Facilitator Training Program

Richitta Taylor
CUR/532
December 8,2015
Professor Melinda Medina
University of Phoenix

Introduction

Hello, my name is Richitta Taylor and I will be your instructor for this Asynchronous 3- Day
Training. If you need to contact me please dont hesitate to do so. My preferred method of
contact is email. My email is rataylor@email.phoenix.edu. Also, you can reach me through a
private message via the online forum. However, in the case you need to contact me immediately
you can reach me by phone at (708) 544-3182. This training will consist of 4 parts divided
between 3 modules. The goal of this training is to equip facilitators with the knowledge and skills
to educate distance learners.

Module Topic Break Down

Module 1
1. Vital Information
Training program audience, Training program goals, Training program objectives and
summative assessment of trainee learning

2.

Facilitator Skills

Training materials, describes the phases of development for distance learning facilitators,
identify the theories of distance learning, and describe the theories for engaging distance learners

Module 2
1.

Management and Technology

Mentoring program for faculty, management and evaluation programs for facilitators,

Learning platform (LMS/CMS) used by the distance learning faculty for facilitating their classes,
technology or media tools that engage and enhance student learning

Module 3
1.

Issues and Classroom Management

Different technology tools for student collaboration, description of the different distance

learners, description of the differences between synchronous and asynchronous facilitation skills,
technology management issues and resolutions and Classroom management issues and
resolutions

Module 1- Vital Information/Facilitator Skills

Training Program Audience

The target audience consists of adult education facilitators with no former experience in distance
education. For instance, these facilitators have never taught in an online class or enrolled in a
class via an online platform. This means that their learning experiences consist of only face-toface settings. Their experiences come from a traditional classroom settings. Their current
knowledge of online facilitating online education is limited. They may have had some basic
experiences with communicating with students through and using technology. For example, they
may have communicated with students via email or used a Microsoft program.

Training Program Goal

Key skills for online facilitators

Knowledge of content

Blend technology, teaching and content

Establish an online presence

Effective communication skills

 Ability to managers learners in online setting

(Burns, 2014)

The goal of this program is to educate facilitators about online education. Also, help them to be
confident in their ability to facilitate online learning. Furthermore, to equip facilitators with the
skills that are needed to be successful in online learning. Some the elements that will be focused
on during this course are Community, Learners Self-efficacy, and Collaboration

Training Objectives

Provide information to trainees on how technological tools can be used for enhancing online

learning through a virtual lecture

Provide Learners with information on promoting self-efficacy, collaboration, and community

through a virtual lecture

Assign readings on using an LMS system on the first day of the course
Trainees must upload and submit a document containing what they expect to get of the course
on the first day of the course and the submission must be complete by 11:00 pm

On the second day of class, trainees must respond to a forum question that will be posted at

1:00 pm. Trainees must respond within 15 minutes to receive credit

Trainees must create a graphic organizer on how they would plan a one-day training on the
topic of their choice.

 Trainees will describe effective ways to build community within an online classroom after
attending a virtual lecture on the topic and student must provide 3 written examples of how to
build community to receive a rating of satisfactory
Trainees will research technological tools and explain how they could be used in an online
setting. Trainees should be able to provide 3 written examples of technological tools to receive a
rating of satisfactory

Learners will describe effective communication with an online classroom after reading the

assigned reading on the topic. Trainee must provide 3 written examples of effective
communication to receive a rating of satisfactory

Learners will describe how to promote self-efficacy in the online classroom after attending a

virtual class lecture on the topic. Trainees must provide three ways to promote self-efficacy in
written form to receive a rating of satisfactory
Summative Assessments
The student will be assessed at the end of the course on their ability to describe or explain
content outlined in the course objectives through a written essay. This will be used to determine
what knowledge students acquired from the training. Also, at the conclusion of the trainees first
online class they will be provided a survey on how well the content from the training helped to
prepare them for facilitating online. The results of these surveys will be used to determine the
effectiveness of the training program.
Training materials
Skills needed for effective facilitators

Have advanced technological knowledge

 Ability to use assessment tools

Planning skills

Able to provide quick feedback

Data Collection

(Smith,2003)

Phases of development for distance learning facilitators

Palloff and Pratt believe there are 5 phases that facilitators go through while developing online
instructional experience. These phases are as follows:

Visitor -Those faculty who have toyed with the idea of technology integration in their face-toface classes and who may have posted a syllabus or assignments online or used e-mail for
assignment completion.

Novice- Those faculty who have never taught online and who may or may not have taken an

online course as a student but have consistently posted a syllabus online and have used some
communications technologies to supplement their face-to-face teaching.
Apprentice- Those faculty who have taught online for one or two terms. They may have
taught more than one course per term. They are developing an understanding of the online
environment and the skills required to teach online.

Insider- Those faculty who have taught more than two semesters online and have taught more

than one course per term. They feel comfortable in the online environment, are proficient with
course management technology, and have basic understanding of the skills needed for online
teaching. They may have designed one or more online courses.

Master- Those faculty who have taught online for multiple terms and have designed several

online courses. They have mastered the technology required to teach online and are likely to
have integrated technology beyond the course management system into their teaching. They feel
extremely comfortable with the skills required to teach online and can be called upon for peer
support for newer online faculty.
(Palloff &Pratt,2011,p.20)
The trainees in this course are in the visitor phase, but ultimately the trainees should begin to
transition into other phases as they developed online facilitation skills.

Theories of Distance Learning

There are many theories and they all aspects that valuable to e-learning theory. However, in this
course will focus on what Haythornthwaite and Andrews noted as the foundational notions of elearning. These are transformation, Framing, and Emergence.
Transformation - The core of learning. It is the change that occurs in understanding that shifts
our initial perspective to a different perspective, and this shows through our actions
(Haythornthwaite & Andrews, 2011.) For example, a novice facilitator may believe one method
is best for instruction. However, once this facilitator gains experience in online instruction their
perspective may shift. The facilitator may begin to see that it is best to incorporate a variety of
methods and theories.
Framing- Experiences we bring into the learning experience that act as frames for how we
interpret our learning experience and how we should act within our learning environment
Haythornthwaite & Andrews, 2011.). For example, learners who started from a ground campus
may take some of the habits from the traditional classroom and bring them into the online

classroom. Maybe they will take notes on everything there assigned readings like they did for
lectures in a traditional classroom.
Emergence- The process of learning and how various elements in the learning environment
build off of each other and add new meaning to the overall learning experience Haythornthwaite
& Andrews, 2011.). For example, if learners are shown a film and are asked to share their
meaning of the film. The learners sharing their perspective with one another helps to open all of
the learners up to a new way of thinking.
Engaging Learners
Engaging learners in an online environment is no easy task. You can build a sense of community
easier when students are in a traditional classroom. A sense of community does not always
happen in a traditional classroom, but an instructor in a traditional classroom has an advantage in
this area over an online instructor. Online students can sometimes feel isolated and not a part of a
community because they are limited to the type of interaction they can have with classmates.
According to Palloff and Pratt, The ability to establish presence is closely connected to the
ability of the instructor to create a sense of community among the learners in an online
course(Palloff & Pratt, 2011, p. 9)." Therefore, engagement starts by connections being built
between leaners. Students will be more engaged when they feel they apart of a community like
they belong and when they feel like they add value to the learning experience.

Module 2-Management and Technology

Mentoring program

Novice and Visitor Facilitators will be assigned a Master Facilitator as a mentor. However, they
will also be mentored through group mentoring. These facilitators communities will include
facilitators at all levels.

The goal of the mentorship program is to provide new facilitators with support during their
transition to online learning. Also, Ideally facilitators will learn the best practices of online
teaching. This will be done through a combination of one on one mentorship and group
mentorship.

Mentors will be chosen from a list of those who expressed interest in being a part of the
mentorship program. These mentors will have a minimum of 2 years of experience as a
successful online facilitator. Facilitators will continually be chosen off the list based on the needs
of the mentoring program

The point of the learning community is for facilitators to come together collectively learn from
one another. However, it can be a challenge to manage a faculty learning group from a distance
because just like with students you have to figure out how to keep everyone engaged and feel
like a valuable contributing member of the learning community. However, this is a task that is
not impossible. According to Palloff and Pratt, there are three key factors to meeting the
challenging that distance cause. These factors are as follows:

Communication and community building- Communication must be frequent and clear this

will help faculty build connection to one another and

 Training and mentoring- Faculty need to be trained on policies and expectation relating to
online teaching and they need to be reinforced through mentorship

Faculty Support- Faculty need to feel valued. Also, they need to feel like it understood how

hard they work especially by administrators

(Palloff & Pratt, 2011, p. 100-101)
The facilitators will be evaluated via monitoring the teacher and to see if they are developing the
effective skills outlined in module 2. There will be a rubric used to rate how developed the skills
are the rating will be below average, average and above average. Below average means the
observer could not write more than 2 examples of the facilitator displaying each skill outlined
in module 2, Average means the observer was able to write more than 3 examples of each skill
and above average the observer was able to write more than 4 examples of each skill.

Learning Management System (LMS)

Learning management system is defined as a software application or Web-based technology
used to plan, implement, and assess a specific learning process. Typically, a learning
management system provides an instructor with a way to create and deliver content, monitor
student participation, and assess student performance (Rouse, 2005.)
Facilitators will use Moodle, which a free learning management system. Facilitators will use
Moodle to assist in the following activities

Present information- facilitators will use the add activity option that allows facilitators to upload
on materials to present learners. These materials could be a PowerPoint, video and a host of other
material.
Class Discussions- The facilitator will post a question but using Moodles blog display so that
students dont have been restricted to just the question that was posted but can progress the
discussions further.
Private messages- Facilitators will enable the instant messaging feature and will allow private
messages to be sent through the instant messaging system.
Receive Assignments- Teachers will choose to receive assignments as group or individual
submissions depending on the nature of the assignment. Student submissions are stored on one
screen of the course and can be viewed in assignment section of the course.
Provide Feedback- Facilitators will provide students with feedback directly on students work,
and through comments on submissions
Technology Tools
Video- Videos give students a different way of receiving information and will be especially
useful in engaging visual and auditory learners. Videos will be used in alignment with learning
objectives. Therefore, videos will used as long as they aid in meeting learning objectives
Infographics- Infographics will be used as an assignment option rather than just the option of
completing a paper. This will allow variation for those who can get easily bored with the same
choices. Students can be creative in the way they structure their assignment, and this will also
allow students to feel more independent because they are being given a more choices.

Simulations- Simulations are useful for allowing students to experience what they are learning.
Simulations will be beneficial for kinesthetic learners because of their need to do so that they can
learn.

Issues and Classroom Management

Technology tools for collaborations

Google Hangouts- Will be used for live video chats between team members

Moodle- Forums for teams will be used for team discussion and sharing materials between

team members

Group Text- This can be used for immediate communication between group members

because the information is being sent straight to the group members phone.
Distance Learners
Distance learners are non different from traditional classroom learners in the since that they have
different cultures, experiences and learning styles. Also, distance learners have to feel they are in
an environment that it is safe to learn in.
Cultural leaners are the learners that learn from the people around them. They open themselves
of up to new perspectives and fresh out looks. Facilitators must create environment that
encourages learners to connect with one another so that it can enhance the overall learning
experience.
Experimental Learners are the learners that are afraid to take risk. They learn by being hand on
and they see doing things they have never done before as opportunity to learn a new skill.
Facilitators have to make sure they are providing hands-on activities and allowing students to

learn by actually practice a skill. For example, it is great to talk creating a rubric but it would be
even more beneficial to allow students to create their own.

Prior Learning Experiences- Learners who have been in an online learning environment before.
They bring the things that they have learned from prior experiences into their new experiences.

Synchronous and Asynchronous Facilitation Skills

Synchronous facilitation- This occurs on a set schedule. Students engage in learning during
specified times. Synchronous facilitation works well for traditional classroom settings. Learners
come to class at specified time on consistent basis. They can get feedback from classmates and
their facilitators.
Asynchronous Facilitation- This has no set schedule. Students can engage in learning anytime
they want. This works well with online students because anytime they have access to a device
that is compatible with there learning platform they can log on to do their assignments and
activities
Technology and Classroom Issues
Technology Issues

Error Messages- Learners can experience error message that prevent them from logging on to

their platform or automatically logs them out due to errors. The solution to this would be to
contact to your institutions Technical Support department. Also, students could try clearing their
cache

Lack of experience- Student may have issues using their learning system do to lack of

experience with using learning systems. Some solutions are the student could read information

the institution provides about the platform and watch interactive tutorials that teach students how
to navigate their learning system.

Security- Students may not have the proper security needed to utilize the learning platform.

Some institutions will not allow you to utilize their system without a security a program. The
solution is institutions usually offer either free virus protection or virus protection at a discounted
price.
Classroom Issues
Misinterpretation- It is easy for misunderstandings to occur from written communication because
you can't see the person expression or tone. Facilitators have to look for situations of
misinterpretation and diffuse the situation and be the mediator.
Feedback- The Asynchronous format in which online classes are in makes it hard to get
immediate feedback. Students might logon late at night and send their facilitator a message, but
the facilitator does not respond immediately because during this time frame your facilitator is
sleep. Learners can be in various time zones and post at anytime, but that does always align with
the instructors schedule. Therefore, students cant always get immediate feedback. The solution
to this problem is facilitators need consistently check their course and provide learners with
times that they're not available, so learners know what to expect.

Challenging Behaviors

Some challenging behaviors that can occur within an online learning environment are cyber
bullying, inappropriate posts and lack of engagement. The key to managing these challenging
behaviors are for facilitators to constantly monitor their learning environment. All of these issues

need to be dealt with before they grow out of control. Instructors need to set standards which
should be outlined in the course polices. They should enforce that policy and whatever
consequences are outlined in the course policies should be followed.

When teaching ADA Learners, which are students with disabilities, you must have universal
approach to facilitation. Facilitators have to make sure they have a variety or resources so that
they can ensure that they are creating an environment that is not basis to a certain learner, but
that is open to all learners. This means offering a variety of resources like audio resources and
visual resources and so this is no different than appealing to all learning styles you want to
appeal to all students and provide an environment that all students can succeed in.

Conclusion

I hope that this training has helped to lay a solid foundation for novice facilitators. It is best to
keep this information you have gain from the training because it will assist you in your first role
as online facilitator. It is my hope that you continue to build on the foundation that has been laid
through this training. I wish you all nothing but success in your future endeavors as online
facilitators.

References
Burns,M.(2014,September19).Top5OnlineLearningSkillsThatOnlineInstructorsShouldHaveeLearning
Industry.RetrievedDecember4,2015.
Haythornthwaite,C.,&Andrews,R.(2011).Elearningtheoryandpractice.LosAngeles,CA:Sage.
Palloff,R.M.,&Pratt,K.(2011).Theexcellentonlineinstructor:Strategiesforprofessionaldevelopment.San
Francisco,CA:JosseyBas
Rouse,M.(2005,September1).Whatislearningmanagementsystem(LMS)?DefinitionfromWhatIs.com.
RetrievedDecember4,2015.
Smith,N.(2003).CharacteristicsofSuccessfulAdultDistanceInstructorsforAdultLearners.RetrievedDecember
6,2015.