Facilitator Training

Program
Kathleen Byrne
CUR/532
Stephanie Krebs
February 2, 2015

Introduction

Training Program Audience

Audience
Skill sets
Current experiences
Current knowledge

Program Goals
How can you become the best
distance education facilitator?
Key training elements

Training
Show up and teach
Practice proactive course
management strategies
Establish patterns of course activities
Plan for the unplanned
Response requested and expected

Training

Think before you write

Help maintain forward progress
Safe and secure
Quality counts
Double click a mile on my connection

Training Program Objectives

Evaluate the curriculum and engage
adult education facilitators in
identifying, assessing and validating
learning outcomes and skill
competencies for courses and fields
of study.
Provide faculty development,
infrastructure and systems that
promote and sustain online teaching
excellence.

Summative Assessment
Summative assessments are used to
evaluate student learning, skill
acquisition, and academic
achievement at the conclusion of a
defined instructional periodtypically
at the end of a project, unit, course,
semester, program, or school year. In
this case, at the end of the 3-day
instructional program.

Measuring Success of
Program

Learner satisfaction
Learning/ Teaching effectiveness
Job performance effectiveness
Program effectiveness

Training Materials
PowerPoint Presentation
Preloaded software for online summative
exam, virtual technology classroom on
school computers
Hands on activities in the technology center
Actual online classroom observation and
participation
Audio, video, visuals, infographics, games,
and simulations

Phases of Development

Visitor
Novice
Apprentice
Insider
Master

Distance Learning Theories

Faculty Development Model

Faculty
Development
Models

Khan Model

Meta Model

Mentorship

Learning
Community

Phased
Approach

Theories of Engagement

Mentoring Program for

Faculty
Mentoring is a professional relationship
between a mentor who has experience in
the role being learned by the mentee. The
relationship is characterized by guided
support and teaching. It is a process in
which the mentor serves as a role model,
trusted counselor, or teacher who provides
opportunities for development, growth, and
support to less experienced individuals.
Karly Wortman, Iowa State University.

Mentor Training
Mentor
Training

Peer Group
Monitoring

Developme
ntal
Networks
Formed

Create
Mentor
Directory

One-to-one
mentorship

Ongoing
Training and
Developme
nt for all
Faculty

Mentors
train novice
and
beginner
faculty

Faculty
Learning
Community
Emerges

New
Group of
Mentors
Trained

Management and Evaluation

Programs for Facilitators

Learning Platform
Learning Management System (LMS)

Identify Processes Facilitators Will

Use:

Present information
Conduct class discussions
Conduct private discussions
Receive assignments
Provide assignment feedback and
grades
https://
www.youtube.com/watch?v=VxY22Ihb
aH4

Technology or Media Tools that Engage

and Enhance Student Learning
Engaging Students with Social Media
https://
www.youtube.com/watch?v=PQ1x3V57
qrQ

Technology for Student

Collaboration
Wikis in plain English
https://www.youtube.com/watch?v=dnL00TdmLY
FaceTime tutorial
https://
www.youtube.com/watch?v=7cV4Ukhk42M
How does a Blog Work?
https://
www.youtube.com/watch?v=k3gRYCHPtFI

Description of Distance
Learners
Cultural
Experiential
Prior learning experiences: non
traditional learners

Technology Management Issues and

Resolutions
Technical support issues (broken
links, video not opening)
Localized power or Wi-Fi outage
Storms
Computer failure

Classroom Management Issues and

Resolutions
Learning team drama
A students feelings get hurt and the
situation escalates
Cyber-bullying/inappropriate posts

ADA Learner
Congress passed Section 504 of the Rehabilitation
Act in 1973. It is a civil rights statute designed to
prevent discrimination against individuals with
disabilities. It provides that:
No otherwise qualified individual with disabilities
in the United States...shall, solely by reason of
his/her disability, be excluded from the
participation in, be denied the benefits of, or be
subjected to discrimination under any program or
activity receiving federal financial assistance
(SNHU, 2014)

References
Dittmar, E., & McCracken, H. (2012, March
11). PROMOTING CONTINUOUS QUALITY
IMPROVEMENT IN ONLINE TEACHING: THE
META MODEL. Journal of Asynchronous
Learning Networks, 16(1939-5256), 163-175.

References
Education Reform. 2014. Synchronous
Learning.
Retrieved from
http://edglossary.org/synchronouslearning/
Faculty Focus. (2014). 10 Principles of
Effective Online Teaching: Best Practices in
Distance Education. Retrieved from
https://www.mnsu.edu/cetl/teachingwithtec
hnology/tech_resources_pdf/Ten%20Principl
es%20of%20Effective%20Online

References
Keegan, D. (1996). Foundations of distance
education (3rd Ed.) New York, NY: Routledge.
Palloff, R. (2011). The Excellent Online
Instructor, Strategies for Professional
Development. Copyright John Wiley &
Sons Inc.

References
Ragan, L.C. (2014). Faculty Focus.
Establishing Online Instructor Performance
Best Practices and Expectations. Retrieved
from
https://www.mnsu.edu/cetl/teachingwitht
echnology/tech_resources_pdf/Ten%20Pri
nciples%20of%20Effective%20Online
%20T eaching.pdf

References
Sethi, R. (2013). How Do I Measure the
Success of a Training Program? Retrieved
from
http://www.infosecisland.com/blogview/2
3507-How-Do-I-Measure-the-Success-of-aTraining-Program-.html
SNHU. (2014). Rights and Responsibilities of
Students in Higher Education (ADA).
Retrieved from
http://www.snhu.edu/1350.asp

References
Tech Target. (2014). Learning Management
System. Retrieved from
http://searchcio.techtarget.com/definition
/learning-management-system
TTIX. (2014). Increasing Student
Engagement in Distance Learning
Courses. Retrieved from
http://ttix.org/archives/2009sessions/increasing-student-engagement-indistance-learning-courses/