five Tips for Effective Distance Learning. Retrieved from: http://www.clomedia.com/

Haythornthwaite, C. & Andrews, R. (2011). E-Learning Theory and Practice, 1e. Los Angeles, Ca. Sage

Kearsley, G. & Shneiderman, B. (1998). Engagement Theory: A Framework for Technology-Based

Teaching and Learning. Educational Technology , v38 n5, p20-23

Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. Strategies for Professional Development.

John Wiley & Sons