Facilitator Training Program

William Swoveland
CUR/532
May 13, 2016
Dr. Robert Rupnow

Table
of Contents
Part I Vital Information in the Facilitator Training

Training Program Audience

Training Program Goals
Training Program Objectives
Summative Sssessment of Trainee Learning

Part II Facilitator Skills and Instructional Materials

Training Materials

Part III Management and Technology Tools

Mentoring Program for Faculty
Management and Evaluation Progams for Facilitators
Learning Platform (LMS/CMS) Used by the Distance Learning Faculty for Facilitating Their Classes
Three Different Technology or Media Tools That Engage and Enhance Student Learning
How The Technology/media tool Will Engage and Enhance Student Learning

Part IV Issues and Classroom Managment

Three Technology Tools for Student Collaboration
Different Distance Learners
Differences Between Synchronous and Asynchronous Facilitation Skills
Three Technology Management Issues and Resolutions
Classroom Management Issues and Resolutions

Part I Vital Information in the Facilitator Training

Training Program Audience/Program Goals

Training Program Audience

Audience: Other coaches, 28-37 years old
Current skill sets: Have knowledge of football, how to play it, little to no coaching experience.
Current experiences: Played in high school, watch on TV
Level of current knowledge: Not experienced in coaching, breaking down to simple level
Training Program Goals
Key skills the facilitator or corporate trainer needs to be successful as a distance facilitator:
Being able to make the coaches see the value of coaching this way.
Translating this into a language they understand.
Key training elements focused on for this training:
Keep concepts simple.
Teach to the age not above it.
Encouraging trying.
Positive reinforcement.

Training Program Objectives/

Summative Assessment of Trainee Learning

Training program objectives

Objectives of the program
Coaches keep it simple
Encourage trying in a positive manner
Use players in best spot
Train everybody--do not focus on studs
Objectives must be measurable
Minimal number of plays
Players in good spirits despite not doing play
Good players at difficult spots, lesser players at easy spots
All kids are able to do the play
Summative Assessment of Trainee Learning
Measure the success of the trainees
During the games, the kids are happy
Plays are simple
Measure the success of your progra:
Positive feedbacks--verbal, written
Number of parents that request to be on that team next year

Part II Facilitator Skills and Instructional Materials

Training Materials

Skills Needed for Effective Distance Learning Facilitators

Content knowledge
Blend pedagogy, technology, and content
Establish an online presence
Effective communication skills
Ability to manage learners (Burns, 2014)
Strategies used to present these skills to facilitators
Simulate an online class--focus on establishing presence, managing learners, and effective communication
Phases of Development for Distance Learning Facilitators
Visitorhave thought about it and may have done minimal online interaction
Novicenever taught online, may not taken an online course, post sysllabus on line and have done a little on online
interaction
Apprenticehave taught online for one or two terms and possible more than one course; developing an understanding of
the online environment and the skills required to teach online
Insidertaught more than two semesters online and more than one course per term; comfortable in the online environment,
proficient with course management technology, and have basic understanding of the skills needed for online teaching; may
have designed one or more online courses
Master taught online for multiple terms/have designed several online courses; mastered the technology to teach online
and integrated technology into their teaching; extremely comfortable with teaching online and can be called upon for peer
support for newer online faculty.
(Palloff & Pratt, 2011, p. 20)

Training Materials

Theories of Distance Learning

Behaviorist--invoked responses that can be measured
Outcome is told prior so students can measure for themselves if they achieved
Learners require feedback so they know how they are doing and can adjust if necessary
Constructivism--internal thought process that looks at learning through a processing point of view
Material emphasized and presented in way that helps processing
Focus is on the journey of processing the information
(Alley, 2004)
Behavioral example: Learners are given a project to do. They are shown what the end result is. At various
points, they are given feedback so they know if they need to adjust or not.
Constructivism example: Learners given a project. Teacher does not give tools or tell students how. Students
allowed to use their own methods to complete project. Students to share their own methods and interact with
others. Once others have shared their methods, one is then choosen.
Theories for Engaging Distance Learners
Engagement Theory- learners engaged through interaction through collaboration, project orientation, and
authentic focus to initiate efficacy (Kearsley and Shneiderman, 1998)
Collaboration: student-to-student, learning team-to-learning team, class-to-class
Project orientation:
Authentic focus: use real data in class, experts in field teach class, assignments consist using real world data

Part III Management and Technology Tools

Mentoring Program for Faculty

Goals and Objectives of the Mentoring Program

Goals
promote the career development
performance
retention
Objective(s)
match the mentee with the appropriate mentor
(Wanberg, Kammeyer-Mueller, and Marchese, 2006).
Identification Criteria
The performance status of the mentor: current standing as a professional distance educator
Experience with distance education
How many years has he/she been in distance education?
How many classes have been taught successfully?
What is his/her criteria of success?
Mentoring experience criteria: Must the mentor have had prior experience?

Management and Evalution Programs for Facilitators

Management and Evaluation Programs for Facilitators
How might the faculty learning community approach affect management?
Identify the specific challenges and strategies used to manage adjunct faculty from a distance.
What evaluation strategies will you use for facilitators?
How will the evaluation and management strategies align with the identification of effective faculty skills and
behaviors in Part I?

Learning Platorm Used by the Distance Learning

Faculty

Definition of which system is used, LMS or CMS.

LMS: Learning Management System (LMS) integrates most common e-learning functions in a
single application
CMS: Content Management System (CMS) allows the instructor to create a course website, where
documents can be uploaded in popular formats such as word, power point, etc. without having to
convert them to a web format such as HTML
(Ninoriya, Chawan, Meshram, and VJTI, 2011)
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

Different Technology That

Engage/Enhance Student Learning

Different Technology/Media Tools That Engage and Enhance Student Learning

Audio--SoundCloud, PodOmatic enables one to record audio, upload and share
Visuals and infographics-- ChartsBin, Google Charts Builder, Gapminder--chart based buildiers motivates
learning
Games and simulations-Faculty Instructional Technology Services (FITS)-able to inject games or simulations
into course learning activities
How Each Technology/Media Tool Will Engage and Enhance Student Learning
Audio--Sharing audio allows one to focus on it more and interalize the learning
Visual--Learnes able to show large amounts of information in from of charts, graphs
Games-keep learners engaged and practice different scenarios

Part IV Issues and Classroom Managment

Technology Tools for Student Collaboration/

The Different Distance Learners
Three Different Technology Tools for Student Collaboration
Wikis-allows students to post, upload, and edit anytime, anywhere. Able to establish an online
community that all can participate in. Instructor controls who can see it and post.
Blogs-ability to spread information and ideas quickly, to a loosely connected community (Fichter,
2005)
Teleconferencing tools-able to video teleconference at home/office with all your support around you
(Isaacs and Tang, 1994). Adobe, Skype, are a couple of examples
The Different Distance Learners
Demographic make up:
Caucasian: 62% African American: 19% Asian/Pacific Islander: 9%
Hispanic: 8%
Native American: 1%
Other: 1%
Age: 18-29 39% 30-40 28% 41+ 33%
Non traditional learners: 80% are employed
55% for acclerated courses and a faster completion time
Univeristy of Phoenix largest populatio of online students (15%)
(Smith, 2014)

Differences Between Synchronous/Asynchroonous

Facilitation Skills

Differences Between Synchronous and Asynchronous Facilitation Skills

Synchronous skill:
Technological smart; as courses conducted online depend on internet
Able to to respond on the spot for learners questions
Able to handle limitations in technology
Asynchronous skills:
Able to respond quickly; regardless of time
Ability to read between the lines of learners posts
Organization skills
Three Technology Management Issues and Resolutions
Unfamiliarity with the software--use tutorial guides
Not able to access text---have hard copy back up
Links are not working--refresh screen/reboot system; call technical support

Classroom Management Issues and Resolutions

Classroom Management Issues and Resolutions
Providing feedback that is:
Timely--the sooner the better
Actionable--specific and useful so learner is able to act on it
User-friendly--must be in a language the individual can undertand
Ongoing/Consistent---feedback must be continous and consistently provided
(Wiggins, 2012)
Challenging Behaviors
Cyber-bullying--instructor must establish their presence from the onset and continue throughout the course.
Inappropriate posts--guidelines set forth at beginning of class on what is not acceptable
Instructor communicate with learner about behavior
Lack of participation or engagement-encourage through blogs, messages. Developing skill of reading between lines
of post to gather insight of problem
ADA learners and associated strategies
Must operate in compliance with the 1990 Federal Americans with Disabilities Act (ADA) requirements
(Frydenberg, 2002)

Conclusion

This concludes your training program.

I will take all questions offline

References
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44.
Burns, M. (2014, September). Skills needed to create effective distance learning. eLearningIndustry. Retrieved from
http://elearningindustry.com/top-5-online-learning-skills-online-instructors
Fichter, D. (2005). The many forms of e-collaboration: Blogs, wikis, portals, groupware, discussion boards, and instant messaging.
Online, 29(4), 48-50.
Frydenberg, J. (2002). Quality standards in eLearning: A matrix of analysis.The International Review of Research in Open and
Distributed Learning, 3(2).
Isaacs, E. A., & Tang, J. C. (1994). What video can and cannot do for collaboration: a case study. Multimedia Systems, 2(2), 63-73.
Kearsley, G., & Shneiderman, B. (1998). Engagement Theory: A Framework for Technology-Based Teaching and
Learning. Educational technology, 38(5), 20-23.

References
Ninoriya, S., Chawan, P., Meshram, B. B., & VJTI, M. (2011). CMS, LMS and LCMS for elearning. IJCSI International Journal of
Computer Science,8(2), 644-647.
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: JosseyBass-Smith, F. (2014). Who is the average online college student? EdTech Focus on Higher Education. Retrieved from
http://www.edtechmagazine.com/higher/article/2014/05/who-average-online-college-student-infographic
Wanberg, C. R., Kammeyer-Mueller, J., & Marchese, M. (2006). Mentor and protg predictors and outcomes of mentoring in a formal
mentoring program. Journal of Vocational Behavior, 69(3), 410-423.
Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1).