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Facilitator Synchronous Training Program for CenturyLink Corporate Trainers

Sandra N. Wynn

CUR/532

March 07, 2016

Danene Mims

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Table of Contents

Day 1

Part 1 - Vital Information in Corporate Training ----------------------------------------------------7

Training Program Audience Training Program Goals Training Program Objectives Summative Assessment of Trainee Learning

Day 2

Part II – Facilitator Skills and Instructional Materials -------------------------------------------13

Training Materials The Phases of Development for Distance Learning Facilitators Identify the Theories of Distance Learning Describe the Theories for Engaging Distance Learning

Day 2 Cont’d

Part III – Management and Technology Tools------------------------------------------------- ----21

Mentoring Program for Faculty Management and Evaluation Programs for Trainers Learning Platform (LMS/CMS) Used by the Distance Learning Trainers for Facilitating

Their Classes Technology/Media Tools That Will Engage and Enhance Student Trainers

Day 3

Part IV – Issues and Classroom Management------------------------------------------------------30

Technology Tools for Student Collaboration A Description of the Different Distance Learners A Description of the Differences Between Synchronous and Asynchronous Facilitation

Skills Technology Management Issues and Resolutions Learner Feedback Challenging Behaviors

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ON BECOMING AN ONLINE CORPORATE TRAINER

Program designed by: Sandra N. Wynn

Wynning Solutions Inc.

Image: www.solutionslibres.org

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YOUR JOURNEY TO EXCELLENCE IN ONLINE INSTRUCTION BEGINS HERE

MEET YOUR INSTRUCTOR

Sandra N. Wynn MAED/AET

E-mail: nasya2121@gmail.com

I am Sandra Wynn, Managing Director of Wynning Solutions Inc. I am delighted to work with

you over the next three days. I am your mentor; the one who accompanies and guides you

through each step of the journey to your destination of ‘Excellence in Online Instruction.’ It is

indeed an honor to be chosen as your trainer, and I am committed to serving you.

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PURPOSE OF THE MANUAL

This handbook is designed explicitly to prepare corporate trainers for the transition from brick

and mortar to the distance learning environment. It is the author’s intention that, through its

pages readers will find the essential guidelines for developing excellence in online instruction.

The professional development learning strategies in this course, ‘On Becoming an Online

Instructor,’ are used in conjunction with the book, The Excellent Online Instructor, by Rena M.

Palloff and Keith Pratt.

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Introduction

The Role of an e-faculty Instructor

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Part 1 – Vital Information in the Facilitator Training

Day 1

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Training Program Audience

According to "The Century Link Code of Conduct for Consultants, Contractors, and

Suppliers" (n.d.), to "be recognized as the first choice to serve the total communications needs of

our communities," means that CenturyLink must set the standards by which customers in our

communities measure the industry. We will lead by setting and exceeding the highest standards

for excellence in business ethics as well as for technology and customer service (Century Link

Mission).

In keeping with the CenturyLink’s mission, Wynning Solutions Inc. designed a three-day

program to provide the highest quality of training in compliance with the company’s mission.

We welcome our trainees!

Audience

Our CenturyLink audience comprises of 10 novice corporate trainers. The company plans to

decrease travel expenses by conducting online training for new employees.

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Current Skill Sets/Experience/Knowledge

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The trainees did some in-house training classes before

No online training experience

Limited communications experience

One member previously took an online course

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Training Program Goals

On completion of the program, trainers will be able to model and demonstrate the following:

Trainers will be committed to following through with the practices learned in this

program

Trainers will establish presence and model the same for his or her students

Trainers will be motivated and, in turn, motivate students

Trainers will have a high regard for community building and create the dynamics that

lead and empower students

Trainers will guide interactivity by leading discussion forums, posing effective questions

that result in active class participation

Trainers will promote, encourage, and deliver collaborative classes

Trainers will facilitate learning by allowing students to take control of their learning

Trainers will be active throughout the program, providing timely feedback designed to

guide students positively

Trainers will be flexible, understanding of their learners’ needs, and also project the

characteristics desired of them

(Pallof & Pratt, 2011, pp. 13-14).

Training Program Objectives

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After three days of intensive learning, given the training manual as a guide, and having been

provided with the knowledge and technology skills to achieve excellence in online training; all

course participants will be able to navigate online classrooms successfully and achieve the

following with minimum errors:

Trainers have acquired the skills for teaching in online classes and mastered the

instructional materials

Trainers have a thorough knowledge of online classroom management, technology, and

handling issues as they occur

Trainers can identify the characteristics of good online instructors and capable of

evaluating new trainees based on his/her teaching skills and effectiveness in the online

classroom

Using the newly acquired skills, and corporate training received in the training program,

trainers can also aptly develop excellent models for corporate online teaching

(Palloff & Pratt, 2011, p. xii)

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Summative Assessment of Trainee Learning

During our three-day course, informal assessments will be conducted at the end of each day to

evaluate the following:

Knowledge

Progress

Written Surveys

Assessments will be provided in the form of brief written surveys and by observation. Questions

relate to how the trainees valued the training, and its effectiveness (positive or negative).

Observation

Trainees are observed to evaluate his or her level of interest throughout training, and to measure

if there were any signs of disinterest, boredom, or perceived difficulties.

Role-play

Some role-play is included to gauge the trainees’ understanding of the course materials.

Adjustments will be made accordingly to match the trainee’s needs.

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Part II – Facilitator Skills and Instructional Materials

Day 2

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Training Materials

The training program provides you with a model of the criteria for excellence in online

instruction:

Visibility

Compassion

Communication

Commitment

Organization

As such, the trainer will develop the required skills for successfully transitioning to online

teaching:

Establishing PresenceCreating CommunitySkills

Deciphering the Extent of Training for Online InstructorsSkills

PersonalPedagogyAdditional Areas

ContentTechnologyAdditional Areas

Openness

Concern

Flexibility

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The Well-Rounded Online Trainer

Our aim as trainers is to develop an online persona that incorporates mastery and knowledge of

the course materials, techniques, and technology to deliver; to achieve these, the four areas of

concentration are---personal, pedagogy, content, and technology.

Establishing Presence

The purpose of ‘establishing a presence’ is to develop the rapport that allows trainers to

communicate effectively with trainees to meet his or her needs. Without the learners’ physical

presence in the online setting it is necessary to develop the following:

Vigilance that allows you to understand your learners without body language

Learning to project personality or social presence into online communication

Projecting teaching presence

Helping and interacting with students asynchronously

Facilitating learning

Fostering a positive sense of community online

(Miller, Hahs-Vaughan, & Zygouris-Coe, p.1.).

Creating Community

An effective learning community portrays a harmonious environment where learners feel

comfortable sharing and exchanging ideas through interactive discussion. The trainer allows

students to create their autonomy by leading and giving them the freedom to explore and

demonstrate their understanding of the concepts taught.

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Deciphering the Extent of Training for Online Instructors

You will learn to adjudge the level of training your learners require based on his or her level of

experience. There are five phases of development for online instructors as follows:

DETERMINING YOUR STUDENT’S LEVEL OF TRAINING

Which level of training?

The Phases of Development

1. Visitor: Has little knowledge / Expresses an interest in the program

2. Novice: No online teaching experience / Some technological communication experience

3. Apprentice: Some online teaching experience / Expresses the need for continuing

education

4. Insider: Knowledgeable / Teaching and designing experience

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5. Master: Experienced and knowledgeable in both teaching and designing. This individual

can offer and lend support to other students and instructors requiring assistance; a bonus

is the master’s experience as a student in an online setting

(Palloff & Pratt, 2011, p. 20).

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The Theories of Distance Learning

The Basis for eLearning

Transformation: “Hallmark of Learning” (Haythornthwaite & Andrews, 2011, p.29.

This concept brings about changes in a learner’s understanding of a social, personal, and

political perspective; the student’s original understandings of subjects, and prior

knowledge changes, through exposure to new material and understanding.

Framing: What the student brings to the learning environment through past experiences

and contributes to the learning of others

Emergence: New learning absorbed from the community. Allows for individuality and

interpretation leading to expanded knowledge

(Wynn, 2016).

Transformation

Framing

Emergence

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E-learning students form a community of interactive learners. In this course, we enhance your

training through collaboration; this means, we learn by sharing our ideas and interchanging

personal experiences. In the end, transformation occurs, and you emerge as an informed

individual, not only armed with new knowledge, but with an expanded vision and outlook of the

world.

Engaging Distance Learners

As a trainer, without the face-to-face presence, it will be necessary to provide your online

employees with engaging and motivating strategies. Your online environment must be

welcoming and promote intercommunication. Also, this necessitates being accommodating and

resourceful to meet the learners’ expectations. Jones (2013) stated, “I believe the keys (to

engaging students) are instilling within students a sense of urgency, motivation, and desire to

excel through our creative use of our time, technology, and resources” (para. 3).Other techniques

recommended by Jones are as follows:

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The Trainer

Build rapport: You will learn strategies and creative ways to lessen the learners’ feelings of

distance that online learning brings to employees. The trainer and the employees will share bios

designed to break the ice by building relationships.

Lead by example: Familiarize yourself with the technologies used in the course so that you can

thoroughly answer the employee’s queries.

Accessibility and prompt feedback: Ensure that you respond to learners and provide feedback

promptly.

Stay connected: Check on students via emails, brief phone calls, Skype, etc., to ensure they are

not experiencing any difficulties.

Project positivity: Communication and feedback must always be positive and empowering

Lighten the mood: The classroom atmosphere does not have to be dull and boring. Liven up

classes by introducing light-hearted video clips, podcasts, etc.

The Learner

Remove feelings of isolation: Help your learners to feel as though they are a part of the learning

community.

Encourage interaction: There are wealth of social media technologies that promote lively

discussion, for example, discussion threads, posts, blogs, and chat forums, among others.

Visual aids: Include charts, graphs, diagrams, and other graphical information for student

stimulation

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Part III - Management and Technology Tools

Day 2

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Mentoring

The mentoring program provides you with orientation and support in your new world of online

training. Here, you will find experienced highly motivated trainers who began the journey just as

you are now but succeeded nonetheless. So will you!

Effective Mentoring

Effective mentoring benefits both the mentor and the mentee. A good mentor is one who is

selfless and places the interests of the mentee before themselves; as they work together, each can

learn something of value from the other. Beginning as a novice faculty member might indeed be

intimidating if there was no support; however, the mentor is there to assist and advise so that the

new faculty member does not have to be fearful of making errors and experiencing embarrassing

episodes in the online classroom forum (Wynn, 2016).

The Top Five Characteristics of Mentoring

1. Altruistic

2. Effective communication skills/Professional socialization

3. Relational characteristics/Approachable and accessible

4. Honest, trustworthy, active listeners

5. Experienced/ Professional experience

Qualitative studies conducted indicate that not everyone is cut out to be a mentor; it takes a

unique person with specific characteristics to build a valuable mentoring relationship and

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program; people determine a program’s effectiveness. Results of the studies revealed the

following, as indicated in the table:

Successful Mentoring Relationships Failed Mentoring RelationshipsReciprocity Poor communicationMutual respect Lack of commitmentClear expectations Personality differencesPersonal connection Perceived or real competitionShared values Conflicts of interest

Lack of experience

(Straus, Johnson, Marquez & Feldman, 2013)

As a result of the findings of the study, I ranked my top list in what I consider as the order of

relevancy to the topic. Each characteristic is of equal importance; however, I believe that it

was important to select an individual with the right personality traits suitable for mentoring

before all else.

Altruistic: The person chosen for mentoring has to be a ‘people’ person, i.e., he or she must

exhibit strong interrelationship skills that make them approachable. Also, the mentor must

have an interest in helping others.

Effective communication: Without the ability to communicate directives clearly or

communicate with the mentee on many relevant concerns or issues, mentoring becomes

pointless.

Relational characteristics/Approachable and accessible: Mentors must have strong, social

skills that make the mentee comfortable when asking questions or needing advice. Also, the

mentor must be available and dedicate ample time to assist the mentees.

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Honest, trustworthy, and active listeners: The mentee will adapt more readily to listening

and to cooperating with a person who they perceive to be frank, and trustworthy; one who

they believe have their interest at heart. Similarly, the mentor must portray good listening

skills so that they can fully understand the mentee’s needs.

Experienced/Professional experience: Professional experience is essential to participating

in a mentoring program; this individual can speak with confidence and answer all questions

and concerns because of a wealth of knowledge gained working in similar capacities. This

mentor is has skills in both the academic aspects of the job and also demonstrates experience

in handling varying personalities in a diverse classroom.

To summarize, based on the studies carried out by varying medical institutions, it is senseless

to select a mentor based on professional experience alone. Choosing suitable personnel with

the particular personality and social skills, along with experience ensures quality and

efficiency in mentoring programs

(Wynn, 2016).

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Management and Evaluation Programs/Trainers

The following graphic is modeled after Figure 8.1, (Palloff & Pratt, 2011, p.115).

Best System for Online Faculty Development

Faculty Community

Focus on Excellence

Ongoing Training

Inclusive Planning Process

Support

Student Satisfaction and Performance

Gtt

Faculty Development

Self Development Institutional Support

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Effective Faculty Management

Managing distant learning programs are often difficult if not thoroughly planned from the outset.

The main problem is that there are scattered campuses in varying locations; therefore, colleges

employ adjuncts to teach online distance learning classes and most of these staff members also

located miles away from each other. In turn, the colleges also place experienced full-time

employees, who are usually at the Mastery level to manage the adjuncts. Efficient management

of online distance learning, therefore, requires three important factors:

Effective Faculty Management

Community and Community Building

Training and Mentoring

Faculty Support

Communication&

Community Building

Faculty Effectiveness&

Management

Training&

Mentoring

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Let us examine the community’s role; of the four factors mentioned above, community building

plays an integral role in the program’s effectiveness. In our training course, we will emphasize

the importance of commitment. More importantly, this ties in with the key elements that describe

the ‘excellent online instructor,’ outlined in the course’s objectives in Part I; especially the one

that centers on community building, as follows:

Trainers will have a high regard for community building and create the dynamics

that lead and empower students

Moreover, for trainers to sincerely promote community building requires taking into

consideration many other aspects needed for defining the excellent online instructor. For

example, online instructors have the responsibility of managing the online class effectively by

encouraging collaboration, building motivation, and keeping students engaged throughout the

program---these require strong leadership skills.

Evaluation Strategies

The trainee’s views concerning the course’s success also determine how successful the trainer

was in accomplishing the goals and objectives of the course. The following are important

indicators for determining a course’s success. Palloff and Pratt (2011) stated four evaluation

categories:

Perceived usefulness and ease of the course

Flexibility for students and instructors

Ease of, and emphasis on interaction

Experiences with engagement

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(p. 93).

According to Palloff and Pratt (2011); “The focus of evaluation needs to be on course delivery

and facilitation for successful learning outcomes” (p. 93).

I recommend the inclusion of the above categories of evaluation for your employee’s

questionnaires at the end of courses.

Development Activities and Processes for Facilitating

Our trainers use the Course Management System (CMS). The system includes the use of videos

and presentations, designed to simplify the topics covered in the classroom. Also, there are

threads for the students to access for weekly assignment instructions, or to post completed

assignments. They can also communicate with each other or administrative staff in the discussion

forums. Trainers post discussion questions that stimulate and contain concepts from course

materials which in turn aid in retention and encourage collaboration. Students can also

communicate with trainers via private messaging or use the chat forums to reach classmates.

Assignment threads also contain grading and feedback information.

Technologies Used in the Online Environment

Technologies are used in online learning to engage and enhance learning, for example, Prezi,

Powtoon, and PowerPoint are some of the tools trainers can use for students to present materials;

they are also used for grading assignments within the LMS. Additionally, trainers can alleviate

boredom and monotony by introducing technological tools such as Gamification, YouTube, and

Podcasts.

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PODCASTSGAMIFICATIO

YOU TUBE

Brings element

of fun to

classroom

Student

engagement

Learning

attainment

Learning

Retention

Brings deeper

understanding

Brings in-depth

understanding

Proactive role

On demand

audio

recordings

Motivate

students

Link

previously

learned

material with

new

Clarify new

learning

materials

Stimulus for

Collaborative

interaction and

learning

Fun

Informative

Engaging

Create

playlists

Retention

Webinars

Tools That Engage and Enhance Learning

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Part IV – Issues and Classroom Management

Day 3

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Student Collaboration Tools

Given the volume of students using social media, course designers have to find ways of

capitalizing and utilizing this source to augment education. It clearly makes sense to focus on the

preferences of students instead of the preferences of educators. This strategy will undoubtedly

capture the attention of more students in the future. “When students become the stakeholders of

their own learning, education will be truly revolutionalized through the effective collaboration

between educators and students” [sic] (Liu, 2010, p. 13).

Recognizing the importance of considering the integration of social media with current

educational systems, Liu, recommended two ways to use social media for educational purposes:

1. Consider a complete integration of social media tools with the present structure of

education.

2. Use the social media alongside the current system

(p. 9)

Facebook TeacherTube

YouTubeEDU

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Understanding the depth of students’ involvement in the social media arena, it becomes apparent

to utilize and incorporate this portal as a way to enhance learning. Therefore, it is my

recommendation that as a trainer, you use both sources to blend your students’ classroom

learning with ‘real world’ experiences as recommended by the findings of the report.

(Wynn, 2016)

Images: crpdonline.org

wiki.itap.purdue.edu

www.gore.com

FaceBook: Using this site is a way to bridge the missing gap of social presence in online

domains by building relationships which can continue beyond the educational program.

Teacher Tube and YouTube EDU: Both provides opportunities for learners and

educators to view, upload videos, and create playlists. It is recommended that clips are kept

short to keep learners engaged.

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Different Distance Learners

In your training, we aim to bring quality and satisfaction to your learners. To design courses and

to successfully train new e-learners necessitates understanding the dynamics and parameters that

constitute e-learning communities. It is, therefore, essential to examine the main elements that

influence learning; for example learning styles and preferences of learning. Let us first consider

the cultural context of e-learners. These communities of learners are affected by cultural,

experiential, as well as other anomalies.

Cultural: E-learners come from a variety of backgrounds; the differences that separate these

individuals may be ethnicity, gender, disability, and others. Therefore, it is essential for learners

to adapt and understand others outside of his or her normal realm. The onus is on trainers to be

observant, recognizing any signs of marginalization, and remedy situations that foster problems

within the community.

Experiential: E-learning communities involve persons with a wealth of experience, which is an

asset for other students. Other benefits from experiential learning come from intrinsic motivation

and cognitive approaches.

Some limit and associate online learning with the technological aspects only. On the topic of

Creating a Culture of E-Learning Quality, Aldridge (2014) suggested, “--- to move the campus

discussion beyond technology’s transactional value as a flexible medium for academic delivery,

by focusing on its experiential value, as a transformative tool for active, authentic, and

personalized learning” [sic] (abstract).

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Synchronous Vs. Asynchronous Skills

There will be times throughout your training that you will have to make a decision on if to use

the synchronous or asynchronous approach. Because it is hard to gauge feelings without body

language, trainers have to develop other tactics for reaching students; using his or her personality

to develop community spirit and encourage interaction among learners.

The online learning environment presents many opportunities for those whose busy schedules

demand balancing work, studies, family, and other social activities. Many students, therefore,

chose this option over brick and mortar facilities because of the variety of choices available; for

example, there are no travel expenses, and students have access to the online classroom through

the internet, via tablets, computers, and Smartphones. Moreover, studies can be done in the

comfort of home, during a coffee break at work, on the train, bus, or any other place on the run.

Online trainers and instructors have to learn ways to adapt to the different learning styles of

students.

The skills required for synchronous and asynchronous learning vary for the following reasons:

Synchronous: Because of the possibility of face-to-face interaction via videoconferencing and

chat, students can receive immediate feedback and assistance from the teachers and classmates.

Asynchronous: Students value the flexibility of asynchronous learning; however, this method

also demands to develop the ability to work independently without immediate interaction.

Students may experience some challenges dependent on the student’s level of self-direction and

self-efficacy skills.

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Regarding communication, Pelletier (2013) stated, “In the online environment, communication is

the key. The first thing to understand about communication is that the effect of the

communication is not always what is written in black and white. You must read between the

lines. [sic]”

Use the technological tools at your disposal, for example, messaging, telephone calls, Skype, to

remain in frequent contact with students, thus providing timely feedback, to aid in the prevention

of escalating real or perceived difficulties in the online classroom.

Cyber-Bullying and Inappropriate Posts

Without face-to-face contact, online bullying and inappropriate behavior may not always be

apparent, and also not easily prevented. However, training institutions and their trainers must

take preventative methods to either try to stem or discourage students from engaging in negative

practices; following are some recommendations for negating improper online behavior:

Establish clear rules and guidelines relating to online classroom etiquette and expected

code of conduct at the beginning of classes

Review and update policies regularly

Consult with an attorney who specializes in this area of the law

Define modes of punishment which may defer such behavior (suspension, expulsion, or

prosecution by law)

(Eskey, Taylor, & Eskey Jr., 2014)

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Conclusion

Ladies and gentlemen, we have come to the end of our training sessions in the course, ‘On

Becoming an Online Corporate Trainer.’ We covered a lot of material in three days, and I hope

that you enjoyed our sessions as much as I did. You possess the knowledge required to train your

employees in the successful navigation of online classrooms. You have your training manual as a

tool for future reference. Feel free to give me a call if you have any queries about any aspect of

your training or your job as a new trainer. Please remember to turn in your end-of-course surveys

before leaving.

Thank you, it was certainly a pleasure to be your trainer and mentor in this program!

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References

Eskey, M.T., Taylor, C.L., & Eskey Jr., M.T. (2014, Winter). Cyberbullying in the online

classroom: Instructor perceptions of aggressive student behavior. Online journal of

distance learning administration.

Retrieved from http://www.westga.edu/~distance/ojdla/winter174/eskey_taylor_eskey174

.html

Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice. London: SAGE.

How to incorporate gamification into adult education. (n.d.). Retrieved from

https://medium.com/@aquariuseducation/how-to-incorporate-gamification-into-adult-

education-b3bac20af3e7#.e1nhmvz8o

Jones, R. C. (2013, September). Keeping students engaged in the online classroom. Faculty

Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/keeping-

students-engaged-in-the-online-classroom/

The CenturyLink code of conduct for consultants, contractors, and suppliers. (n.d.). Retrieved

from http://www.centurylink.com/static/PDF/AboutUs/DoingBusiness/Code%20of

%20Conduct.pdf.

Miller, M. G., Hahs-Vaughn, D. L., & Zygouris-Coe, V. (2014). A Confirmatory Factor Analysis

of Teaching Presence within Online Professional Development. Journal Of Asynchronous

Learning Networks, 18(1). Retrieved from EBSCOhost database.

Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: strategies for professional

development. San Francisco, CA: Jossey-Bass

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References Cont’d

Pappas, C. (2014, November). 8 Tips to effectively use YouTube in eLearning. eLearning

INDUSTRY. Retrieved from http://elearningindustry.com/8-tips-effectively-use-youtube-

in-elearning

Podcasting - Resources for faculty. (n.d.). Retrieved from

http://engage.doit.wisc.edu/podcasting/teaching/

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

Development, San Francisco, CA: John Wiley & Sons.

Sandra Wynn, (2016). Theories of distance learning: What I learned. KWL chart. Retrieved from

Sandra Wynn, CUR 532 Wk. 2

Sandra Wynn, (2016). Top Five List. Retrieved from Sandra Wynn CUR532 Wk 3

Strauss, S. E., Johnson, M. O., Marquez, C., & Feldman, M.D. (2013). Characteristics of

successful and Failed Mentoring Relationships: A Qualitative Study across Two

Academic Health Centers. Academic Medicine: Journal of the Association of American

Medical Colleges, 88(1), 82-89. http://doi.org/10.1097/ACM.0b013e31827647a0

Youmei Liu1, l. (2010). Social Media Tools as a Learning Resource.Journal of Educational

Technology Development & Exchange, 3(1), 101-114. Retrieved from EBSCOhost

database