Audrey L AllenCUR 532

October 3,2016Garth Beerman

Facilitator Training ProgramOption II

Asynchronous Learning

WelcomeHello my name is Audrey L. Allen and I will be guiding you through this Facilitator Training Program for “Skyview Airlines” new hire trainers. This will be an Asynchronous Module Model. "The myth asserts that it is easy to teach online—all one needs to do is to move exactly what was being done in the face-to-face classroom into the online classroom." (Palloff &Pratt, 2011, Chapter 1,What are the characteristics of excellent online teaching). Effective Facilitators in a distance learning environment must possess fundamental skills. Today the goal is to prepare you as an effective online facilitator trainer by providing the knowledge and skills necessary to train others. If you have any questions , feel free to ask at anytime throughout the course.

NOTE: It is necessary that you the learner click on all provided links, read PowerPoints, videos and articles.

Contact Informationfor

Audrey L Allen(Trainer)

• Phone: (315)516-2076

• Email: lanonadarling@email.phoenix.edu

• Gmail chat or video: justus2aa@gmail.com

Part I- Vital Information

• Training Program Audience

• Training Program Goals

• Training Program Objectives

• Summative Assessment of Trainee Learning

The Audience

50 new asynchronous Skyview Airlines instructors

Corporate Flight Attendant Trainer Team

Note: No prior distance learning education

Assumed Current Skill Set and Experience of Trainees:

O Skill Set Personalized computer skills to include Microsoft Office products and particular skill required for equipment used in the airline industry

O ExperienceAt least three years of classroom training experience with little or no online training instruction

O Current level of knowledge Proficient in training techniques and most are SME (Subject Matter Expert) in their field. 

Upon completion of this course, trainers will be able to facilitate an online course to support the training needs of airline employees around the world.

:

Essential Skills Needed

Establish Presence

Facilitation

Feedback

Maintain a learning community

(Palloff &Pratt, 2011)

https://daystead.wordpress.com/2012/04/25/the-adaptable-teacher/

After taking this course, trainers will be able to create and maintain an online presence.

  After taking this course, trainers will be able to develop

and maintain facilitation and feedback skills  After taking this course, trainers will be able to

establish and become proficient in feedback skills  After taking this course, trainers will be able to create

and maintain a learning community

Program Goals to Develop Distance Learning Facilitator Skills Are:

The need to be present and available throughout the course  The need to get to know your students  The need to guide students through active engagement that

prompts student participation and promotes critical thinking skills

The need to give students additional ways to communicate if necessary

The need to provide constructive and timely feedback in forums and individually

The need to be familiar with technology tools that will support the online and social learning environment.

 

Key Elements of Training

Training Program

Objective 1 - Participants will identify and explain at least five ways to create a presence within an online learning environment.

Objective 2 – Participants will demonstrate how to maintain an online presence (training course management system (CMS) simulator and the use of social media tools will be a guide).

Objective 3 – Participants will produce at least five discussion prompts and real world situational examples that engage students and display competency of facilitation skills.

Objective 4 - Participants will apply class scenario and apply substantive feedback to at least five students post via forum or thread (3 must address students challenges)Training course management system (CMS) will be the tool used.

Objective 5 – participants will demonstrate two strategies on how to create and maintain a learning community. (Training course management CMS will be used). (80% passing rate)

Objective 6 – Participants will identify and use at least ten online tools that can be utilized during online courses.

Summative Assessment of Trainee Learning

Informal assessments will be completed at the end of each training module, which consists of a multiple choice test. The multiple choice test will identify areas of need; and if concepts were grasped before transitioning to the next module. Also, at the end of the course, participants will demonstrate their knowledge and ability to facilitate online through mini course simulations and meet course objectives. In addition, the course participants will be given an evaluation via online format (sample assignments: meeting goals and objectives, group forums, posts, tasks etc.).This will measure if the course supported the learning objectives, and provided quality learner experience for the facilitator and learner (Palloff&Pratt, 2011) 

Part II- Skills and Materials

Training Materials

Phases in Development

Theories of Distance Learning

Theories of Engaging Distance Learners

Training MaterialsMaterials: (Trainer) laptop, Smart Board, Laptop, Social media tools Short media lessons (Livebinders, YouTube) Online airline industry library of documents. Podcast (ITunes, Glogster, and AudioBoom Audio casts for auditory learners.

Facilitator Skills and Instructional Materials

Skills Needed for Effective Distance Learning/Training

Facilitators

Establish an online presence

To develop and maintain facilitation skills establish proficient feedback skills

create and sustain a learning community

Video Sharing Glogster Discussion Boards Social media tools in which Facebook can be used as a means

of connectivity and visibility

Introductions through Icebreakers, social thread presence, course introduction and developing substantive questions

Practice feedback through online class scenarios to ensure time management and learner improvement based on timely responses

Active Interaction - Learner-focused activities via collaborative learning tasks and projects that support learner group and community

According to Palloff & Pratt,(2011) the online facilitator goes through five phases of development.

Visitor

Novice

Apprentice

Insider

Master

Phases of Development for Distance Learning Facilitators

Through their teaching experience over the last ten years, Palloff and Pratt (2011) have identified five distinct phases to facilitate development. The stages of development for distance learning facilitators are described as follows:

Although hesitant to conduct online class, they embrace the idea but lack technological knowledge. Preference is face to face communication; however, they will attempt to use some technology. (ex. Posting online syllabus or informational email). To create faculty interest, exploring with technical tools can enhance the learning environment. (Palloff&Pratt, 2011)

Visitor Phase of Development

They use technology to support their traditional classes; however they never taught distance learning classes and fear of actually being able to facilitate an online curse. Experimentation and practice can benefit Novice faculty as a learner with mentor support and feedback. To assist in transitioning the Novice faculty to the apprentice stage, building confidence should be present. (Palloff&Pratt, 2011) 

Novice Phase of Development

They have little experience conductin

g online classes, h

owever,

unsure about their sk

ills to engage stu

dents or co

urse facilitation or

how to transitio

n to the next phase. The Apprentice faculty is

comfortable in the learning environment, however, will b

enefit from

group training and can learn from shared experiences,

interdependence, and feedback (Palloff & Pratt)

Apprentice Phase of Development

They are seeking to develop more advanced skills. Inside

faculty is seasoned in facilitating online courses and

comfortable in training. Exploring ways to expand content

delivery and strategies reinforces new skills and growth and

benefit from communities of practice such as workshops and

seminars.

Insider Phase of Development

Mastery Phase of Development

They are experienced online facilitators who search for and experiment course development and delivery strategies and techniques. Master faculty is often called upon to mentor new faculty while advancing their skill set.

Example.

Teacher as a learner: The information gathering stage where instructors develop technology skills to use within their individual course.

Teacher as adopter: The experimental stage where instructors were trying out different technology tools while share experiences with another faculty.

Example

Example

Teacher as co-learner: The instructor recognizes the connection between technology and course delivery through the use of workshop and seminars

Example

Teacher as reaffirmer or rejector: The instructor develops an awareness of learning outcomes through trial and error scenarios, and the ability to see how different strategies impact student learning.

Example

Teacher as Leader: The instructor is a researcher and has enough experience to teach others about the technology they are familiar with.

Stage 5

Theoriesof Distance Learning

Communal Constructivism Theory

The Transformative Learning Theory

Transactional Distance Learning Theory

Theories of Engaging Distance Learners

Communal Constructivism Theory by Homes and Gardner suggest:

Individuals receive support from a community

Considered a repository of knowledge Enable individuals to collaborate Connect and learn from each other through

social interactions enhance participation where social rules and

skills are learned(Haythornthwaite & Andrews, 2011).

What is engagement ?

Theories of Engaging Distance Learners

Transformative Learning Theory by Mezirow suggests:

How individuals accept information to add to their existing understanding

Change their opinion based on what is important to them

Distance learners can utilize available resources

Process the information Make connections that support the shift in

understanding

Theories of Engaging Distance Learners

Moore’s Theory of Transactional Distance Learning suggests:

Effective learning is based on dialogue Structure of the program Learner autonomy

Haythornwaite & Andrews,2004

Application of TheoriesO Digital Media -Focuses on the visual mode of communication that distance learners can

use to engage each other within the learning environment Digital media has become an extension of today’s learner that creates more opportunities to engage in learning that relevant by "doing" through media technology.

(Haythornthwaite & Andrews, 2011).

Application of TheoriesO Intrinsic Motivation - A concept that individuals

must make an effort to gain knowledge due to being isolated from other learners. (Haythornthwaite & Andrews, 2011). Distance learners must have a need to be driven to fuel their curiosities, be eager to learn and become a lifelong learner and professional growth. This can happen by seeking out resources and connections from peers, mentors or instructors. Without interactions there is no growth and the distance learner may become isolated

Application of TheoriesO Social Informatics -Haythornthwaite and Andrews (2011)

state that “social informatics is an interdisciplinary body of theory that includes consideration of the design, uses and affordances of information and communication technologies” that learners use socially, institutionally and culturally. Multiple media tools and modes of communication can be used by distance learners to engage with others without geographical barriers. This changes the mindset of how distance learners can relate to each other (instructors, experts, classmates) in the learning environment. This can be used to make connections through a personal learning network to support professional growth and lifelong learning

Summary of Theories to Engage Distance Learning

O Using various forms of interactive technologyO Visual and audioO Create real world experiencesO Incorporate live streams in “real time”O Ask follow up questions to promote critical

thinkingO Encourage participation

Management and Technology Tools

Part III –Management and Technology Tools Learning Platform – LMS/CMS for

Facilitation

Technology and Media Tools

Mentoring Program

Evaluations for Programs

Mentoring Program for Faculty

Goals and Objectives http://www.calpro-online.org/pubs/Mentoring%20Guide.pdf

Mentoring Goals Objectives

O Will b have a better understanding of what is mentoring

O Will gain knowledge about the significance of mentoring program

O Will gain an understanding of how to effectively use technology with confidence

O Novice instructors will be able to competently discuss in depth what is mentoring.

O Given the information Novice instructors will be able to discuss the benefits of having a mentor.

O Novice instructor will be able to distinguish characteristics of an effective mentor for distance learning to develop, put into practice and execute as an online instructor

BackgroundMentoring can be informal or formal and everyday individual engage in some form or mentoring

What is mentoring? Mentoring is a long term relationship where the focus is on supporting the growth and development of the mentee. The mentor is a source of wisdom, teaching and support, but not someone who observes and advises on specific actions or behavioral changes in daily work. (Reh, 2016).

Top Five Characteristics of Effective Mentor/ Facilitator

Accountability includes overall planning an effective program . Facilitators bring the expectation of transferable skill sets and strengths while focusing on areas of need of mentees . Facilitators also have the responsibility of updating technological skills to model technology. Being accountable sets the tone of the success of the mentor and mentees

Alignment is implanting mentoring into the culture as a priority and support efforts to increase knowledge, information and change as an ongoing process with learning. In addition, implanting mentoring into the culture, in turn develops the following with the Facilitator

Safety NetHaving a safety net ensures timely support and guidance for students during transitioning into the mentoring program. Being available is am important baseline in assisting new faculty with possible challenges, adjust to the new environment, sharing ideas which give a sense of belonging.The top five list of characteristics of effective faculty mentoring programs for distance learning include the following: accountability, alignment, safety net, role modeling and drive technology. (Palloff &Pratt,2011)

Role ModelingSuccess should be publicly shared when new faculty is mentored by seasoned and confident faculty that possess leadership qualities. Role modeling help shape new faculty careers by sharing their knowledge, past mistakes and experiences, Criticisms as well a praise may be warranted in order to strengthen mentees to strive at achieving goals.

Technology

Without technology, distance education would be non existent. Mentees will benefit by adopting changes in technology and seek guidance in course development. The greater the knowledge of media and technology, the more effective training will be. Graphic OrganizersVideo CommunicationMediaComputer Technology

(Palloff &Pratt,2011)

Novice FacilitatorIdentification of Criteria

O New to distance learning environmentO Have existing experience in traditional

learning environmentsO Unsure how to set up technology and deliver

class instructionO Have experience in their field O Require assistance with technology and how

to effectively utilize interactive tools in the learning environment

Experience with Distance Education

A master of insider facilitator could be a mentor

Have taught several online classes successfully

Knows how to engage with the online learners

Mentoring: What it is and is not

https://www.alnmag.com/article/2011/01/mentoring-what-it-and-not

Please Read: (click the link below)

Management and Evaluation Programs

O Faculty learning community approach helps to reduce the feeling of isolation.

O People learn from others and it is important to have a strong support system in the online learning environment.

O The ability to interact with others can really impact all parties involved in the learning environment.

O Allowing ongoing support for faculty membersO Adhere to budget guidelinesO Building a string network which can decrease the

feeling of isolation and apprehension for new membersO Take feedback from post course evaluations and make

necessary changes

Challenges StrategiesO Lack of administrative

supportO Lack of technical supportO Spontaneous mentoringO Matching mentoring without

choiceO Role reversal from instructor

to learnerO Are facilitators properly

trained

O Provide technical training and support; possibly a technical support team 24/7

O Easy access to software for facilitators and learners

O Structured mentoring programO Group mentoring with faculty learningO Assist in balancing instructor mode

(turn off), and turn on learner modeO Provide monitor and evaluation to

meet goals and objectives.O CommunicationO Community Building

Evaluation Strategies

Mentors may act as evaluators

Participant evaluation of distance learning instructor Ask relevant questions about what is being instructed Keep record of progress Peer reviews from other online facilitators Create a rubric to measure training expectations and

share findings

CMSContent

Management System

A computer application and infrastructure that sets up

and manage web based learning communities. CMS

allows its user to edit, organize and manage

workflow within the learning community. This is a great tool for facilitators to monitor and

post progress for learners. Upload files, audio, video, course content and other

websites are easily accessed

Platform for Facilitating : CMS (Content Management System)

LMS Learning Management

SystemA learning management system used in corporate

training and higher education settings. This software platform stores

and deliver training content and track participation in

training.

Platform for Facilitating : LMS (Learning Management Systems

Issues and Classroom Management

Technology and Media Tools for Collaboration

Video – You Tubehttps://youtu.be/nz6SwliUWoE

Visual or Infographics http://edu.glogster.com/?ref=com

LiveBinder https://www.youtube.com/watch?v=NFTzLUPBJ6g#action=share

http://livebinders.wikispaces.com/A%29+What+is+LiveBinder%3F

Audio – Audioboom https://audioboom.com/

Video sharing website and learning tools that allow users to upload original content and share topics of interest. YouTube supports interactive learning with vast resources for topic specific content. Both learners and facilitators can engage in collaborative efforts through presentations, introduction to new topics and step by step simulations.

GlogsterThis innovative digital outlet captures learner's excitement for online creations, keeps learners engaged in course content, and makes teaching and learning more fun. Instructors control interactive activities by participants , and this platform is a valuable teaching tool that integrates diverse subjects .

Livebinder

. LiveBinder is an online bookmarking site for storing and sharing online resources and teaching tools .Facilitators can create lists for learners that they believe are suitable and relevant for training. (LiveBinders Inc., 2016).

AudioboomA mobile, web, and connected device platform voiceover tool that supports Iinteractive learning by allowing Learners to divide narrated tasks from the visual. Audiboom is used to capture a story behind the picture. From there, learners canHost and distribute content and tag location.

Processes facilitators will use: Introduction of self/ Icebreakers Make presence known by remaining available and engaged Maintaining organization with instruction and teaching tools Encourage learner to learner interaction Execute facilitator to learner interaction Welcome questions Monitor discussions/guide on the side Acknowledgement of questions and responses Establish clear instructions on assignments due date, location and time frame Constructive feedback in professional tone

Click on link for b Distance Learning Classroom Management:https://www.powtoon.com/online-presentation/gn1h4mfGClh/distance-education-classroom/?mode=movie#/

Classroom Management&

Issues with Resolutions

Technology Tools

Description of Learners

Synchronous vs

Asynchronous

Technology IssuesClassroom Issues

Description of Distance Learners

O Non TraditionalO ExperientialO CulturalThe distance learners are primarily new hire trainers of Skyview Airlines that support training of all new hires per department; both Corporate Trainers and Support Airport Staff have over 10 years in the transportation/airline industry. Learners have little or no online training, however are very comfortable in a traditional learning environment.

Challenging Behaviors

Inappropriate Posts- Online expectations will be given at the beginning of course, It is expected learners abide by standards. Consequences will be followed through via chain of command.

Cyber bullying- Harassing classmates will not be tolerated. Issues, company interventions and instructional strategies for creating a safe learning environment to break the cycle of bullying and cyberbullying will be imposed. Lack of participation or engagement – In order to encourage participation, instructors would benefit by setting goals, create and provide a detailed syllabus, and log in often to provide timely responses

Synchronous vs AsynchronousO Asynchronous Learning

O Self paced learning; time--any time anywhere

O FlexibleO Classroom occurrences O Create a forum or give instruction to ask

questions O Requires self motivationO Does not require immediate presence of

faculty and studentO Encourage students to build upon prior

knowledge with current information.O Ability to read between the lines in their

learners’ comments, posts, and assignments.

O Note: Asynchronous instructors provide materials, tasks and assignments that learners can access at any time. Students are free to contribute when they choose. within a given timeline. Travel may become expensive, however collaboration is easier with learners as all individuals are tuned in.

O Synchronous LearningO Learning at the same timeO Quick responses expectedO Group discussionsO Instructor led learningO Immediate feedback is available to

studentsO Facilitator have thorough knowledge of

web tools must be technology-savvy because their connection to learners

O Add the human element by treating the class as if they were in the same room

O Allow time for learners to practice, participate, and ask questions.

O Note: Synchronous facilitators offer lectures, discussions, and interaction occur at a specific hour. All students must be online at that specific hour in order to participate. Facilitators are unable to perceive visual or auditory cues of students’. No travel cost to facilitate

Technology Issues CMS Challenges

Issues with links

Cyber attacks

Resolutions Engage in online tutorials/training notes Ensure that malware software scans are up

to date Test links early on and provide feedback to

help desk

Classroom Issues and Resolutions

Messages, Comments, and Audio

Learner feedback will be sent via email, Instant Messaging, voice mail depending on how the facilitator provided communication tools and how learner initiates communication.

ADA Learners and Associated Strategies Facilitators must familiarize themselves with the Americas with Disability Act. Students that fall into these eligibility categories and under the ADA are not to discriminated against by law and have reasonable accommodations available in the learning environment such as electronic devices for the hearing impaired, has a physical or mental impairment that substantially limits one or more major life activities, . Learners must disclose disability and needs prior to class to make accommodations available. Academic adjustment or auxiliary aids, adaptive equipment and services. Tips for instructors: Consider any accommodation request Use caution in inquiring about the specific nature of the

disabling condition; respect confidentiality Section 504 of the Rehabilitation Act of 1973 and

the ADANo otherwise qualified person with advisability shall be denied a benefit or opportunity or be excluded from participation solely on the basis of that disability.* Accommodations will alleviate any feeling of isolation and exclusion and digital divide in the distance learning environment. (Office of Civil Rights & Title IX, 2016).

References Audioboom. (n.d.). Retrieved from http://audioboom.com/about/education

Dubowy, M. (2013). LMS vs LMCMS vs CMS Changing One Letter Makes a Dig Difference. Retrieved from https://www.opensesame.com/blog/lms-vs-lcms-vs-cmschanging-one-letter-makes-big-difference

Glogster. (2014). Retrieved from http://edu.glogster.com/.

References

Reh, J. F. (2016, August). A Guide to Understanding the Role of a Mentor . the balance, (), . https://www.thebalance.com/a-guide-to-understanding-the-role-of-a-mentor-2275318.

Haythornthwaite, C., & Andrews, R. (2011). E-learning Theory and Practice. Thousand Oaks, CA: SAGE Publications Inc.

Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Retrieved from https://net.educause.edu/ir/library/pdf/eqm0848.pdf Jones, R. C. (2014). Keeping students engaged in the online classroom. Retrieved from http://www.facultyfocus.com/articles/online-education/ keeping-students-engaged-in-the-online-classroom/

Kelly, R. (2013, March). Managing controversy in the online classroom. Retrieved from http://www.facultyfocus.com/articles/online-education/ managing-controversy-in-the-online-classroom/

 LiveBinders Inc.. (2016). LiveBinders. Retrieved from http://www.livebinders.com/welcome/education

Office of Civil Rights & Title IX. (2016). Accessibility and ADA Education. Retrieved from http://ada.missouri.edu/classroom.php

Palloff,R.M., &Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass