Distance Learning Facilitation- Train the Trainer Session · Web view: Welcome to the Distance...
Transcript of Distance Learning Facilitation- Train the Trainer Session · Web view: Welcome to the Distance...
Distance Learning Facilitation- Train the Trainer Session
Alison Chateauneuf 8/17/15 CUR 532 – Gregory Jackson
Distance Learning Facilitation- Train the Trainer Session
Vital Information for This Program
Timing/Delivery3 Day Virtual Classroom Training- 6.5 classroom hours per day*Trainee’s will virtually attend the classroom through web-cam. Screen share through Microsoft Lync with an open IM Chat for the class will be used.Daily AgendaEmail daily to all participants9:00-10:45 Classroom Time10:45-11:00 Break11:00-1:00 Classroom Time1:00-2:00 Lunch2:00-3:45 Classroom Time3:45-4:00 Break4:00-5:00 Classroom TimeAdministrative needsChecklistEmail Facilitators Guide to participantsEmail Accompanying PowerPoint Presentation to participants
AudienceThis training program is meant for the following audience:Corporate trainers who have been in the classroom facilitation role for over a year and are looking to boost their career development by running virtual training sessions. These participants have experience facilitating to a live audience; however, they have no prior experience in facilitating to a virtual audienceParticipants in this program have attended virtual trainings within their job role, but have never facilitated them.
GoalsBy the end of this program, participants will be able to:Describe the skills that successful online facilitators use in the virtual classroomDemonstrate the ability to navigate the technology used to create a virtual classroomDevelop Classroom management techniques in a virtual training environmentIdentify ways to keep a virtual classroom engaged in the course materialGive examples of different forums from which they could facilitate virtual training
ObjectivesDay 1 –Facilitator Skills and Instructional MaterialsIdentify the skills needed to become an effective distance learning facilitator through discussionDefine the phases of development for distance learning facilitators by completing research activityDescribe how different theories of distance learning can translate into the classroom through teach back activityIdentify ways to engage distance learners by creating a storyboard of examplesDay 2 – Management and Technology ToolsAfter watching training video, Describe the importance of a mentoring program through create your own activityGiven a list of goals, successfully create a mentoring program assessment and evaluation packet given a sample programDemonstrate a minimum of three different technology tools on your assigned learning platform through presentation to classUsing a list of media and technology tools, Describe through classroom teach back activity, how technology and media tools engage learnersDay 3 – Issues and Classroom ManagementDescribe the different types of distance learners through group
research activity and presentationGiven examples of possible issues with online classroom management, identify solutions and share with the classPrepare a facilitation guide for both a synchronous and asynchronous learning environment, given a topic
AssessmentsThis training program has the following summative assessments:Exit Ticket Assessment at the end of each day. 5 Question Knowledge CheckCumulative on-line exam- 40 questions. Must score 80% or above to be marked complete for the course. 2 attempts will be given.Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.
Day 1- Facilitator Skills and Instructional MaterialBeginning of Day 1Welcome & Introduction Timin
g
SLIDE 1: Say: Welcome to the Distance Learning Facilitation Train the Trainer session. Over the course of the next few days we will be embarking on an adventure into the future of our profession. Distance learning is becoming more common as our
15 minutes
company grows and expands across the world.
SLIDE 2: Say: I would like to take a moment to introduce myself to you and I will be calling on you one by one to introduce yourself to me. Please be prepared with a brief statement about how long you have been in the organization and what brings you to the training today.
SLIDE 3: By the end of this training you will be able to:
Describe the skills that successful online facilitators use in the virtual classroom
Demonstrate the ability to navigate the technology used to create a virtual classroom
Develop Classroom management techniques in a virtual training environment
Identify ways to keep a virtual classroom engaged in the course material
Give examples of different forums from which they could facilitate virtual training
Let’s start our journey!
SLIDE 4 Day 1 Objectives- By the end of today you will be able to:
Identify the skills needed to become an effective distance learning facilitator through discussion
Define the phases of development for distance learning facilitators by completing research activity
Describe how different theories of distance learning can translate into the classroom through teach back activity
Identify ways to engage distance learners by creating a
storyboard of examples
Objective: Identify the skills needed to become an effective distance learning facilitator through discussion Timing
SLIDE 5: Say: In order to create effective distance learning, there are certain skills that a facilitator must have.
Discuss:
Establish presenceo Tells the class who you areo Helps you make a social connection with your
studentso As there is no face to face interaction, you must
ensure that you show students you are involvedo Students need to feel cared for and not lost in the
crowd Promote interactivity
o Develop good discussion questions to get students to talk to each other
o Provide timely and constructive feedback often and encourage students to contact you if needed
Actively engagedo Respond frequently to posts within the forums used
to communicateo Encourage students to share their opiniono Create a safe environment where students are not
afraid of repercussions of their personal opinions Respect students as partners and create community
o Make sure students feel their opinion is valuedo Reduces the feeling of isolation among studentso Learn with the students
Effectively facilitate another's creationo One does not always deliver content they design;
therefore, it is important to be comfortable with facilitating content that you did not design
o Preparation is key – being prepared by reading
1 hour 30 minutes
through the programs facilitators guide and practicing how activities will run in the classroom environment
o Make it your own – you determine how the course is best delivered and make the activities into ones you feel will work best for the environment you are using.
Lead by exampleo Treat others as you wish to be treated when
posting and communicating. This can mean that you meet your deadlines, respond promptly to inquiries, etc.
Flexibilityo Remember that not everyone is as familiar with the
subject as you are. They also may not be as familiar with technology used in the classroom.
o Be prepared with a back-up plan if a planned activity does not go correctly.
Commit to using technology for learningo Ensure that you are using the technology to your
advantageo Commit yourself to the online learning
environment
Activity: Each participant will be assigned one skill that has been discussed (some will have the same skill as another in the class), participants have 20 minutes to come up with a list of strategies you think could be used to build the skill as a virtual facilitator. Place your strategies in a presentation tool of your choice and be ready to present it virtually to the classroom. Presentation should be no longer than 3 minutes.
Discussion: COLD CALL participants What strategies stuck out to you? How did it feel to present virtually for the first time? Is there anything you would change the next time
around?
BREAK- 15 MinutesObjective: Define the phases of development for distance
learning facilitators by completing research activity Timing
Slide 6: Say: There are stages to developing the skills we talked about.
Five Phases (Palloff & Pratt, 2011)1. Visitor
a. Play with the idea of technology and have used it minimally in their classes in the past
2. Novicea. Consistently uses technology in their classes but
has never taught or learned in an online setting3. Apprentice
a. Newcomers in the online teaching world. Have taught once or twice online and are beginning to develop their skills
4. Insidera. Veterans of the online teaching environment
who are beginning to step into designing online courses
5. Mastera. Experts that have not only taught but designed
multiple courses and mentor those starting out in the world of online facilitation
Everyone here is starting out as either a Visitor or a Novice as you have never taught an online class before. By walking into this training you have now move to the Apprentice stage. In order to develop further we move through four categories of learning for each stage.
Four Categories of training needs for each stage (Palloff & Pratt, 2011)
1. Personal- How to establish presence and build confidence in abilities to teach
2. Pedagogy- Developing skills, understanding, and techniques to enhance online teaching skills
3. Content- Making sure the content is delivered clearly based on the class topic
4. Technology- Making sure technology meets course objectives and are incorporated in teaching
Reference: Palloff, R. M., & Pratt, K. (2011). The excellent
2 hours
online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.
Activity: Research Activity: Each participant will take 20 minutes to research online ways to begin to move through the apprentice stage and into the insider stage based on the four categories of training needs. They will then join an assigned partner through a Microsoft Lync conference call to work together and create brief list of findings. Each group will present their findings to the class using a Lync whiteboard.
LUNCH- 1 HourObjective: Describe how different theories of distance
learning can translate into the classroom through teach back activity
Timing
SLIDE 7: Say: There are many different theories associated to distance learning. Each focuses on a different aspect of technology in relation to learners that cannot be present in the classroom.
Transactional Distanceo Separation between students and their facilitators
requires special teaching and learning techniqueso Example: Teleconferencing connects students and
teachers that are otherwise too far away to meet face to face.
Multimodalityo Learning is more than just language it is
technology and media used by a changing societyo Example: A webpage is usually made up of several
modes. It has words (verbal mode), it has icons indicating where to find things (iconic mode) and it has pictures (visual mode).
Intrinsic Motivationo Learning requires the student to be engaged and
contribute to the experienceo Example: Online Gaming requires people to
connect and become engaged with others from around the world. In today’s world you are a virtual
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team and rely on the other people you are connecting with to get the job done.
Social Informaticso The relationship between technology and
communication and social interactiono Example: The decision to call someone on the
phone or to send them an email. If you are looking for immediate interaction with the person you may choose the phone if they are notorious for not checking their email. This could also be seen in texting someone a quick piece of information instead for calling them on the phone.
Digital Media Theoryo Focuses on the many media devices that can
convey information and accessibility.o Example: This is best summed up as if someone
says to you: use technology, I don’t care how you use it or what form of it you use, but you must use it. It is the opposite of Multimodality.
Activity: TEACHBACK. Each student is assigned one of the above topics. They have 20 minutes to come up with a scenario that exemplifies the theory in action. They will then present their example to the class with a brief description as to why it demonstrates their theory.
BREAK- 15 MinutesObjective: Identify ways to engage distance learners by
creating a storyboard of examples Timing
SLIDE 8:
Say: There are many different ways to engage learners in a virtual classroom
Online Communitieso Allow students to get to know each other and learn
from one anothero You also get to participate and learn along with the
students
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Posting for participationo Make sure that students are contributing to
learning discussions Can be various levels of participation from
those who lurk in the background and only post when they have to, to participants that contribute multiple times daily because they want to.
Cold Call Participantso During classroom time, cold call participants in
order to keep them on their toes. Make sure you set the expectation and ask
the question, pause and call the person’s name. This allows the learners processing time.
Give time for reflectiono Make them think and reflect on the course
material. Give them brief activities to reflect on the topic and have them participate in the learning
Stay engaged yourselfo As a facilitator your students rely on you for
feedback. As you are not in a face to face environment you will need to try and stay as close to the classroom as possible. This helps student’s feel cared for and eliminates feelings of being lost. In short model the behavior you expect to receive from your students.
Activity: Story Board: Each participant is assigned one method of engagement listed on the provided slide. They have 10 minutes to create a three block comic strip/storyboard using clipart and images they can find online to illustrate the method of engagement. They will then share with the class through taking over control of a virtual whiteboard in Microsoft Lync.
Objective: Knowledge Check Exit TicketTiming
POST Exit ticket for the day with the following 5 questions on screen share. As participants to email you the answers prior to the end of class.
10 minutes
END OF DAY 1
Day 2- Management and Technology Tools
Beginning of Day 2Day 2 Introduction
Timing
SLIDE 9: After watching training video, Describe the importance
of a mentoring program through create your own activity Given a list of goals, successfully create a mentoring
program assessment and evaluation packet given a sample program
Demonstrate a minimum of three different technology tools on your assigned learning platform through presentation to class
Using a list of media and technology tools, Describe through classroom teach back activity, how technology and media tools engage learners
5 minutes
Objective: After watching training video, describe the importance of a mentoring program through create your own activity
Timing
SLIDE 10: Say: Mentoring is a very important part of your development as a distance learning facilitator. Choosing great mentors is a very important part of any program. Ensuring those mentors have the right skills and have been developed in the area of coaching others will be critical to the program’s success.
WATCH: Video Link- https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-51ffd954357dac6aa15d1c2a.html. Time: 00:02:47.
Reference: Ledingham, D. (2011). Mentoring matters. Skillsoft video. Retrieved from https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-
1 hour 40 minutes
51ffd954357dac6aa15d1c2a.html
DISCUSS: What makes a good mentor? (Cold call) some responses can include:
Patience Willingness to share skills Knowledgeable Positive attitude Develops relationship with mentee Enthusiastic about job Looking to grow and continuously learn new things in
their field Provides constructive feedback Respected by others Values opinion of mentee
If you were to create a mentor training program, what skills would you want to ensure that those who wanted to be mentors developed? (cold call) answers can include (Palloff & Pratt, 2011):
Adult learning theory and adult development Faculty leadership Knowing the strengths they bring to the relationship Requirements of mentors and the nature of the
mentoring program Establishing and maintaining a mentoring relationship Effective communication skills Professional socialization—acclimating the mentee to
the institution and the profession Mentoring the struggling mentee Planning and monitoring progress Modeling technology use Effective online teaching skills
Reference: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.
SLIDE 11:
Say: Our organization values mentors and has set forth criteria
for being considered as a mentor in distance learning. The criteria are:
The mentor must be highly regarded distance learning facilitator with at least three years of facilitation experience
The mentor must have successfully taught at least 20 Virtual training sessions of at least one hour in length
Success is translated as successful post training performance as measured by online program goals and management feedback
The mentor must have completed mentor training program and had three months of process confirmation coaching experience behind them
Activity: Take the next 15 minutes and create your own mentor program outline based upon the discussion we just had about what makes a good mentor. Make sure your outline includes what you feel is most important for a mentor program to include? Prepare your outline on a PowerPoint slide that you will share with the group.
BREAK- 15 MinutesObjective: Given a list of strategies, successfully create a
mentoring program assessment and evaluation packet. Timing
SLIDE 12: Say: The faculty learning community approach brings faculty together using the same technology that they use in the distance learning classroom. Building the community leads to outcomes that benefit performance and therefore directly benefits management of an organization. The figure illustrated on this slide shows you how building that community directly effects outcomes on the development of faculty.
2 Hours
Reference for figure: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.
Say: There are many challenges and strategies used to manage adjunct faculty from a distance. Some of these include (Palloff & Pratt, 2011):
Adjunct faculty can have less training in the specifics of teaching and are usually professional with a very specific specialty. This can pose challenging for students and turnover in adjuncts doe to this deficit can be high.
Adjuncts are rarely included in decisions regarding coursework or in trainings
To combat this, getting adjuncts involved in a faculty learning community can give them training and the networking and resources they need to be successful
Adjuncts are also fond of stipends and incentives can motivate them to stay with an organization as they feel their contributions are valued.
Reference: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.
SLIDE 13:
Say: Evaluation strategies are important for any course. In order to effectively evaluate facilitation skills and the effectiveness of mentor feedback there are a few different strategies that this organization will use. These include:
Participant evaluationso How did the students feel about the content and
course Peer evaluations
o Through mentor observations course strategies can be improved
Management evaluationso Management evaluations ensure the facilitator is
meeting the expectations mentors may have overlooked
Average scores on Assessmentso Average student scores on assessments should be
80% or higher to show that students are effectively understanding the course material
As you can see from the assessment objectives of this course, evaluation strategies will help the facilitator, in this case me, to be provided with feedback and to improve going forward. The evaluation and assessment strategies were:
Exit Ticket Assessment at the end of each day. 5 Question Knowledge Check
Cumulative on-line exam- 40 questions. Must score 80% or above to be marked complete for the course. 2 attempts will be given.
Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.
In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.
In addition, at any point in time, either my manager or a peer could join the room to provide feedback on my performance. Feedback is the key to continuous improvement of one’s skills.
Activity: Group- In groups of four, take 20 minutes and create a version of an assessment and evaluation for a mentor training program. Include criteria that you think would be important for a facilitator of such a program make sure they are instilling in their learners to ensure they become successful
mentors. Email your facilitator the final product including the names of all in your group.
LUNCH- 1 HourObjective: Demonstrate a minimum of three different
technology tools on our companies learning platform through presentation to the class
Timing
SLIDE 14: • Say: Our Company uses a Learning Management System
(LMS) as a learning platform. This gives us the ability to track students assessment scores through online means. It also allows training to be assigned to participants and produces documentation of results and track evaluations• There are many processes associated to these types
of courses and it will be up to the facilitator to use the correct one to teach the course. Facilitators will:• Present information, such as video’s and
lectures through Microsoft Lync technology• Conduct Classroom discussions using a social
media community developed for the course• Conduct Private discussions through instant
message or email• Receive assignments through verbal
communication• Provide assignment feedback through verbal
and emailed methods• Provide grades on assessment through LMS
software as assessment will be online in order to receive credit for course and an evaluation will be attached.
Activity: Group. In groups of 5, take 20 minutes to put together a brief presentation using three different technologies on an LMS platform that could be used during a distance learning class. You will present examples of how each of these technologies would be used to maximize course content.
1 hour 45 minutes
BREAK- 15 Minutes
Objective: Using a list of media and technology tools, describe through classroom teach back activity, how technology and media tools engage learners and can be used for collaboration
Timing
SLIDE 15: Say: Student engagement in distance learning is critical. In order to maintain engagement not only do we want to incorporate several different activities in the content, but in addition you will want to use technology to your advantage. Technology tools can be fun and interesting for learners. Online communities can bring a sense of involvement and build on intrinsic motivation. They help students collaborate, network and build relationships that will last far longer than the course itself.
Some examples of tools that can be used to engage learners and enhance student learning are:
PowerPoint SharePoint YouTube Wiki’s Social Media sites (both internal and external) Popplet Piktochart Prezi Gamification Simulators Podcasts Microsoft Lync WebEx
Activity: TEACHBACK- Break into groups of 4-5. Pick two of the listed technology and media tools. Take 10 minutes to put together a brief teach back for your peers advising how each form of technology can be used to engage learners or enhance student learning and collaboration.Possible answers:
PowerPointo Engages learners as it provides visuals to go along
with speaking points. It can be sent to the participants for them to run independently with speaking points and notes, or used in tandem with facilitator discussions
SharePoint
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o A form of Wiki where all participants have access to shared course material. They can also upload content.
YouTubeo Video tool to help students with supplemental
material. Wiki’s
o A place where information that can be updated by all participants for group activities and shared with the class, who can also update the content.
Social Media sites (both internal and external)o Many companies have their own social media sites
for internal use, but companies can also create private communities on Facebook or hold discussions on twitter. These sites engage learners in discussions and help them network with peers and mentors.
Poppleto Tool for creating infographic visuals. It is a fun way
to use an interactive interface and present content. Piktochart
o Creates customizable infographics that can show off a learner’s creative side. Learners can be engaged not only creating these infographics, but in addition seeing what their peers can create as well.
Prezio A fun way to make a slideshow presentation
interactive. While a little more difficult to organize than PowerPoint, Presentations made through Prezi keep learners engaged as they are interested to see where the presentation will take them next.
Gamificationo Turning anything into a game can be fun and
encouraging a little competition is a great way to motivate people to participate in a class
Simulatorso This software provides real experience and practice
for a participant and is interactive and engaging, especially when learners understand that it directly relates to things they will have to do in the future.
Podcastso An audio tool that can be used for those who have
missed a training session. It can also be used during the class to record a guest speaker. This
helps participants who have missed content to get up to speed.
Microsoft Lynco Not only can you use this tool to teleconference,
but you can use it to IM in group conversations, screen share, get whiteboard feedback, take classroom polls, video chat and set up email lists for your participants.
WebExo Like Lync it can be used to teleconference, screen
share, take meeting notes, and video chat. It is another tools to help learners connect into a classroom environment.
Objective: Knowledge Check Exit TicketTiming
POST Exit ticket for the day with the following 5 questions on screen share. As participants to email you the answers prior to the end of class.
10 minutes
END OF DAY 2
Day 3- Issues and Classroom Management
Beginning of Day 3Day 2 Introduction
Timing
SLIDE 16: Describe the different types of distance learners through
group research activity and presentation Given examples of possible issues with online classroom
management, identify solutions and share with the class Prepare a facilitation guide for both a synchronous and
asynchronous learning environment, given a topic
5 minutes
Objective: Describe the different types of distance learners
through group research activity and presentation Timing
SLIDE 17: Say: Each Distance Learner has characteristics that make them unique. No two distance learners are exactly the same. It is important in any classroom whether in a brick & mortar classroom or in a virtual one, to know your audience.
Characteristics that differentiate learners from one another Culture
o This is especially important in distance learning where face to face contact is missing. Students in a distance learning classroom have the potential to come from many different cultures across the world.
Experienceo The level of real world and professional experience
in a distance learning classroom are vast. You have the potential to have someone in their first year on the job or someone who has been with the company for 35 years in the same classroom.
Prior Learning Experience/Educationo Traditional Learners
Education has evolved over the years, but there are still those who enjoy traditional learning based on classroom lecture. In addition they may have a preconceived notion depending on if they had a good or bad experience in school
o Non-Traditional Learners Becoming more common in the newer
generations, non-traditional learners are used to more interactive teaching /learning methods. They may have gone to an alternative school, trade school, or other non-traditional form of education. They will have higher expectations for interaction between teacher and student.
Learning Styleo Visual
Pictureso Auditory
1 hour 40 minutes
Sound & Musico Kinesthetic
Learn by doingo Solitary
Prefer Self Study
Activity: Group Activity. Break into groups of 4 and take 20 minutes to review the differences in distance learners we just discussed. Put together a profile of each person in your group answering the question What type of distance learner are you and what makes you different from your peers? Email the completed group profiles to your instructor.
BREAK- 15 MinutesObjective: Given examples of possible issues with online
classroom management, identify solutions and share with the class
Timing
SLIDE 18: Say: Technology issues can come in many shapes and sizes. The best way to combat these issues is to prepare for them by including a “plan B” activity. Some issues that can occur are:• Issue: Content created in technological format that is
either outdated or too cutting edge for most learners• Resolution: Ensure that prior to the class, you
include any specifications or requirements of students computers or programs in a notification to all participants
• Issue: Broken links to content or training simulators not working properly• Resolution: Check all your content links and
simulations prior to the class starting. A run through is recommended, especially if you have not taught the course for a period of a week or more
• Issue: Requiring assignments be completed in an unusual form of technology that students would have to pay to use or is difficult for someone with basic computer skills to navigate• Resolution: Provide options for completing
2 hours
assignments or assign groups with at least one person who could convert assignment into format required
SLIDE 19: Say: Classroom management is another important key to running a successful distance learning program. There are many issues you can run into during the course of your program. We want to take some time and discuss some of these challenges and how to overcome them.• Learner Feedback
• Issue: Learners can provide feedback via messages, comments or audio feedback in a virtual classroom. Sometimes those pieces of feedback are not given in a professional manner.
• Resolution: Encourage thoughtful feedback from students and set the example in the feedback you provide to them.
• Challenging Behaviors• Issue: Unprofessional or immature behavior can
ruin a classroom and discourage students from participating. Issues such as cyberbullying, inappropriate posts and lack of participation can derail a classroom and land participants and possibly the facilitator in the human resources office quickly.
• Resolution: Set expectations, and stick to them. Posting expectations on the group’s social media forum or through an email and revisiting them frequently helps. Ensuring you are watching what is going on in the class is also a great way to prevent these issues from occurring. The more present you are the more likely students are to act appropriately.
• ADA Learners• Issue: There are learners out there with visual
impairments, hearing impairments, learning disabilities, speech impairments, etc that may not be able to access certain portions of the online program. Teleconferencing can be difficult for these learners.
• Resolution: ensure that you are meeting all guidelines for equal access to public programs as noted by the ADA. Be prepared to make necessary accommodations for these learners, whether it is an interpreter or supplemental material.
Activity: Role Play (Cold Call). Facilitator will provide examples of classroom issues, playing the role of the participant. Students will act as the facilitator and come up with way to resolve the situation provided. Discussion will occur after each scenario.
LUNCH- 1 HourObjective: Prepare a facilitation guide for both a
synchronous and asynchronous learning environment, given a topic
Timing
SLIDE 20: Say: Distance learning can be facilitated in two different ways. It can be in a synchronous or asynchronous environment.
In a synchronous environment: All Students are attending at the same time Facilitator must be present Real time interaction with instructor Group activities during class period
In an asynchronous environment: Students attend whenever they want within the course
timeframe Facilitator does not need to be present at a given time No real time interaction with instructor Must find a time or means to communicate with group
for activities
Activity: CREATE: Take an hour and 20 minutes. You have been asked to teach a group of people how to make a pepperoni pizza from scratch. They have never made a pizza before. Create a facilitation guide for a synchronous learning
1 hour 45 minutes
environment and an asynchronous learning environment. Email your completed guide to your instructor. Feedback will be emailed back to you within 48 hours.
BREAK- 15 MinutesObjective: Final Course Assessment
Timing Cumulative on-line exam- 40 questions. Must score 80%
or above to be marked complete for the course. 2 attempts will be given.
Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.
In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.
1 Hour
END OF DAY 3- End of Program