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Signature Assignment: Facilitator Training Program
Mark Rumph
CUR/532
October 15, 2018
Dr. Gregory Jackson
Signature Assignment: Facilitator Training Program
The purpose of this course is to provide training for facilitators who will be conducting
distance learning classes for upgrade training of deployed Air Force personnel. Currently each
combat wing has an established aircraft maintenance training flight that provides upgrade skill
training so that aircraft maintenance technicians can progress in their skill level from novice to
expert. However, with so much time now being spent in a deployed environment, airmen are
having to wait for formal training while they are deployed. It is critical that aircraft maintain
instructors become expert distance learning facilitators. This course will provide the training
necessary for them to become expert distance learning facilitators.
Part I—Vital information for the Facilitator Training
Targeted Audience
The training program audience will consist of fully qualified aircraft maintenance
instructors. Aircraft maintenance instructors are certified and teach courses that are accredited
by the Southern Association of Colleges and Schools. These instructors’ expertise lies in the
teaching skills for the traditional classroom setting. They are also technical experts in their
designated field of work and possesses the highest technical skill level in their career field.
While they are content experts for their core curriculum, they have little if any experience at
being a distance learner facilitator. They are also very skilled at classroom teaching and
classroom management.
Training Program Goals and Objectives
Goal 1: Understand Facilitator skills and development
Objective 1: Identify skills required to be a distance learning facilitator
Objective 2: Identify the phases of development for the distance learning
facilitator
Objective 3: Describe the phases of development of distance learning
facilitators
Objectives 4: Identify the theories of distance learning
Objective 5: Describe the theories for engaging distance learners
Goal 2: Be able to describe and utilize different technologies important to distance
learning facilitating
Objective 1: Understand the Learning Management System
Objective 2: Understand the processes facilitators will use to do the
following:
-Present information, such as lectures or videos-Conduct class discussions-Conduct private discussions-Receive assignments-Provide assignment feedback and grades
Objectives 3: Demonstrate proficiency in at least three media tools that
engage and enhance student learning
Objective 4: Demonstrate proficiency in at least three technology tools for
student collaboration
Goal 3: Understanding the factors affecting classroom management in the distance
learning environment
Objective 1: Describe the different distance learners
Objective 2: Describe the difference between synchronous and asynchronous
facilitation skills
Objective 3: Provide a minimum of three technology management issues and
provide resolutions and be able to incorporate into classroom
management
Summative assessment
Trainees will be evaluated on each of the goals and objectives as they progress through
the course. They will be given written assignments at the end of discussion on each goal and
objective. The assignments will include papers, test questions and oral examinations to
demonstrate the grasp of the knowledge required. At the end of the course, each facilitator will
be required to conduct a week long distance learning class with course instructors acting as the
students. This hands on demonstration will be rated pass/fail and students will be provide
feedback from instructor acting as students.
The success of the program will be measured by the graduation rate and follow up
questionnaires for commanders and students of the distance learning classes. The graduation rate
will be determined by the pass/fail classroom activity and performance on other written and oral
evaluations. To determine adequacy of this course, detailed questionnaires will be sent to
commanders of the students that complete this course and to the commanders of students that are
taught by the new facilitators. The result of the surveys and the graduation rates will be
reviewed every six months and corrective action take to correct and deficiencies.
Part II—Facilitator Skills and Instructional Materials
Facilitator Skills
It is essential that distance learning facilitators possess the skills required to be successful
facilitators. There are five top skills for facilitators to master: Content knowledge; Blend of
pedagogy, technology and content; online presence; effective communication skills and the
ability to manage online classes (Burns, 2014).
Content knowledge: As in any teaching environment, the teacher must be the
expert in the area of study. Students in their course are already qualified
instructors and technical experts in their career field. Students in this course need
to understand that content knowledge is equally important in the distance learning
environment.
Blending Pedagogy, technology and content: Successful distance learning
facilitators must be able to modify instructional practices and pedagogical
techniques used in fact to face settings for the online environment. The online
environment is more dependent on technology and instructors must be proficient
in technology to reach students in geographically separated locations.
Online presence: Distance learning requires the instructor to create and maintain
an online presence. This presence is important so the student can count on the
facilitator being available when needed. The timeliness of facilitator responses to
student’s questions is critical to maintain the relationship between facilitator and
student.
Effective communication skills: The facilitator must be able to communicate in
the online environment to ensure students are understanding the information
required. In addition, establishing a learning community is critical to online
learning and the responsibility for establishing this community falls on the
facilitator. Discussion groups and how the facilitator responds to these groups
will be critical to how well these groups elicit learner’s beliefs and encourage
participation in discussion.
Management of online classes: Facilitators must be able to assist students stay
focused and develop the discipline required to successfully participate and learn
in the online environment. Instructors must devote time to assisting learners by
motivating them, counseling them, providing just in time support, monitoring
their performance and providing one-on-one and differentiated tutoring (Burns,
2014).
Phases of Development
There are five phases of development for the distance learning facilitator. The
phases are not sequential and facilitators may move back and forth in phases based on the
circumstances. The five phases are as follows;
Visitor—those faculty that have only used technology in a minor way such
as email or posting assignments online
Novice: those faculty that have never taught online and have not taken an
online course; but have used technology to supplement their face to face
teaching
Apprentice: those faculty who have taight online classes for 1 or 2 terms.
Still developing an understanding of online environment and the skills to
teach online.
Insider: faculty who have taught more than 2 semesters and more than
one course per term. They are comfortable in the online environmental
and are proficient with course management technology.
Master: taught online for several terms and have designed several online
courses. They have mastered the technology and are comfortable with the
skills require to teach on line and peers seek out their inputs.
(Palloff & Pratt, 2011)
Theories of Distance Learning
Many theories of distance learning exists, the student will be expected to understand the
five discussed by Andrews, R., & Haythornthwaite, C in their book E-learning Theory and
Practice. The five are: Transactional Distance; Multimodality; Intrinsic Motivation; Social
Informatics and Digital Media Theory.
Transactional Distance: This theory looked at the transactional distance between
the student and the facilitator in relation to dialogue, program structure and
learner autonomy. The dialogue all happens online and there is no face to face
communication. The structure for the program must take into account the
distances between the facilitator and the student. Students tend to have more
autonomy, again due to the distance and lack of face to face interaction
Multimodality: The modality in distance learning takes into account the
multimodal nature of today’s communication. Most e-learning communication is
done through computer interface and these computers by their nature are
multimodal.
Intrinsic Motivation: In the e-learning environment, learners must have an
intrinsic motivation to learn. This internal motivation is essential for online
leaners because of the lack of face to face interaction and the dependence on
communication through technology.
Social Informatics: Addresses the ways new technology and communication
mediums change the patterns of social interactions.
Digital Media Theory: Focuses on the use of visuals and their impact on e-
learning. Communication technology makes visual learning a powerful tool in
distance learning.
Theories for Engaging Distance Learners
Keeping students engaged in a distance learning environment is much different than
keeping them engaged in a traditional classroom setting. Methods to keep them engaged are as
follows: Get to know your students; know the classroom mechanics of an online class; be
accessible and be responsive and timely to student inquiries; go beyond university requirements
for contact; provide substantive feedback and positive critique; and inject some fun into the
classroom (Jones, 2013). While the methods are similar to the methods used in traditional
classrooms, the method of delivery make the approach to them different.
Technology use by Facilitators in the Distance Learning Environment
Understand the Learning Management System (LMS)
A LMS will utilized in this course. It encompasses some aspects of a Course
Management System but is used to facilitate online discussions and learning. It acts as a secure
place to store and launch training. It allows students and facilitators to view course material and
allows interface with course material, fellow students and the facilitator. It will allow the student
to complete assignments, interact with fellow students and facilitator, receive feedback from the
facilitator and allow the student to provide feedback to the instructor (Ferriman, 2012).
LMS Processes
The LMS will facilitate several processes for the facilitator. It will allow the facilitator to
present information to the students through lectures and videos. These lectures and videos will
be able to be posted in the LMS and be made available to the students. The LMS will also
facilitate classroom discussion by utilizing posting sites and video interfaces and allow for Skype
connections. Private discussion will be available through email connections and telephone
contact information. Assignments will be posted in the syllabus and also be in the weekly
classroom section. The facilitator will be able to provide feedback to the student through posts,
assignment evaluations and email. The students will be able to provide course and facilitator
feedback through a survey supported by the LMS.
Media Tools
Video: Will be used to conduct hand on training simulation allowing technicians to
demonstrate task proficiency. Facilitators will be proficient at using videos to demonstrate tasks
at critical points in the course.
Visual and infographics: Facilitators will incorporate visuals and infographics to make
lessons more visually pleasing and thus increase student’s focus. The visuals can be used to
replace words and demonstrate the facilitator’s ability to capture the student’s attention in the
distance learning environment.
Games and Simulations: Use of games and simulations are highly encouraged. They
provide a different learning experience and serve to motivate the student to further their research
and encourages them to engage in learning activities.
Technology Tools
Student collaboration is extremely important in the distance learning environment.
Technology tools can play a key role in helping students collaborate in a learning community.
The following technology tools will be mastered to help students collaborate.
Drive/Docs.
Animoto
Animoto combines academia and elements of entertainment. It provides teachers and
students a platform where they can upload videos, pictures and audio clips for a project (Rowan,
2013). It supports an interactive learning community by allowing the students and teachers
contribute to the project and immediately see each other’s inputs and provide a medium for
feedback.
Dipity
Dipity is an excellent tool for projects dealing with Geography, History and Social
Sciences. It enables students to collaborate on projects that require the use of timelines. It is
superb for displaying dates of events and invites collaboration between the students and teachers.
Google Drive/Docs
Google Drive/Docs enable you to take your hard drive on the go, giving you access to all
of your files from anywhere you have internet connection. It is a cloud based tool that enable
students to access all of their documents and enables others to view their documents and provide
inputs to the documents. It invites collaboration and creates a learning community by giving
students the ability to make suggestions and edit each other’s work.
Classroom Management in the Distance Learning Environment
Different Distance Learners
Facilitators need to be aware that students are influenced by various factors that will
impact how they interact in the distance learning environment. Despite the lack of face to face
interaction, personalities and personal life experiences will impact the interactions in the class.
Facilitators need to be aware of the key diversities that affect the classroom.
Cultural: Students will come from various cultures and backgrounds. It is
incumbent of the facilitator to reach out to the students to learn as much as
possible about the individuals in their class. Facilitators need to be able to tap
into the strengths that come from so many different cultures. The facilitator’s
ability to use the different culture as a learning opportunity is key. Facilitators
also need to be aware of potential biases that may exist between different cultures.
They must be constantly aware of potentially detrimental communication that
could suppress communication instead of encouraging it.
Experiential: Facilitators need to leverage the life experiences of the students.
This allows the students to feel included and places value on their life experiences
and inputs to the class. Being aware of the students’ life experiences will allow
the facilitator to leverage the experiences for class enlightenment.
Prior learning experience—nontraditional learners: There are numerous learning
experiences that place a student into the nontraditional category. Factors such as
delayed enrollment, working full time or part time, financial independence,
dependents other than spouse or a single parent. All of these factor will influence
the student and this especially true the demographic of this courses’ students.
Asynchronous vs Synchronous Facilitation Skills
Asynchronous is learning does not require facilitator and the student be in the same
location. Synchronous learning requires the student and the facilitator to be in the same location
(Slatinsky, 2013). The graphic below provides a great description of asynchronous and
synchronous learns and provides recommend tools to reach the students in each environment.
(Slatinsky, 2013)
Technology Management Issues/Resolutions
There are many technology issues that could hamper the student and the facilitator’s
ability to interact and complete/evaluate coures work. Three of them are discussed below.
Loss of Internet: Students may have periods when they are unable to access the
internet. The facilitator should be prepared to offer work around for the student.
Students a deployed environment may have limited access to the internet. They
should be encouraged to seek access outside of their normal channels and to plan
ahead so they are not up against deadlines when internet is not available. They
should also be made aware of alternate internet source that may be available to
them.
Software compatibility: the ability to share, download and upload assignments
may be hampered by software incompatibility. Facilitators should reach out to
students to determine software requirements and the student’s ability to get the
needed software. Ensuring everyone understand the software requirements should
prevent confusion when communicating assignments and turning in assignments.
Website is down: If the website used to access the LMS is down, students should
be made aware of workarounds to complete assignments. The facilitator should
communicate scheduled downtimes and encourage students to work around the
down times.
Classroom Management Issues and Resolutions
There are many classroom management issues the facilitator may have to deal with.
Facilitators should always handle issues with professionalism and understanding. They should
avoid being judgmental in all circumstances. Facilitators will be expected to give feedback
through various mediums. Messages are a great way to provide feedback too the students. They
can be in private or shared for the class to benefit from them. Facilitators should always keep
negative feedback private. Comments on assignments should be clear and concise and provide
constructive feedback to the student. Audio tools can also be used to reach students.
Challenging behaviors will need to be addressed and resolved by the facilitator. Some of
these behaviors that the facilitator must be prepared to deal with are listed below.
Cyber-bullying: Facilitators should be on the lookout for cyber bullying and be
prepared to intervene immediately. The facilitator should also provide clear
guidelines for what is considered to by bullying and procedures to report cyber
bullying.
Inappropriate posts: Facilitators need to be aware of the communication
environment in the distance learning environment. There is little to no face to
face interaction and as a result, communication can become emotional. It is much
easier to become emotional in text than it is in person and often times frustrations
lead to inappropriate comments online. People will put things in text that they
would never say in person. Facilitators need be ready to interject themselves into
conversations to ease tensions and diffuse conflict.
Lack of participation: This should not be a problem, since participation in the
class will be required. However, facilitators need to be aware of any personal
issues a student may be experiencing and be prepared to help the student deal with
any issues that are preventing them from engaging in the class. They also need to
encourage participation by making everyone feel like they are part of the team.
References
Andrews, R., & Haythornthwaite, C. (2011). E-learning Theory and Practice. Los Angeles, CA:
Sage Publications Ltd.
Burns, M. (2014). Top 5 online Learning Skills that Online Instructors Should Have. Retrieved from:
https://elearningindustry.com
Ferriman, J. (2012). Course Management System vs Learning Management System. Retrieved
from: https://www.learndash.com
Jones, R. C. (2013). Keeping Students Engaged in the Online Classroom.
Retrieved from Faculty Focus: http://www.facultyfocus.com
Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor:Strategies for Professional
Development . San Francisco , CA: Jossey-Bass
Slatinsky, P. (2013). Synchronous or Asynchronous? How to Pick Your Training Delivery Method.
Retreived from: https://learningsolutionsmag.com
10 Traits of a Successful Online Learner. (2018). Online Colleg.org. Retrieved from:
https://www.onlinecollege.org
Vilkas, B. & McCabe, C. (2014). Promoting Students’ Self-Efficacy in the Online Classroom.
Retrieved from: https://www.facultyfocus.com