Facilitator Training Program

Evan Soskin

Facilitating Online Learning/CUR 532

March 7, 2016

Professor Danene Mims

Training Manual for Corporate Trainers

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Facilitator Skills for Distance Learning

Table of ContentsPage

Introduction………………………………………………………………………………………..4

Course Overview………………………………………………………………………………….5

Curriculum Outline of Instruction ……………………………………………………………......7

Facilitator Skills and Instructional Materials…..………………………………………………….9

Management and Technology Tools…………….……………………………………………….12

Issues and Classroom Management……..……………………………………………………….16

Summary…………………………………………………………………………………………21

References………………………………………………………………………………………..22

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Introduction

This training manual has been designed to support a facilitator training program for

corporate trainers. The manual includes elements that will develop distance learning facilitator

skills. The instructional material in this manual complements/supports training in a synchronous

e-learning environment. The course content is designed to be delivered over a three day period

and includes information associated with online facilitator skills, management and technology

tools used in distance learning, and classroom management in the e-learning environment.

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Course Overview

Name of Training Program: Facilitator Skills for Distance Learning

Description of the Training: This training is designed to provide the learner with the skills required for facilitating adult online/distance learning.

Training Goal: The goal of this training is to teach the learner how to facilitate distance learning, use technology in the classroom, establish a mentor program, and manage issues associated with distance learners.

Audience analysis: The audience who will participate in this course will either have either five years of experience training adults or at least 24 semester hours (graduate or undergraduate work) in the field of education. The typical learner will be adults who are responsible for facilitating e-learning.

Target Audience: The learner should be knowledgeable in various software programs including Microsoft Word, Excel, and PowerPoint. The learner should have a fundamental awareness of how online technologies such as Skype, FaceTime®, and other teleconferencing tools can be used for real-time collaboration in the online learning environment.

Visual and auditory learners will respond best to this training. Additionally, the learner should have:

Minimal computer skills that are required to navigate the typical online classroom Excellent written and verbal communication skills The ability to coach and mentor adult learners Phenomenal organizational skills associated with managing an online classroom A high ethical standard Social skills that are conducive to communicating across cultures, genders, and

generations Knowledge of wikis, blogs, and other social media tools Experience teaching diverse learners

This training is designed to be delivered to a minimum of six students with a maximum of 10 (per session).

Delivery Modality: This instruction will be delivered as synchronous distance learning.

The delivery method will include combinations of facilitated based discussions, role-play associated with mentoring skills, case studies that explore positive and negative aspects of facilitation, and demonstrations that model proper facilitation techniques.

Length of instruction: Training is designed to be delivered over a three day period (eight hours per session). Total time of training is estimated at 24 hours.

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Summative Assessment of training:

Training success (for the trainee) will be assessed after the student has facilitated at least three full-length courses. This will be accomplished by surveying the student and his supervisor.

Success of the program will be measured through surveys of students that received facilitation. Pointed questions will determine if the program is meeting goals and objectives.

Metrics gathered during this process will determine if changes to the training program are required.

Training Schedule:

Day 1: Facilitator Skills and Instructional Materials

Day 2: Management and Technology Tools

Day 3: Issues and Classroom Management

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Curriculum Outline of Instruction

Unit 1: Facilitator Skills and Instructional Materials

Lesson Topic 1: Facilitator Skills

Enabling Objective:

1.1 LIST five skills that are required to facilitate distance learning as delineated in The Excellent Online instructor: Strategies for Professional Development.

Lesson Topic 2: Phases of Development

Enabling Objective:

1.2 SUMMARIZE the phases of development of a distance learning facilitator as delineated in The Excellent Online instructor: Strategies for Professional Development.

Lesson Topic 3: Theories of Distance Learning

Enabling Objective:

1.3 DEVELOP a chart that delineates at least three main points of two separate distance learning theories.

Lesson Topic 4: Theories for Engaging Distance Learners

Enabling Objective:

1.4 CREATE a 2-5 minute video that compares and contrasts at least three aspects of traditional verses distance learning theories.

Unit 2: Management and Technology Tools

Lesson Topic 1: Mentoring Program for Faculty

Enabling Objective:

2.1 DEVELOP a matrix that delineates between three and five objectives of a mentoring program designed toward distance learning facilitator mentors.

Lesson Topic 2: Management and Evaluation Programs for Facilitators

Enabling Objective:

2.2 CREATE a list of at least seven strategies for evaluating distance learning facilitators.

Lesson Topic 3: Learning Platform, Learning Management Systems (LMS)

Enabling Objective:

2.3 LIST five characteristics of a Learning Management System (LMS).

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Lesson Topic 4: Technology and Media Tools

Enabling Objective:

2.4 SHARE three ideas on the use of technology in the classroom while using Skype, Facebook, or YouTube.

Unit 3: Issues and Classroom Management

Lesson Topic 1: Technology Tools for Student Collaboration

Enabling Objective:

3.1 CREATE a five minute video that touts the usefulness of one specific technology that can be used for student collaboration in a distance learning environment.

Lesson Topic 2: Description of Different Distance Learners

Enabling Objective:

3.2 WRITE a 250-word summation of issues that a distance learning facilitator may encounter when teaching diverse learners.

Lesson Topic 3: Synchronous and Asynchronous Facilitation Skills

Enabling Objective:

3.3 PARTICIPATE in a debate while contributing at least three key points associated with the merits of synchronous or asynchronous learning.

Lesson Topic 4: Technology Management

Enabling Objective:

3.4 LIST four issues with technology that may pose a problem with delivering distance learning.

Lesson Topic 5: Classroom Management Issues

Enabling Objective:

3.5 CREATE a table that lists four classroom management issues and the associated solutions that will alleviate the problem.

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Facilitator Skills and Instructional Materials

Introduction

This section of the training manual provides information associated with the skills needed for facilitating distance learning, phases of development for distance learning facilitators, and a short description of different theories of distance learning.

Information

Skills needed for effective distance learning facilitators:

Technical skills Online (on the job) teaching experience Communication Mentorship

Strategies that one might use to present skills to facilitators:

Technical skills: Online training for online teaching, familiarity with the LMS Online (on the job) teaching experience – Shadowing (observing), peer evaluations,

experience from both student and teacher perspective, stress the importance of time management.

Communication: Ongoing feedback, ethical considerations, stress the importance of patience, listening, and adaption.

Mentorship: Establish goals, screen mentors, pay attention to the pairing process, resource the program appropriately, stress the importance of building relationships, and emphasize a sense of support.

Phases of Development for Distance Learning Facilitators

Facilitators of distance learning transition through a series of phases of development. Palloff and Pratt (2011) separates these phases into five different areas; visitor, novice, apprentice, insider, and master. A description of each phase of facilitator development is as follows:

Visitor – One who is curious about online facilitation but may be hesitant to commit to the process. A minor shift in transition occurs as the visitor advances to the novice phase.

Novice – More than curious about the issue, however, hesitant to move into this stage because of fear of failure and fear of the unknown. A more distinct transition occurs as the novice moves into the apprentice phase as the novice is fully dug in and committed.

Apprentice – A faculty member who has minimal experience teaching online courses

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but is still experiencing difficulty mastering techniques associated with online facilitation. Smooth transition to the next phase, as once the apprentice gains enough experience, he transitions to the insider phase.

Insider – Has taught quite a few online courses, is cognizant of the processes of online course design, development, and delivery, however, he has not fully mastered advanced skills associated with developing colleagues. Significant transition occurs as the insider moves to the master phase as the master facilitator is at the pinnacle and the expectations are much higher.

Master - Has a great deal of experience and is willing to experiment. Supports others. Presents information at conferences.

Theories of Distance Learning

Traditional learning theories may not fit the constructs of the distance learner. Two theories that apply to the e-learner are the Transactional Distance Theory and Connectivism. A brief description of each of those theories is as follows:

The Transactional Distance Theory (separation of learners) “is built upon the need for dialogue, structure, and learner autonomy” (Ustati & Hassan, 2013, p. 295). Dialogue is the main interaction involved in distance learning, structure represents the system in which learning takes place (medium) and provides a mechanism to measure the learner’s needs, and learner autonomy describes the typical distance learning relationship between learner and teacher. Two-way communication is central in the Transactional Distance Theory (Ustati & Hassan, 2013). Scenarios, where the Transactional Distance Theory applies to different distance learning scenarios include forum discussions, use of a Learning Management System (LMS), and learner autonomy in that the learner takes control of his learning when participating in distance education.

According to Kopp and Hill (2008), the theory of Connectivism is how one would describe what occurs when the learner “connects” to the learning community. The connection is a result of sharing information, dialoguing with other learners, and acting as part of a larger (learning) network. In this theory “learners will connect to a network to share and find new information, will modify their beliefs on the basis of new learning, and will then connect to a network to share these realizations and find new information once more” (Kopp & Hill, 2008, p. 2). Scenarios, where Connectivism applies to distance learning include forum discussions, networking (teamwork), and use of social media in the learning environment.

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Theories for Engaging Distance Learning

Distance learning is similar to traditional learning as the educator is responsible for presenting information to the learner with the goal of transforming the student. The distance learner primarily engages through technology and as such the educator uses learning materials that are “self-explanatory, thought provoking and able to scaffold students’ understanding throughout their learning experience” (Ustati & Hassan, 2013). Distance learners expect that they will have access to information, that the information will be reliable, and that there will be a balance between the information and the training that they receive. As an example of this theory, when a distance learner logs onto the University website he expects to easily comprehend facilitator expectations and then seamlessly transition to research/completion of assignment mode. Learners are continuously engaging with the facilitator and other students during distance learning, and when forum discussions complement assignments, the learner is fully engaged.

Day One Assignments

1. Post an introduction to the discussion board that provides basic information on your background, expectations for this course, and experience with online learning.

2. Respond to two other introductions.

3. Post a message that summarizes your thoughts about the phases of development for distance learning facilitators.

4. Create a two-minute video that discusses (in your own words) theories of distance learning.

5. Participate in a Skype discussion with one other classmate in which you discuss the day’s learning activities/lesson content. Post a 250-word summation of the discussion.

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Management and Technology Tools

Introduction

This section of the training manual provides information associated with the goals and objectives of a mentoring program, management and evaluation programs for facilitators, use of a Learning Management System (LMS), and technology/media tools that engage and enhance student learning.

Information

Goals of a Faculty Mentoring Program

The goals of a mentoring program for faculty engaged in facilitation will include easing the employee into the culture of the organization, developing high and low performing employees, and increasing morale within the institution (Chronus, 2016).

Objectives for a Mentoring Program

DESIGN the faculty mentoring program so that the target audience is clearly defined, the program has both structure and flexibility, and the desired result is geared toward reaching a defined goal.

ATTRACT participants for the program by focusing on the needs of the mentor and mentee, clearly explaining the goals and roles, and formally recognizing mentors.

CONNECT mentors and mentees by matching through a self-matching process.

GUIDE the mentoring process by providing clear goals, and training the mentors with respect to available resources and ethical considerations.

MEASURE success by tracking and assessing the mentor program by capturing metrics and feedback from mentors and mentees.

Identifying Criteria for Selecting Mentors

Mentoring program for faculty:

Mentors will be an active teacher within the organization Mentors will have a minimum of two years of experience teaching online learners Mentor will have taught a minimum of six online (full length) courses Mentors will have received no significant negative feedback within the last two years

(supervisor assessment and student critiques) Mentors will have received at least three months of mentoring (acting as a mentee).

However, the perspective mentor does not need prior experience as a mentor.

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Management and Evaluation Programs for Facilitators

The faculty learning community approach affects management because the facilitator is constantly charged with creating a sense of community among the learners and as such management needs to find innovative ways as well as provide tools to ensure this endeavor is successful. When managers of online learning programs establish climates that are conducive to belongingness, reduction of isolation, and enhanced learner outcomes, a strong sense of community is established (Palloff & Pratt, 2011).

Managing faculty at a distance is challenging. Feedback to faculty serves two purposes; professionally develop and motivate the staff member (Palloff & Pratt, 2011). Assigning a lead faculty member is one strategy that can be used to overcome problems associated with a disassociated staff. Objective evaluation occurs when a specific set of criteria is established as faculty evaluation strategies come in various forms. Some of the ways that the faculty can be evaluated include:

Peer review Evaluation of student critiques Verifying that the instructor has posted course policies and expectations Identifying components of establishing the learning community including “use of

introductions, bios, ice breaker activities, the creation of social space or café area in the course, promotion of informal communication, appropriate use of humor, and other efforts to personalize and humanize the course” (Palloff & Pratt, 2011, p. 94).

Verifying appropriate responses were provided to students Ensuring that student assessments were timely and accurate Ensuring that rubrics were readily available and matched learning outcomes Review of feedback and feedback procedures to ensure the feedback was in line with

the organizations policies and procedures

Lead faculty can evaluate staff members with a grade sheet such as the one shown in Table 1. Criteria for evaluation correlates with desired effective skills and behaviors expected of a trained facilitator.

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Facilitator Name:Course name / Dates of course:

Strongly Agree Agree Neither agree or disagree

Disagree Strongly Disagree

3 2 1 0 -1Demonstrated superior technical skillsDemonstrated teaching experience commensurate with actual time on the jobDemonstrated excellent communication skillsMentored students effectively

Score (maximum 12): Additional notes/comments:Recommendations:Evaluator (name):Date debrief conducted:

Table 1. Sample Faculty Evaluation Grade Sheet

Learning Management System (LMS) used by the distance learning faculty for facilitating their classes:

This course will be taught using a Learning Management System (LMS). The LMS will be used by staff and students to facilitate classroom and distance learning in the e-learning environment. Students will be able to view the course schedule, peruse the learning objectives, receive feedback, and have public and private discussion with others. Specifically:

Attendance will be recorded Coursework will be assigned Gradebook will be maintained Collaboration will be encouraged Required readings will be available via electronic links Information will be loaded to the LMS that enhances learning. Information will come in

the form of real-time lectures, and predetermined videos. Class discussions will take place in forums, and the facilitator will drive the discussions

by fabricating thought provoking questions. Private discussions will be enabled

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Assignments will be directed and submitted through the LMS Written tests will be administered via the LMS Feedback associated with discussions and assignments will be delivered via the LMS

Technology that will be used to engage learners and enhance student learning:

Audio/Video: Incorporating videos such as Ted Talks, videos from the university library, and requiring students to create voice recordings and/or videos that support specific points within the curriculum. Students will be expected to not only comment on instructor supplied videos but also share videos with other students and get/give feedback.

Visuals/Infographics: The use of infographics can be used to ensure that the student can identify the most important aspects of the assignment. Peer-to-peer evaluations of each other’s infographic engages a wide range of students and enhances learning.

Use of social media: Create a Facebook page for the class so they can share ideas, encourage the use of Skype to collaborate on team assignments, and use blogs to discuss homework assignments. Social media engages and enhances student learning because of the abundance of information that will be easily shared (by many users).

Day Two Assignments

1. Create a two column table that lists key skills associated with distance learning facilitation in one column and then in the adjacent column list the strategies that can be used to present the skills to facilitators.

2. Write a 350-word summation that describes phases of development for distance learning facilitators.

3. Participate in a discussion forum by posting three substantive posts associated with at least two distance learning theories.

4. Participate in a Skype discussion with one other classmate in which you discuss the day’s learning activities/lesson content. Post a 250-word summation of the discussion.

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Issues and Classroom Management

Introduction

This section of the training manual provides information associated with the use of technology tools for student collaboration, a general description of distance learners, a comparison of synchronous and asynchronous facilitation skills, various technology management issues, and a description of the most common classroom management issues (with resolutions).

Information

Technology Tools for Student Collaboration

Technology tools greatly contribute to student collaboration in the e-learning environment. Tools such as YouTube, Blogs, Wikis, Skype, and online student journals enhance learning. Online learning is not only educational but also connects learners socially. Shared knowledge is one of the cornerstones of e-learning and technology furthers the ability to communicate.

Specific technology that is useful for student collaboration includes:

Blogs

Student collaboration through blogs serves many purposes including:

o Sharing information from student learning journalso Top list of issues can be addressed and discussedo Reference material is easily sharedo Creates an authentic writing experience for the student

(On classroom blogs, 2014)

YouTube

YouTube enhances student collaboration because it enables students to:

o Easily share ideas among large groups of peopleo Respond to contento Upload additional videos that amplify on ideas/information that were presentedo Can be used as a search engine to find useful information pertaining to the subject

matter

(Mullen & Wedwick, 2008)

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Skype

Skype is a beneficial tool for student collaboration because it:

o Enables students to communicate in real timeo Is easily accessedo Students can discuss assignments o Students can discuss complex theorieso Students can make connections with each other

Description of the Different Distance Learners

Managing diverse learners in a distance learning environment can be challenging. When facilitating diverse learners, several factors should be considered including:

Cultural

Cultural diversity in the online classroom is the norm vs. an anomaly. The online facilitator needs to be cognizant of differences between the learners, and then ensure that each culture is engaged in a respectful manner. As discussed in Haythornthwaite and Andrews (2011) some of the most common issues associated with culturally diverse learners entail motivation, argumentation, and passivity. Learning styles are also a consideration when facilitating a culturally diverse group, and as such it behooves the facilitator to take a learner-centered perspective to ensure course content is understood by each student.

Experiential

Shrewd facilitators will take advantage of the experiences of the adult learner. Understanding the importance of incorporating experiential teaching is a fundamental theory of a good facilitator. Building on past experiences is a tried and true method of learning that can be described as a reflective concept. Experiential learners make decisions on their own, engage at a high level, and allows the learner to have an experience where he can learn from his mistakes and successes (Experiential Learning Center, 2016).

Prior learning experiences: nontraditional learners

The facilitator should do what he can to determine the prior learning experiences of the learner. Non-traditional learners make up a large segment of the population of adult learners. These types of learners thrive on information, are a bit older, and may be hesitant to begin training. Many are balancing work, school, and family therefore if the facilitator is able to broaden the learner’s knowledge by exploring (and building on) past learning experiences, positive results are more likely.

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Description of the Differences between Synchronous and Asynchronous Facilitation Skills

Different skills are required when facilitating synchronous and asynchronous training programs. Table 2 provides details on differences.

Facilitator skills that apply to synchronous and asynchronous

training

Unique to synchronous facilitation

Unique to asynchronous facilitation

Ability to provide structure and stability to the online classroom

Ability to manage online discussions in real time

Ability to manage delayed feedback appropriately

Ability to clearly communicate and explain course

objectives/goals

Ability to provide immediate feedback

Keen organizational skills are required

Ability to guide group discussions

Ability to monitor and manage an active online classroom

Ability to monitor and manage discussions that may have

occurred over a period of time Ability to lead and direct online

studentsAbility to connect with a diverse

group of learnersFacilitator’s interaction is

deliberate and must be clear and concise in order to avoid

mixed messages.

Table 2. Skills Associated with Synchronous and Asynchronous Facilitation

Technology Management Issues and Resolutions

Refer to Table 3 for a description of possible technology management issues and associated resolutions.

Technology Management Issue Resolution

Software problems at the University level

Include a back-up plan in the instructor policies.

Notify software engineers at the University so that they can resolve the issue.

Be flexible until the problem is solved.Media tools not functioning as desired

Test tools prior to incorporating into the classroom environment

Provide multiple tools that provide the student with enough information to accomplish the task (don’t rely on one tool).

Use tools that are proven. Have an alternate plan in place in case all else

fails.Student does not have proper hardware

Clearly communicate student requirement Hold student accountable

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Table 3. Technology Management IssuesClassroom Management Issues and Resolutions / Learner Feedback:

Classroom management is one of the most important responsibilities of the online facilitator and providing feedback to the learner is one of the most important aspects of this endeavor. Providing constructive learner feedback motivates the student as well as serving to keep the learner focused on the key points of the instructional material.

Learner feedback

o Messages – Excellent tool to provide learner feedback in a distance learning environment. The facilitator should strive to send public and private messages on a regular basis so that he can provide amplifying information on the lesson content as well as motivate the student.

o Comments – Comments from the facilitator to the student/class should be thought provoking and constructive. The intent is to provide feedback through comments that enhance learning. Commenting on assignments are expected and worthwhile as they provide excellent feedback to the student regarding his efforts.

o Audio – When feedback is provided in an audible format, the facilitator does not have the latitude to formulate his thoughts as much as when he is providing them in a written format. Tone, voice inflection, and content are clearly evident when the facilitator chooses an audio format for providing feedback. It is highly recommended that the facilitator script out what he intends to say, therefore reducing the chance that he will leave out details that he would have otherwise included.

Classroom Management Issues and Resolutions / Challenging Behaviors

The online facilitator is charged with managing challenging behavior in the classroom. Some of the most common challenging behaviors that are encountered are cyber-bullying, inappropriate posts, and lack of participation. Further amplified:

Cyber-bullying is: Intentional acts that are performed on computers, phones, and other electronic devices that torment others (Liefooghe, 2012). High awareness of the issue helps the facilitator understand how to respond. The facilitator can counteract cyber-bullying by:

o Having clear goals in the classroomo Ensuring policies are updatedo Taking the time to explain problems associated with cyber bullying as well as

the reporting procedureso Encouraging bystanders to take action to curtail the activity

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Inappropriate posts detract from learning and may in some cases be offensive. Rude, off- topic or excessive posting distracts learners and takes time away from the facilitator (Haythornthwaite & Andrews, 2011). When this situation occurs, the facilitator must take prompt and swift action. Determining the cause of the disruption is a good place to start as there may be a biopsychosocial reason why the student is acting out. Counseling can be made available. However, it must be made clear that the inappropriate behavior and actions must cease immediately.

Lack of participation or engagement is a serious problem in the online learning environment. Clearly communicated expectations (with associated grades) may mitigate or completely eliminate this problem, however, it is important for the facilitator to monitor this situation accordingly. According to Haythornthwaite and Andrews (2011) one of the reasons that the student may not be participating is because of a lack of confidence. Therefore, it behooves the facilitator to communicate early and often if this situation appears.

Classroom Management Issues and Resolutions / ADA learners

Educators need to ensure inclusion vs. exclusion occurs in the classroom. Higher learning institutions need a variety of tools to ensure learners with disabilities are not excluded. In some cases, videos can be provided with associated script (this will help the hearing impaired as well as the visually challenged). Each issue may be unique, however, if the educator is informed of specific accommodations that are required, every effort should be made to ensure that someone with disabilities is not discriminated against.

Day Three Assignments

1. While working in groups, demonstrate the use of three different technology tools that can be used for student collaboration.

2. Write a 250-word summation of issues associated with facilitating diverse learners.

3. Participate in a video debate regarding the pros and cons of using asynchronous verses synchronous learning.

4. Respond to questions associated with managing challenging behaviors.

5. Provide feedback to at least three forum posts as if you were the facilitator.

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Summary

This training manual was designed to provide corporate trainers with information,

techniques, and strategies associated with facilitation. Those who successfully pass this course

will be able to use training materials effectively in an online learning environment, mentor and

manage distance learning facilitators, and manage online classrooms effectively.

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References

Chronus. (2016). How to start a high-impact mentoring program. Retrieved from

http://chronus.com/how-to-start-a-mentoring-program

Experiential Learning Center. (2016). What is experiential learning? Retrieved from

http://www.ucdenver.edu/life/services/ExperientialLearning/about/Pages/

WhatisExperientialLearning.aspx

Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice. Thousand Oaks,

CA: SAGE.

Kopp, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?

International Review of Research in Open and Distance Learning, 9(3), 1-13.

Liefooghe, A. (2012). Deal with cyber bullying. Strategic HR Review, 11(4). Retrieved from

http://dx.doi.org/10.1108/shr.2012.37211daa.004

Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom

with YouTube, digital stories, and blogs. The Clearing House, 82(2), 66-69. Retrieved

from http://search.proquest.com/docview/196844606?accountid=458

On classroom blogs. (2014). The Reading Teacher, 67(7), 528-531.

Ustati, R., & Hassan, S. (2013). Distance learning students' need: Evaluating interactions from

Moore's theory of transactional distance. Turkish Online Journal of Distance Education,

14(2), 292-304.

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