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- 1. Distance Learning Facilitator Trainee Program Becki Sims CUR/532 March 7, 2016 Danene Mims
- 2. Introduction Hello. My name is Becki Sims and I am your facilitator for the Distance Learning Facilitator Trainee Program. This is a 3- module asynchronous course.
- 3. Program Description This presentation demonstrates an asynchronous 3-module training model for beginning online facilitators.
- 4. Three Modules Module 1 – Part 1 • Vital information in facilitator training Module 2 - Part 2 • Facilitator skills and instructional materials Module 3 – Parts 3 and 4 • Management and technology tools • Issues and classroom management
- 5. PART 1 – Vital Information in the Facilitator Training Part 1 of this presentation includes: • Training program audience • Training program goals • Training program objectives • Summative assessment of trainee learning
- 6. P 1 - Training Program Audience This asynchronous program is designed for all levels, novice through master, classroom teachers, but have no experience in facilitating distance learning programs. These teachers have participated in distance learning, but have not facilitated.
- 7. P1 – Program Goals The Distance Learning Facilitator Trainee Program will learn how to: • Establish presence in the online environment • Communicate in the online environment • Facilitate discussions • Provide constructive feedback to learners • Design assignments
- 8. P1 – Program Objectives: Given training materials and technology devices, students will: • Describe the differences between traditional learning environments and online environments. • List current skills they have which can transfer to the online environment. • Determine what skills will need to be improved upon or gained to prepare for teaching in the online environment. • Describe how to establish presence in an online environment. • Describe how communication will be different in an online environment. • Clearly define expectations for online learners. • Facilitate online discussions. • Monitor classroom discussions in the online environment. • Describe how to handle conflict within the online classroom. • Develop and design assignments and assessments for online learning.
- 9. P1 – Summative Assessment of Training Participants in the Distance Learning Facilitator Trainee Program will: 1. Complete informal assessments based on course rubrics 2. Demonstrate knowledge in a LMS simulation 3. Collaborate with peers and facilitators on simulation
- 10. PART 2 – Facilitator Skills and Instructional Materials Part 2 of this presentation includes: • Training materials • Phases of development • Theories of distance learning • Theories for engaging distance learners
- 11. P2 – Training Materials Effective Distance Facilitators Need to Hold the Following Skills: • Visibility • Compassion • Communication • Commitment • Organization
- 12. P2 – Training Materials Strategies to Present Skills to Facilitators: • Modeling • Simulation
- 13. P2 – Phases of Development Five Levels of Progression Leading to Mastery of Online Facilitation: • Visitor • Novice • Apprentice • Insider • Master
- 14. P2 – Theories of Distance Learning Communal Constructivism Transactional Distance Multimodality Intrinsic Motivation Social Informatics
- 16. Transactional Distance • Not just geographical distance • Pedagogical • Based on three variables – Dialogue – Program Structure – Autonomy
- 17. Multimodality • Computer interface communication • Transformation of learning • Transduction
- 19. Social Informatics • New technology changes social patterns • More complex interaction
- 20. P2 – Theories for Engaging Distance Learners Online Presence Digital Media Community Building Clear Goals and Objectives
- 21. Online Presence • Persona • Social • Instructional
- 22. Digital Media Visual aids – Still – Moving – Ubiquity of Learning
- 23. Clear Goals and Objectives • Verbs • Unit goals • Program goals
- 24. Learning Communities • Mentoring for new online facilitators • Common sense of responsibility • Common goals and vision • Safe environment • Shared resources • Mutual support
- 25. PART 3 – Management and Technology Tools Part 3 of this presentation includes: • Mentoring program for faculty • Management and evaluation programs for facilitators • Learning platform (**LMS/CMS) • Technology or media tools – Engage learners – Enhance learning
- 26. P3 – Mentoring Program for Faculty • Learning communities • Shared resources • Collaboration
- 27. P3 – Management and Evaluation Programs for Facilitators • Student evaluation • Peer evaluation • Management • Outcomes
- 28. P3 – Learning Management System • Online classroom will provide classroom discussions, videos, and reading materials. • Private discussions can be made between instructor and students, or between students. • All grades and feedback will be completed through LMS.
- 29. P3 – LMS Technology/Media Tools for Engagement • Animoto • Dipity • Google Drive • Glogster • Mindmeister
- 30. PART 4 – Issues and Classroom Management Part 4 of this presentation includes: • Technology tools for student collaboration • Description of different distance learners • Description of synchronous and asynchronous facilitation skills • Technology management issues and resolutions • Classroom management issues and resolutions
- 31. P4 – Technology Tools for Student Collaboration • Google Drive • Online Chat • Skype/Face Time
- 32. P4 – Description of Distance Learners Cultural differences Levels of employment experience Prior learning experience • Traditional • Online Variety of learning styles • Audio • Visual • Kinesthetic
- 33. Reasons for E-learning • Academic certification • Education, training colleges, or other schools – secondary or postsecondary • Additional training for their employer work • Personal enrichment
- 34. P4 – Synchronous vs. Asynchronous Facilitation Synchronous Asynchronous Not as much Flexibility Flexible learning Class time is in real time Class time is in the learner’s timeframe and schedule Live trainer available No live trainer – communication by email, or other source. Quick response Reflection and deep thinking Group work occurs over time Group work is live
- 35. P4 – Technology Management Issues and Resolutions Issue Resolution Virus or security breach Virus scan software and regular updates of the LMS Outdated format Prior to class, be sure to update all systems and include a list of required systems needed for learners Software compatibility issues Offer tech support for learners and facilitators
- 36. P4 – Classroom Management Issues and Resolutions Learner feedback: • Messages • Comments • Audio
- 37. P4 - Classroom Management Issues and Resolutions Challenging Behaviors: • Cyber bullying – Harassment in an online environment • Inappropriate posts • Lack of participation or engagement
- 38. P4 - Classroom Management Issues and Resolutions ADA Learners and Associated Strategies: Disability Possible Accommodation(s) Visual impairment Zoom text software, printed materials or modified format Deaf or hard of hearing Captioned text for videos Learning disability Modified assignments
- 39. Conclusion • This concludes our 3-module course. • In order to receive course credit, you will need to complete assessments with a minimum score of 80%. • Please give us your thoughts! Don’t forget to complete the course evaluation. • Final grades will be posted on the LMS.
- 40. References Haythornthwaite, C. & Andrews, R. (2011). E-learning Theory and Practice. London: SAGE. Kelly, R. (January 7, 2014). Creating a Sense of Instructor Presence in the Online Classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/creating-a-sense-of- instructor-presence-in-the-online-classroom/ Publications, M. (May 5, 2010). Blended Learning Course Design Begins with Strong Learning Objectives. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/blended-learning-course- design-begins-with-strong-learning-objectives/ Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. San Francisco, CA: Jossey-Bass.
Editor's Notes
- Visibility - The excellent online facilitator should have visibility. This means that the instructor/facilitator clearly establishes presence and is frequently seen in the online environment. Compassion – An excellent online facilitator demonstrates and open personality which also shows concern, flexibility, fairness, and honesty towards students. Sincerity and positive feedback to students help develop a student-centered focus in the instruction and allow students to be more responsible for their own learning. Communication - The excellent online facilitator regularly communicates with students and provides meaningful feedback. Facilitators also communicates using the same means of technology as students. Commitment – The excellent online facilitator demonstrates reasoning and passion for the course content. This leads to rigorous and meaningful instruction as well as motivation for students. Organization - The excellent online facilitator holds superior time management skills. (Palloff & Pratt, 2011)
- The most effective strategies for presentation to future online facilitators are modeling and simulation. Setting a high standard for what online facilitation looks like and modeling this to novice facilitators is imperative. Additionally, it is equally important to allow “practice” of skills learned by simulating real-world scenarios.
- Visitor – This level includes faculty members who have considered technology integration in their traditional face-to-face classes. They may used limited technology in their courses such as posting syllabus or expectations online. Novice – This level may include faculty who have never taught online, but may have served in the role of online student. They may have used more technology tools than those in the visitor level, supplementing their traditional learning environments. Apprentice – The third level of progression may include faculty who have taught minimally online, for example one or two terms. They are beginning to develop and understanding of the logistics of the online environment. They are building foundational skills that are required for online facilitation. Insider – Faculty members in this level have typically taught more than two semester online and more than one course for each of those semesters. They have increased their level of comfort and have solid skills in course management technology. They also have some foundational understanding of skills needed to become an excellent online facilitator. They may have minimal course design experience Master – Master level online facilitators have mastered skills and may be considered the example for excellent online facilitation. They have taught online for multiple terms and designed several courses. They have also mastered technology, as well as included additional technology tools within the course, which go beyond the management system. These master facilitators are mentors for lower-level facilitators and a great resource for those with less experience. (Palloff & Pratt, 2011)
- Learning has evolved throughout history. In today’s online environment, we find that some traditional theories of adult learning still apply. We also find that there are new contentions. According to Haythornthwaite & Andrews (2011), E-learning encompasses more than a site for learning. Learning is changing. This includes the number of learning options and environments.
- According to Haythornthwaite and Andrews (2011), the theory of communal constructivisim is based upon a relationship developed from behaviors, through cognition, and social constructs. Individual learning benefits from community experience. In other words, because of the development of e-learning communities, additional learning takes place. Various communities and relationships occur within an online learning experience, leading to intersections of communities and learning.
- The theory of transactional distance states that distance learning is not just about geographic location, but more about pedagogy. This is based on three variables: dialogue, program structure, and autonomy (Haythornthwaite & Andrews, 2011.) In distance learning, presence is not always simultaneous, which has led to asynchronous learning. Because of this, dialogue changes to be appropriately interpreted across all technology devices. The infrastructure changes, which impacts programs and requires autonomy not only for the learner, by the facilitator. Online learning also changes relationships. Learners relationships are sometimes moderated by instructors. However, an advantage is that co-learning occurs quite often and the facilitator benefits as well.
- Transformation is the ultimate goal of learning. Multimodal learning opportunities offer greater likelihood of transformation. Most online learning occurs with a computer. These devices, themselves, are multimodal in allowing for delivery of visual, auditory and kinesthetic learning, while incorporating reading and writing within the online classroom. Because of these multimodal learning devices being used, transduction occurs. The learner is able to switch between learning modalities and apply knowledge, or skills, learned.
- Online learning is based greatly upon the learner’s own desire to learn. The learner is greatly invested. Therefore, successful learners generally participate more. This includes those who traditionally may have hidden in a face-to-face classroom. Because learners are invested, they are also motivated.
- The theory of social informatics is an interdisciplinary one. Social informatics is based on the ways new information is communicated and the way technology changes social interactions and learning. It also notes the symbiotic relationship between the technology changes and social interactions; one has direct effect on the other.
- When engaging online learners, the foundational skill each facilitator must have is developing a strong online presence. This is the foundation for which an online community can be built. When developing your online presence, facilitators should clearly list goals and objectives of each course or module. This will help establish the community within the online classroom. In addition, when an online community is established, content should be delivered in a variety of digital, appealing to the variety of learners within the classroom.
- Although online learning suggests that there is more learner responsibility for outcomes, there is still need for facilitators to develop a solid foundation within the online classroom. This begins with establishing an online presence. According to Kelly (2014), creating an online presence includes three aspects: Persona, social, instructional. Persona refers to the facilitator’s personality, teaching style, and other characteristics that contribute to the overall impression given to learners. The social aspect of developing presence is referring to the community building which is initiated by the facilitator. This includes facilitator and learner relationships as well as relationships between peers within the online classroom. The instructional piece of online presence is how the instructor facilitates, or guides, the learning through the actual learning process by meeting the objectives and goals.
- Digital media allows for universal, or ubiquity of, learning. Everyone can gain knowledge by the variety of digital representations made in online learning. “This particular body of theory tends to accentuate the visual, concentrating on still and moving images” (Haythornthwaite & Andrews, 2011). The relevance to understanding e-learning and learner engagement considers the exploration of a variety of media that are available for learning. The portability of learning makes learning universal.
- Verbs are important. Providing goals and objectives with verbs that show a learner what they will be able to do at the end of a course or program, increases engagement. This is due to the learner having more buy-in for realistic use of goals and objectives in the future. Goals and objectives should be developed, not only for the program as a whole, but also intermediate development within units. Beginning with strong learning objectives will lead to a stronger online program for online learning (Publications, 2010.)
- Establishing online presence is closely related to creating communities within the online environment. “There is strong support for the supposition that the social phenomenon of community may be put to good use in the support of online learning. This is well supported by theories of learning that highlight the role of social interaction in the construction of knowledge’’ (Palloff & Pratt, 2011. Not only is this applicable to the online classroom, with learning communities built among students, but also with learning communities established among facilitators. Many communities result and intersect.
- Learning communities allow for relationships to be established among new and master facilitators. This leads to a common sense of responsibility for the community. Established norms lead to a safe environment and common vision. Common visions lead to mutual support and sharing of knowledge, experiences, and resources for the betterment of the learning community and subgroups.
- Instructional design is dependent upon effective facilitators. Training in facilitation must be mastered before a facilitator is trained in course design. In order to assure that facilitation is effective, evaluation is necessary. Evaluations should be combined from students, peers, and departmental supervisors. During the evaluation process, it is not only important to consider student satisfaction, but also outcomes.
- The platform for this training program will be a Learning Management System (LMS). Student engagement is a priority in this program. Therefore, a LMS is more suitable that a CMS. The LMS will house all course content, activities, assignments, grades, and communication.
- In our technological world, technology tools can be exciting and overwhelming. It is important to consider the above checklist of what online technology tools should include. In our Distance Learning Facilitator Training Program, we will introduce the use of Animoto, Dipity, Google Drive, Glogster, and Mindmeister. Animoto - platform in which teachers or learners can add audio clips, videos, pictures, and other graphics to their presentations. This adds an element of entertainment to the project, leading to increased learner engagement and retention of content Dipity – allows students to collaborate on research projects that require timelines. The end project allows for learners to present a visual guide for history. This can include graphics, text, and photos placed on the timeline. Google Drive – a cloud-based document system, which is live. Learners and teams can collaborate and make changes to documents and spreadsheets. Glogster – an application that allows learners to create posters. This can be a great addition to a project. This is a multimedia tool that allows group members to share sounds, text, images, graphics, etc. This tool also promotes collaboration as other students are allowed to post comments. Mindmeister - allows students to brainstorm and organize ideas. It also allows students to exchange ideas and get feedback from instructors. Because these tools increase interaction and engagement, they add to a well-rounded learning experience, which enhances learning.
- Student collaboration can be easier when technology tools are incorporated in their learning. Google Drive allows for the creation of live documents which can be used by all parties who share the documents. Each student can collaborate and add pieces, allowing for immediate view by peers. These can be word documents, spreadsheets, presentations, etc. Online chat is another tool to enhance informal communication among students. Students can plan, brainstorm, discuss assignments and classroom topics without it being part of a live document. Skype or Face Time can be use to teleconference and help ease communication when text only communication can seem sterile or cold. This can also help with cultural barriers.
- In order to be an effective facilitator, it is important to know your audience. Distance learners may have a variety of cultural differences and varying levels of employment and real-world experience. In addition, some learners may have prior experience online, while others may have solely experienced traditional education. Learning styles need to also be considered. There should be opportunity given which allows for differentiation of assignments allowing learners to use demonstrate their learning styles (audio, visual, kinesthetic.)
- Part of knowing your audience is also knowing their reason for pursuing online learning.
- Synchronous learning is more like traditional learning as it occurs simultaneously and in a live environment. It requires students and the facilitator to log in at the same time and to provide immediate responses, as well as work with learning teams within the same confines. In contrast, asynchronous learning is more flexible in that students log in to an online classroom and can work on responses, assignments, etc in their own time as long as completion occurs before the due date. This can lead to deeper thinking and application as the learner can have time to process a thought-provoking response.
- A large component to classroom management is offering opportunities for learner feedback. The LMS will allow messages to be communicated individually as well as posting of comments to the class as a whole. In addition, audio enhancement tools and presentations offer cross-learning opportunities.
- Class expectations should be set before content is delivered. There should be a proactive policy in dealing with cyberbullying and inappropriate posts. One way to handle this is to offer a class social contract, allowing for input from learners. The expectation for participation should also be set as part of class guidelines.
- Accommodations are necessary for learners with various disabilities. Review the chart on the slide for possible accommodation recommendations. What other accommodations would you add to the list?