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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