Post on 26-Jul-2021
Facilitator Training Program
Hiba Abu Madi, Valerie Samuel, Latina White, Nateia Diggs, Raena Pote
CUR/532
February1, 2021
Melina Medina
Facilitator Training Program
The following pages present a training manual designed to prepare facilitators who have no
online teaching experience (Novice) to deliver an online course to distance learners. The training
manual has four modules, which are:
Through its pages, trainee will find the essential guidelines for developing excellence in online
instruction. Upon completion of this manual, the expectations will be: Meet the course goals and
objectives and able to apply the skills and strategies of the orientation course to the facilitation of
online training courses.
Program overview
Vital Information in Coporate
Training
Facilitator Skills and Materials
Technology Tools
Issues and Classroom
Managment
Program Overview
Audience: This training program for adult
education facilitators or corporate trainers who
have no previous experience (Novice) in
distance education.
Recommended Timeline: The Program Design Team
recommends a timeline of one week per module and an additional two weeks to complete the summative
assessment plan. This extended timeline recommendation gives
the facilitator opportunity to adjust upon their workload and
adjust as needed.
Program Compononts:Four Modules
Module 1 – Vital Information in the Facilitator Training
Training Program Audience
The training program audience has been designed for novice faculty (Palloff & Pratt,
2011), upgrading their skill set to provide distance learning instruction to increase their
proficiency with technology by learning how to identify, create lesson plans and develop
engaging activities to teach there in the distance learning virtual online environment.
The assumed current skill sets of novice instructors are fundamental. Many traditional
classroom teachers are using technology and have the equipment and operational skills to
navigate basic computer operating systems, use basic editing and writing tools, and use the
internet for research. However, the integration of e-learning ecologies (Haythornthwaite &
Andrews, 2011) has not been maximized in traditional classrooms much, and now with the
online virtual environment, many of the teachers will need to upgrade their skills to prepare 21st-
century lessons plans in the new virtual distance learning environment.
Current Experience
The current experiences assume novice faculty (Haythornthwaite & Andrews, 2011)
instructors understand the basic rules required in the school and the district and realize that
technology, if not used correctly, can be misleading in the educational classroom, and thus
realize the necessity to understand how to analyze content before transferring their knowledge to
the students, particularly those vulnerable youth in the K-12 arena.
The Training Program Goals
This training program is designed as six weeks plan to help novice faculty (Palloff &
Pratt, 2011) learn how to create engaging and collaborative experiences using technology tools
that prompt learners by helping novice faculty (Palloff & Pratt, 2011) to prepare for, plan and
teach in the online distance learning environment.
Measurable Objectives
1. Novice faculty (Palloff& Pratt, 2011) will create lesson plans and develop collaborative
activities using technology tools suitable for the online distance learning environment.
2. Novice faculty (Palloff & Pratt, 2011) will create age-appropriate learner activities using
multimedia platforms and wireless technology suitable for organizing spreadsheets,
databases, and charts.
3. The success of the novice faculty (Palloff &Pratt, 2011) will be measured by
demonstrating before peers the use and proficiency of integrating telecommunications,
electronic, multimedia technology resources into the curriculum.
4. The success of the novice faculty (Palloff &Pratt, 2011) will also be measured by their
understanding of how to identify, incorporate, and process instructional strategies for
various multicultural learners, peers, and various other stakeholders.
Measuring Program Success
1 – Exam
Both the trainer and the training program will be measured using a summative assessment
(Walvoord & Banta, 2010) by scoring on a scale from one-ten how well a novice faculty
(Palloff & Pratt, 2011) demonstrates proficiency in their use of integrating technological
solutions from the internet. Various applications and platforms into their distance learning
online virtual classroom and the program will be evaluated based on the number of teachers
scoring higher than the eighty percent after the first six-week training program.
Should novice faculty (Palloff & Pratt, 2011) receive less than eighty percent, they will
have to restart the six-week training program. Before being gaining proficiency and being
permitted to teach in the distance online virtual classroom without a teacher who has
achieved the mastery level of (Palloff & Pratt, 2011) teaching in the online distance learning
setting. Should the district have less than fifty percent of their instructors failing to achieve
eighty-one percent or better after the initial training, the program will be considered
ineffective and expand the training to offer more ongoing support, training, and more
resources.
2 – Group Project
Trainees will work in teams to create a digital learning project. The project is to include
content and instructional strategies that facilitate learning about a selected topic. Here is the
link for the group project instructions https://create.piktochart.com/output/52180145-my-
visual. Follow this link for Project Rubrics https://create.piktochart.com/output/52180725-
my-visual
Module 2- Facilitator Skills and Instructional Materials
Identify the skills needed for effective distance learning facilitators.
Some strategies might you use to present these skills to facilitators.
Strategy How to use itIcebreakers Introduce yourself, Coat of arms, two truths and one lie,
whose story is it, Unique and Shared (Cserti, 2021)
Brainstorming Techniques
The 5 Whys, Popcorn brainstorming, Mind mapping, Starburst or Lotus Blossom (Smart, 2020)
Leadership activities Active listening, explore your values, Team and Purpose, and Heard Seen Respected (Cserti, 2020)
Problem solving techniques.
By asking open ended questions and give them opportunity to look and search for sources.9
Phases of development for distance learning facilitators.
Skills for effective online
facilitatorLeadership Conflict
Resoluations
Knowledge of the content for
feedback and evaluation
Time ManagmentOnline Presence
Communication Motivation Technical skills
The five phases of development are visitor, novice, apprentice, insider, and master. These Five
stages support facilitators within their instructional journey to identify areas needing
adjustments. Each one builds development toward achieving higher understanding level of
instructing.
Identify transition between stages, where appropriate
The Five stages have transitional occurrences. (Palloff & Pratt, 2011). White, L. (2020)
asserted that according to Palloff & Pratt, 2011 the five phases of development stages are in
terms the learner transitions to an adopter, the adopter then transitions to co-learner, the co-
learner then transitions to the re-affirmer or rejector, and the re-affirmer or rejector transitions to
become a leader. (Palloff & Pratt, 2011).
5 phases of online facilitator
Visitor-have had exposure to the
idea of technology integration in face-
to-face classes. Have used email for assignment
completion. May have posted a
syllabus or assignment online.
Has levels of uncertainty. (Palloff
&Pratt, 2011)
Novice- Has no online teaching
experience. Possibly a previous
online student. Has performed
uploading a syllabus online and
used communications technologies to enhance their
head-on teaching. (Palloff &Pratt,
2011)
Apprentice- Have taught online for
one or two terms. May have taught more than one
course per term. Understands the
online environment. Have acquired the skills required to teach
online courses. (Palloff &Pratt,
2011)
Insider- Have taught more than two
semesters online. Have taught more
than one course per term. Comfortable in
the online environment.
Competent with course management
technology. Understands
instruction to assist the facilitation.
Possibly designed several online
courses. (Palloff &Pratt, 2011)
Master- Taught online for multiple
terms. Have designed several online
courses. Mastered the technology
required to teach online. Likely to have
incorporated technology beyond
the course management system. Can be called upon as
a mentor. (Palloff &Pratt, 2011)
Stage 1- Teacher as the learner is a premise is learning and developing technical skills. This
phase is the information gathering stage. Instructors seek and develop skills needed to perform
tasks utilizing technology. The learner transitions to an adopter, the adopter then transitions to
co-learner, then changes to the re-affirmer or rejector, and the re-affirmer or rejector transitions
to. (White, L.,2020)
Stage 2- Teacher as adopter: an experimental stage and welcomes the adaption to change
regarding innovative course material. The teacher adapts to the ever-changing atmosphere and
applies different perspectives to create different outcomes and improve adverse circumstances.
(White, L.,2020)
Stage 3- Teacher as co-learner: a form that allows the educator to take on the role that connects
technology and course delivery with knowledge and the pupil simultaneously. In this phase, a
student can be utilized as a technical assistant. (White, L.,2020)
Stage 4- Teacher as reaffirmed or rejector: where an educator fosters their developmental ability
to see how technology methodologies impact student learning and develop insight into learning
results. (White, L.,2020)
Stage 5- Teacher as a leader: a phase where the educator their role to active researchers and
instructs new members and mentoring. (White, L.,2020)
The theories of distance learning.
Theories of
distance learning
Transactional Distance expands
Intrinsic Motivation
MultimodalitySocial
Informatics
Digital Media Theory
Transactional Distance- A instructive concept consists of three variables that work with the
degree of transactional distance between teachers and learners: dialogue, program structure, and
learner autonomy. (Haythornthwaite & Andrews, 2011). This theory's premise is that an
instructional designer makes decisions, resulting in a specified quantity of dialogue, structure,
and autonomy. The volume will be a direct outcome of the design process because it guides the
designer's course content. The teacher shall know how much dialogue, structure, and autonomy
to develop to expand learning outcomes. (Haythirnthwaite & Andrews, 2011).
Multimodality- This theory consists of the way people communicate and convey information
using different media formats. (Haythirnthwaite & Andrews, 2011) It analyzes how can use
media in changing contexts, as well as how they are prepared within a Virtual Learning
Environment. There are three critical assumptions about theory that educators should consider
when building online content: multiplicity (signifies that educators rely on multiple forms of
media to create media), cultural shaping (Distinct ways different people perceive a form of
media), and personal meaning (the way one internalizes and process the mode of the media for
their use). (Haythirnthwaite & Andrews, 2011).
Intrinsic Motivation- This theory relies on the premise that learners are internally motivated and
the enjoyment of doing the task is the focus. All behavior is a driven act. However, intrinsic
motivation behavior is the incentive activity. The learner seeks engaging activities that possess
challenges, have a personal interest, and rewarding. Online distance learning requires more
internal purpose because of the lack of face-to-face contact. (Haythornthwaite & Andrews, 2011)
Social Informatics- A theory that provides perceptions on processing that unconventional
approaches do not. Within a distance learning environment, social learning is extensive as
technology creates an atmosphere to acquire information. According to (Haythornthwaite &
Andrews, 2011), "social informatics is an interdisciplinary body of theory that includes an
understanding of the design, uses, and affordances of information and communication
technologies, particularly in social, institutional, and cultural contexts." The theory focuses on
how new data and communication tools alter social interaction's relationships and capabilities,
and contrarywise. (Haythornthwaite & Andrews, 2011).
Digital Media Theory- Emphasizes the visual, focusing on still and moving images that are
broadcast via a screen. (Haythornewaite & Andrews, 2011). Typically centers on one mode of
transmission; however, it draws attention to that mode's power in modern communication.
(Haythornewaite & Andrews, 2011). Using this theory (devices with interactive screens) range
from a handheld device to desktop computers. The digital media theory explains how learners in
a distant educational environment are assisted with interactive forms, not just traditional text.
Examples of how the different theories apply to different scenarios.
Transactional Distance: For courses intended to be self-discovery type learning, the dialog
between the facilitator and the learner could be non-existent. An example of this type of distant
learning would be the computer learning software Video Professor. With the Video Professor
software, you get a CD-ROM in the mail that teaches you by allowing you to follow along with a
video of an instructor who is giving you step-by-step instructions on how to perform the task
using Microsoft Word. While you have an instructional video, there is zero interaction with a
live facilitator to provide additional guidance or explanation. The learner is entirely autonomous
with just a video for reference. The structure of the learning is altogether self-guided as the
learner follows the video. The learner can rewind a video to play the instructions again, but no
will provide no additional information.
Multimodality: An example of multimodality would be a PowerPoint presentation the
Instructional Designer includes for the learner. Within a PowerPoint presentation, Visual learners
can see various media such as text for definitions, pictures, or other graphics that convey a
meaning or description, video links to websites such as YouTube. Can embed all these media for
the learner to see video recreations of process, and finally links to websites that may contain
additional information such as links to websites students can search for specific information
about their state of residence or statistical data such as the Bureau of Labor Statistics.
Intrinsic Motivation: An example of an intrinsic motivation a learner may have would be taking
a parenting class for new infants by distance learning in the COVID-19 environment. It would
typically be a class offered to residents where people would gather and learn together and bond
over the topic of becoming new parents to infants and learning how best to care for them.
Because COVID-19 and pregnant mothers are a vulnerable population, could offer this online
with parents practicing various task on a doll such as changing a diaper, burping, feeding
positions, and even bathing. Because the parents would be intrinsically motivated to learn to take
care of their children, they would be internally motivated and interested in the material.
Social Informatics: When thinking about the social justice protest of 2020, this theory would
allow people of different backgrounds, African Americans, and law enforcement, to share
perspectives that include cultural sensitivities through an online facilitated environment. A
facilitator could begin with an agenda of topics and specific information each group wants to
address. Here a facilitator would be vital in controlling the temperature of the discussion and
mediating clashing perspectives to get each side to see the others' perspective and solicit ideas of
how each can better work with the other.
Digital Media: Medical workers come to mind when digital media is used. For example, a
student learning anatomy and physiology could read a textbook on how the human body systems
function, but text alone may not be enough to solidify the concept with the learner. Here is where
a YouTube video of animations of the body systems at work provides learners an animated
representation of how the body works. (CrashCourse, 2015). Here is an example of how bones of
the bodywork. https://www.youtube.com/watch?v=rDGqkMHPDqE
Describe the theories for engaging distance learners.
Description of the theories of engagement.
Clarify goals and objectives- Be precise in the description of the content. Learners will know
just from reading the course and exercises goals and objectives before going into the details of
Clarify goals and objectives
Be knowledgeable of the content Online Presence
Provide a positive learning
environmnet
Provides a constructive critcism and
feedback
Create a community of
learners
the instructions. Objectives should be specific, measurable, attainable, realistic, etc. Avoid
vague generalities. Specific goals allow for better time management to complete the tasks.
Be knowledgeable of content- The facilitator should be well versed in the content and able to
convey the information to the learner.
Online Presence- Creating the perception that gives the learners the feel that the instructor is
around and readily available for their educational needs. Engage discussion responses that
promote critical thinking.
Provide a positive learning environment – Create a constructive learning atmosphere so that
students feel motivated and be engaged. There needs to be a present of communication and
support.
Provide constructive criticism and feedback- Make sure to state what the objective and use the
feedback sandwich method (sandwich criticism between two positives). Personalize the language
by inserting “I”. Saying I would like to see this from you instead of you never do what is asked.
Then give detailed suggestions on how to improve.
Create a community of e-Learners -Pick the proper online platform for the collaboration. Set
rules for the online communications and enforce them. Know the needs of your communities.
Provide an inclusive and inviting atmosphere whereas the environment is knowledge centered,
assessment centers and learning centers.
Examples of the application of each theory.
Be knowledgeable of content: A facilitator needs to be smart enough on the topic to explain the
information to students in multiple ways to ensure they learn. For example, use the acronym TIE
(Translate, Interpret, and Extrapolate), a learner may only be charged with learning basic facts
about something. However, the facilitator should be more knowledgeable and be able to
translate, interpret, and extrapolate the information.
Online Presence: For example, instructors who post a syllabus, throw a discussion question out
there and you do not hear back from them till the end of the school week. Online presence is just
the opposite, the reply to students’ comments, ask for additional information, ask questions that
make you think beyond your original thought.
Provide a positive learning environment: Imagine if your instructor posted a discussion
question and you replied with your answer. Then your instructor read your answer and
replies so everyone can see that it says, "Martha your answer is wrong. I'm not sure what
made you think your response made sense." That would inspire negative internal feelings
and compromised learning environment. Instead, a positive learning environment where
one provides the wrong answer would look something like this..."Martha, your answer is
off the mark a bit. Please look at the response your classmate Meka gave to the same
question and see if that sparks your thoughts. As a reminder, we can learn a lot from
each other. I am sure in later lessons; you will be sharing your spot-on answers with
others. If Meka's answer does not provide any clarity for you, let me know and I will
provide additional guidance to keep you on your path to success in this class; we are all
in this together.
Create a community of e-Learners: Consider that unless you are working somewhere
that you oversee the Training Department, the proper online platform may be decided for
you. You may be asked for input such as do you think Black Board will work for your
student’s needs. In the individual courses, the facilitator must set rules such as how
University of Phoenix requires you to log in and post so many days per week; you could
let your students log in at U of P on day one of class they just allow them to skip the
discussion questions and only post the completed assignments while skipping the team
assignments and the discussion post. The community of eLearners gets bigger and better
because each student learns from each other like in the example earlier where the
facilitator asked you to look at Meka's answer. As far as inclusive and inviting
atmosphere, this could be as simple as ensuring the learners are respectful to each other,
feel free to ask questions, the course is focused on the content rather than the student’s
personalities in the class.
Module 3- Technology Tools
Learning platform (LMS/CMS) used by the distance learning faculty for facilitating
classes.
The best learning platform used by the distance learning facility for facilitating training/courses
would be the LMS or learning management system. According to Wikipedia, “LMS is a software
application for the administration, documentation, tracking, reporting, automation, and delivery
of educational courses, training, programs or learning and developmental programs.” (Wikipedia.
2021).
Technology and Media Tools to Engage and Enhance
Student Learning
The learning management system provided all the essential
tools schools and training programs need to support efficient
teaching and learning. Learners can view, listen, and interact
Video
Text
Audio
with the data as well as each other. Excellent for collaboration. LMS supports content in various
formats, text, videos, and audio. Can access the materials anytime and from anywhere with the
appropriate devices. Evaluations are more comfortable and more accurate and can reuse the
material. The other option would have been CMS, which is a content management system. This
system is better for managing the creation and modification of digital content. A learning
management system is the overall best option to facilitate services such as presenting
information, conducting discussions, receiving assignments, providing feedback, and offering
collaboration.
Different technology tools for student collaboration
Technology tools aid in supporting LMS. Some of these technology tools are wikis, blogs, and
Apple FaceTime. Each of these media tools offers collaboration, merges the students into
discussion and brainstorming, and enhances their learning. Wikis are “easily edited sets of one or
more linked webpages that readers can add to or modify and facilitates collaborative content.”
(UNSW. 2012). Blogs are very similar to wikis. According to Blogs and wikis, they are “an
online journal, diary or news column with a post in reverse- chronological order and options for
readers to comment.” (Blogs and Wikis. 2018). Both media tools allow for discussions,
brainstorming, and shared knowledge. Apple-FaceTime can be accessed from different devices
associated with the Apple brands. “It works on iPhone, iPad, and Mac, and you can answer in
audio on your wrist with Apple Watch.” (Dignan, 2018). Face time can add up to over 20
participants simultaneously. Now, this is collaboration! This media offers a player in video
conferencing and collaboration. It is more interactive because several people can visually see and
hear each other and work together in their settings. This is real-time and gives another option to
enhance learning by being visually together.
Module 4 – Issues and Classroom Management
Know your Audience.
Cultu
ral l
earn
ers Culture influences
distance and online learning. Distance and online learners are apart in topography, time, and setting and distributed by culture. Learners in diverse experiences learn in unique ways. Instructors need to know these cultural variations. E-Learning is a new culture of learning that demands cultural sensitivity
Expe
rienti
al L
earn
ers
Many distance or online learners favor experiential learning. Experiential learning enables a learner to experience or try various methods to learn—specifically reflective learning. The instructor should allow them to make decisions and hold the accountability of the outcomes. For example, Researches show that African-American students prefer experiential learning in an online environment
Non
-tra
ditio
nal L
earn
ers
Many distance or online learners are adults who may or may not have been able to attend college classes in their early twenties and who are now returning to the classroom. These learners may have learning difficulties with technology and may need extra help.
Every distance learning environment has different distance learners with different cultural
backgrounds, learning styles, and prior learning experiences. While designing a course, it is
essential to remember that there are different learning styles among the people that are to be
trained (Ethoconnect, 2021). By acknowledging that culture does, influence learning is a critical
step in designing and instructing a culturally diverse student body (Milheim, 2021). Identifying
cultural cues in discussion or framing questions during discussions will set the tone for a safe
space in the classroom where students might feel more open to sharing their experiences,
particularly concerning viewpoints shaped by their culture (Milheim, 2020). Including
experiential learning in distance learning is key to integrating different learners. Experiential
learning is an engaged learning process whereby students “learn by doing” and reflect on the
experience (BU Center for Teaching & Learning, 2021). Experiential learning activities can
include but are not limited to hands-on laboratory experiments, internships, practicums, field
exercises, study abroad, undergraduate research, and studio performances (BU Center for
Teaching & Learning, 2021). Every learner in the distance learning environment also has prior
learning experiences. Some nontraditional learning experiences can include homeschooling,
private tutoring, attending learning programs, or learning through different technology platforms.
Integrating nontraditional learning into the distance learning classroom allows students to engage
with the material in new ways, bringing excitement to the topics.
Differences between synchronous and asynchronous facilitation skills
Combing both synchronous and asynchronous facilitation skills into distance learning is
key to the distance learner's success. Synchronous facilitation skills in distance learning include
live video classes and chat conferences. Asynchronous facilitation skills in distance learning
include prerecorded video classes, assigned readings, emails, and messages. A balanced distance
learning program has a combination of synchronous and asynchronous facilitation skills.
Technology management issues and resolutions.
Equipment and hardware malfunctions can be a significant detriment to distance learning
effectiveness (Valentine, 2002). The hardware's failure can be a very frustrating thing for all
involved in distance learning (Valentine, 2002). For the instructor, it means they can be well
prepared for the class only to have a bad connection or camera failure cause the entire lesson to
go wrong (Valentine, 2002). For the student, an inability to flow to the class and feel like
progress is being made can hinder the learning process (Valentine, 2002). Not every home will
always have a reliable internet connection or readily available device for students to use
(Jackson, 2020). An initial email, message, or text will allow students to flag these issues so the
instructor can prepare to accommodate such students ahead of time (Jackson, 2020). Many
students are not proficient in tackling unfamiliar software or using it in a responsible manner
(Jackson, 2020). Therefore, an initial onboarding session for students is a good idea, and the
instructor should consider giving a brief orientation too via email (Jackson, 2020). Students and
instructors will inevitably have issues with technology while distance learning. Technology
systems freeze, Wi-Fi fails, and there are system updates that can cause complications. Whatever
systems and the instructor have in place, just ensure a clear 'hotline' where students can report
technical issues (Jackson, 2020).
Incorporate classroom management issues and resolutions.
Learner Feedback. Distance learning must a way to incorporate classroom management
issues and a way to examine resolutions. Learner feedback in distance learning is essential, and
Learner Feedback
Comments
AudioMessages
while feedback can be challenging to hear, an instructor needs to learn to love feedback
(Herrmann, 2020). To gather and analyze feedback, an instructor should create feedback
routines, interpret feedback thoughtfully, learn from students' experiences, share with students
what they have learned, and learn to love feedback (Herrmann, 2020). There need to be
established methods to receive and respond to messages, react to comments, and share audio.
Instructors can use surveys, emails, chat, and video messages to send and receive feedback to
and from students.
Challenging behaviors. Distance learning can pose several challenging behaviors in
students, including cyberbullying, inappropriate posts, and lack of participation or engagement.
Cyberbullying uses a form of technology–such as the internet, cellphones, or virtual classrooms–
to intentionally hurt or harm someone else
(PACER, 2021). Cyberbullying cannot be entirely
prevented, but there are ways to prepare for it.
Understanding cyberbullying is and recognizing
that hurtful online behavior can be cyberbullying,
especially in new settings like virtual classrooms
(PACER, 2021). Also, understand what steps to
take if cyberbullying is experienced or witnessed
during distance learning (PACER, 2021). If
inappropriate posts are posted during distance learning, it is vital to address them as quickly as
possible. When inappropriate posts are discovered, email the student/s regarding concerns and
outline consequences (Mooiman, 2020). Tell them that the next time you will need to copy the
administrator informing them what the student is (or is not) doing (Mooiman, 2020). A lack of
Challenging Behaviours
Cyber Bullying
Lack of participation or
engagement
Inapporopriate Posts
participation or engagement in distance learning, unfortunately, comes with the territory.
Everyone has an "off" day, and sometimes it is challenging to stay engaged. Students avoiding
schoolwork is not new. It is worthwhile for instructors to engage students more effectively and
spend energy on positive engagement (Mooiman, 2020).
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