Hello all, I am Anna Krassa, GAClearn Administrator and this is a presentation about Facilitator's training in a Corporate world. I bet you, all more or less, have conducted similar training programes,
Where you discuss the characteristics of the adult learners
And the characteristics of a good facilitator.
But let's see first who is GCA GCA is the Corporate learning organisation of the GAC Group. We could say that is an e-Academy since the 90% of its courses are held online through GAClearn, which is of course, a moodle system. The other 10% are face-to-face workshops.
Courses are designed by GAC and for GAC They are created to be relevant and directly aligned to GAC Group strategic objectives
Thus courses are usually requested by the Regional Vice Presidents, who are the Course Ambassadors. Then the request passes to the Course Owners, who are people from a high managerial level and they are those who describe the course objectives and suggest the Subject Matter Experts. Then Subject Matter Experts in collaboration with an Instructional Designers write the course. And then the course is transitioned into GAClearn for a pilot run This may sound like a big journey, tough in a corporate world this takes between 3 and 6 monts.
But, who's GAC? Gulf Agency Company is a transport company offering shipping, logistics and marine services It occupies 10,000 professionals in over 300 offices in over 40 countries
And although knowledge is an end in itself in a corporate environment like this one knowledge is basically a medium. The Academy here, is just a piece of a much bigger puzzle called GAC Group.
Thus our facilitators must be people relevant to the Company. Where possible, GAC people are encouraged to be course facilitators. Preference is given to facilitators who have experience in online facilitation and specialised knowledge of one or more course areas, and to spouses of GAC people, due to their knowledge of GAC operations.
And to qualify those people on the e-learning process followed in GCA, before they start working as facilitators, they are getting through a three step training. In the first phase they are taking the most basic course “introduction to the GAC World” as students. In the second phase a trainner facilitator is being addressed to them. Trainee is working as co-facilitator in the trainers course. In the third phase the trainer becomes co-facilitator and the trainne is the main facilitator of a course.
But this three step process is not enough to turn facilitators into Moodlers or Instructional Designers. And to be frank this is not the goal here, since facilitators are requested to work mostly as “non-editing” teachers, as we say in Moodle.
Evolution, improvement and growth though can't be denied. Thus as Moodle and e-learning trents change, we need to ensure that our facs are always up-to-date. For this reason two courses have been created. The GAC Facilitator Forum (GFF) which is mostly a communication area between the facilitators. It 's the place were they can exchange experiences, discuss issues, learn new skills, and it is always open and functional. Also this is for the GCA team the regular communication channel with the facilitators. Note that both GCA team and facs are spread all over the world. And the GAC Facilitator Course (GFC) which run as an additional learning opportunity for new and experienced facilitators alike. GFC operates as a an eLearning course in itself, introducing and reinforcing facilitator best practice processes as well as developing the understanding of the pedagogical background of our courses and what is required of facilitators.
First time GFC run on 2011, And again at 2013 internally. Which -in a corporate environment- seem to work better.
Why we do what we do Prepare, profile, plan Building a sense of community Keeping participants engaged Monitoring progress and the role of GLOs Conclusion
Moodle Talk: explaining things from ID and Moodle perspective New activities: workshop, wiki, game, Q and A forums, chat, blog New monitoring tools: course completion status, progress bar New ID: gamification, discovery learning
So, all and all, what we achieved? Well the most important is that we managed to bind two teams into one. The CCA Team and the Facilitators. GAC team gain in experiece, while it had the chace to experiment with new stuff. GAC team managed to understand better fac needs and barriers and provide solutions to them. Facilitators felt benefited from the knowledge acquired and the whole process. Facilitators feel satisfied seeing that their work is being recognised. And they more connected They also feel safe knowing how the GCA team works
So, all and all, what we achieved? Well the most important is that we managed to bind two teams into one. The CCA Team and the Facilitators. GAC team gain in experiece, while it had the chace to experiment with new stuff. GAC team managed to understand better fac needs and barriers and provide solutions to them. Facilitators felt benefited from the knowledge acquired and the whole process. Facilitators feel satisfied seeing that their work is being recognised. And they more connected with the rest of the team and much more symphathetic with their own students. They also feel safe knowing how the GCA team works
Back to Student
by Anna Krassa (kanna)
Tunis 2-3 October 2013
The Adult Student Hat
may have insufficient confidence
established opinions, values and beliefs
mature people and prefer to be treated as
learn at various rates and in different ways
may have logistical considerations: family,
caring responsibilities, careers, social
commitments, time, money, schedule
goal oriented /
openness, concern, flexibility,
credentials to teach the subject matter
well trained in online learning experience
feedback from the students and listen
throughout the entire process
care about the students' success
keep students aware of where they stand with
respect to the course evaluation process
timely and quality
politely and with
GAC Corporate Academy
E - Academy
organisation of the