FACILITATOR TRAINING

PROGRAM
CUR/525
INSTRUCTOR : DEANENE MIMS
MALINA BAILEY
02/20/2017
TRANSITIONAL TRAINING

This training program is designed to develop the abilities and skills of current
University instructors to transition through a traditional on-campus course setting
to distance educational courses. Current instructors should have a minimum one
years experience instructing in their assigned field of study and must be familiar
with their curriculum for the courses they are assigned to transition into distance
learning. All instructors must have obtained a Masters degree in their field of study.
Each instructor will be assigned a mentor who has successfully transitioned into the
distance format of their courses at a minimum of two years.
GOALS

Trainees will develop the skills to facilitate course curriculum in an online learning
management system.
Trainees will successfully demonstrate course facilitation through a mock three-day
class with a mentor and supervision evaluation
OBJECTIVES

To master the learning management system

To utilize technology tools in the program to engage students
Understand the needs of the students and conflict management
Effectively manage the classroom and maintain an online presence
Facilitate class discussions and projects
Create project based collaborative assignments
Create course assessments
COURSE ASSESSMENTS

Quiz- The training program assessment will include a skills knowledge quiz on
successful instructor facilitation and must have a passing grade of 80 percent
minimum
Presentation The trainees will instruct a mock three-day course and have a
professional evaluation by their mentor and program supervisor
Measure effectiveness- End of course survey
 Communication
SKILLS NEEDED FOR DISTANCE LEARNING FACILITATION

Organization
Theexcellent online instructor promotes interactivity
Time management between students through development of good
Content knowledge discussion questions that engage them and encourage
them to seek out response material on their own.
Writing skills
The excellent online instructor incorporates
Technologically fluent
Classroom management collaborative work into the design and delivery of an
online class.
Professionalism
Flexibility The excellent online instructor respects students as
Empathy partners in the learning process (Palloff & Pratt ,
2011).
Conflict resolution
GROUP POSTER

Break into groups of three to discuss the importance of the skills needed for
facilitating an online course
Write the ideas discussed for each skill listed on a poster
Present the poster to the whole class
STAGES OF DEVELOPMENT
Visitorthose faculty who have toyed with the idea of technology integration in their face-to-face classes and
who may have posted a syllabus or assignments online or used e-mail for assignment completion.
Novicethose 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.
Apprenticethose 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.
Insiderthose 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.
Masterthose 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).
THEORIES OF DISTANCE LEARNING

Transactional
This theory is involving the relationships of three different variables. The variables are
dialogue, program structure, and learner autonomy.
THEORIES OF DISTANCE LEARNING
Communal
Multimodality Constructivism
There are different model of communication through an online course An online community is established

All models involve computer interface Learning becomes a shared exchange of ideas, feedback, and support

An example is typing text to ask and answer a discussion question Resources are collaborated and extended through sharing knowledge
while logged into the learning management system in a community
STUDENT ENGAGEMENT THEORIES
Student-centric
Student takes ownership of learning
The instructor remains a facilitator who prompts learning, acts as a
guide, and as a resource
Example- The instructor posts an assignment with instructions and a
rubric. A group of students are required to create a timeline of
researched events. The students break down the portions equally,
research, and collaborate. The instructor reviews a final submission
and provides feedback.
(Haythornthwaite & Andrews, 2011).
Community of Learners
Sharing of ideas, knowledge, and resources
Open observation and communication
Community support
Example- A group of student teachers answer weekly discussion
questions that share classroom management experiences and ideas.
The participants can openly read and reply to responses in the online
format.
ONLINE COLLABORATIVE LEARNING
THEORY
Groups Open collaboration
Instructor lead group learning

Students are collaborative in a group through project based learning

assignments

Example- Students will create a PowerPoint outlining the different

learning styles. Each student discusses their ideas and then work as a
group to research, create, and present their project using the
instructor as a guide or resource.
LEARNING MANAGEMENT SYSTEM

canvas LMS
Canvas is the online classroom platform that is used

It is a Learning Management System designed to structure the course as

an interactive syllabus
FACILIATATION PROCESSES

WHAT TO DO HOW TO DO IT
The weekly activities will be posted in the activity section of the
Present information, such as lectures or syllabus. Include assigned chapter links, post topic links from the
multimedia library, and any relevant sites or articles
videos
Post two discussion questions for the weekly topic in the activities
Conduct class discussions section for students to research and reply

Write private messages as needed to answer student questions

Conduct private discussions
Post assignments with instructions, a rubric and upload links for the
Receive assignments student

Graded assignments will be uploaded in the graded section and the

Provide assignment feedback and rubric along with notation will be included
grades
TECHNOLOGY TOOLS
Engage and enhance
learning Watchknowlearn.org
Free access to over 50k education videos

Engages students through visual displays or multimedia and

interactive videos
TECHNOLOGY TOOLS

JeporadyLabs Powtoon
JeporadyLabs.com Powtoon.com

Class material can be turned into an assessment game Creates interactive animated videos

Breaks away from traditional testing Breaks away from traditional PowerPoint presentations

The class can play a competitive game for engagement and Enhances student learning while providing creativity through
interaction entertaining engagement strategies
TECHNOLOGY TOOLS FOR STUDENT
COLLABORATION
Glogster Dipity
Glogster.com Dipity.com

create interactive, animated, and graphic posters Creates an interactive timeline

Multimedia can be incorporated Photos can be uploaded

Students can access online for collaboration in distance learning Multimedia can be uploaded

Example: students will create a poster as a group for listing reading Online group access
strategies and provide a video as a demonstration
Example: Students will use Dipity to create a timeline presentation of
the stages of human development and include visual representations
TECHNOLOGY TOOLS FOR STUDENT
COLLABORATION
SKYPE
Students can download skype as a tool

Students can group manage meetings and hold discussion

Video conferencing can be used as an interactive online tool through

planning and collaborative efforts
ISSUES
DifferentAND CLASSROOM MANAGEMENT
Distance
Learners Description
Cultural Online Online Online
Experiential learners learners learners
have a have can be
nontraditional learners multitude varied life non-
of cultural experience traditional
influence, s in their and have
each personal vast
student is and diversity.
unique profession This
al lives includes
age,
special
needs, ELL
students,
and much
more
SYNCHRONOUS AND ASYNCHRONOUS
FACILITATION SKILLS
synchronous asynchronous
Not flexible Flexibility

Set time and location Non restrictive in time or location

Live interactions Not live interaction

TECHNOLOGY MANAGEMENT
resolutions
audio broadband Time zone

Issues Multimedia
or live video
The internet
connections
Students
must meet
Audio
conferencin or sites may deadlines
Broadband g can be not be through
Time zone uploads hindered supported uploading
without submissions
sound at a set time
zone
Students Students Students
should should use a should
check webtool for visually
equipment equipment have the
and have check and time posted
access to have access in the
tech support to tech course and
support the LMS
 CLASSROOM MANAGEMENT ISSUES

Learner Feedback

Students can Students must Student have

openly post respond to the option of
questions and discussion calling the
messages to the questions and instructor and
class threads or each other a other group
private emails
minimum of 8 members on
times weekly agreed times
Commen
message audio
and proper
ts notifications
s
CHALLENGING BEHAVIORS

Cyberbullying

Inappropriate posts

Lack of participation
PRESENTATION
Mock course
Mentor & Supervisor demonstration
Trainees will receive a mentor Conduct a three day mock trial course through the LMS

The mentor will train the participants on the LMS Official evaluation forms and observation will be reviewed by the
supervisor and mentor
Course content will be given for the mock course presentation

Trainees will work with mentors to create their online syllabus and
establish their classroom

The mock course will be observed by the mentor and supervisor for
official assessment
COURSE SURVEY

Participants must compete the end of course survey via the online link sent to their
email. Feedback must be provided within two days of training completion to receive
the certificate of completion .
REFERENCES

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice.

Retrieved from https://phoenix.vitalsource.com

Palloff, R. & Pratt, K. (2011).The excellent online instructor: Strategies

for professional development. Retrieved from
https://phoenix.vitalsource.com/#/books/9781118000908/cfi/6/2!/4/2/2/6@
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