• CUR/532: Week 6 Facilitator Training Program

1. Facilitator Training Program
LaJuan Davis, Anthony Epperson, William Garcia, Tim Heather, Jennifer Senn
CUR532 Facilitating Online Learning
Feb 28, 2022
Melinda Medina

2. Part 1 Vital information in the Facilitator Training
Training program Audience
The training program audience is comprised of corporate professionals that have
classroom teaching experience and are being requested to transition to an online facilitating
format. The expectation of a corporate trainer to move from classroom instruction to online
instruction without any training or preparation is not feasible. Training in an online venue can be
a daunting task without any guidance on how to use the technology, or how to properly engage
students in this format. A trainer may be a great in a classroom setting, but struggle with the
technology, online lessons, or how to engage the audience in this format. Because of this,
training is required to prepare corporate trainers for the transition to an online instructor (Palloff
& Pratt, 2011).
Current skill set:
1. Experienced corporate trainer
2. Intermediate/expert computer skills that include navigating the internet, using Microsoft
Office products such as Word, Excel, and Power Point
3. Leadership skills to guide and manage programs and participants
4. Conflict resolution skills
5. Organization and planning skills
6. Content Development and assessment skills
7. Critical thinking skills
8. Time management skills
9. Ability to be flexible and adjust as needed

3. When discussing experience, each facilitator will bring unique experiences as well as
shared experiences. All the facilitators should have classroom experience, both as a student and a
facilitator. The experience a student has in a classroom may later define how one teaches, in a
classroom. A corporate trainer should have a minimum of two years’ experience facilitating
classroom training. This will ensure that the trainer has had two performance reviews and is
performing at an acceptable level.
A corporate trainer is usually a subject matter expert in the field that is being taught.
Knowledge of the corporate culture, learning management system (LMS), and training program
is essential. This knowledge is accumulated through on-the-job work duties, continued learning,
teaching, and learning from participants that attend the facilitator’s training.
Training Program Goals:
The goal of the online training program is to prepare corporate trainers with new skills,
knowledge, application, and evaluation competencies, to facilitate online programs for both
internal and external learners. The training program will have 5 main goals for the trainee which
include:
 Visibility – the excellent online instructor can establish presence and is frequently in the
online environment
 Compassion – defined by openness, concern, flexibility, fairness, and honesty – the
excellent online instructor expresses sincere positive regard for students and delivers
student-focused, student-centered instruction.
 Communication – the excellent online instructor communicates with students frequently,
provides substantive feedback, and communicates well using technology.

4.  Commitment – The excellent online instructor is not only a passionate and committed
teacher, but sees the value of teaching online and sees the facilitated model of teaching as
rigorous and powerful.
 Organization – The excellent online instructor is organized and a good time-manager.
(Palloff & Pratt, 2011, p. 19)
Training Program objectives:
At the end of the training program, the faculty trainee will be able to:
 Identify the skills needed for online instruction according to (Palloff & Pratt, 2011).
 Describe the four phases of online facilitator development according to (Palloff & Pratt,
2011).
 Recognize the distant learning theories.
 Discuss the different training delivery platforms.
 List three different technologies or media tools that will engage and enhance the learner
experience.
 Identify three tools for student collaboration.
 State the different distant learners.
 Describe synchronous Facilitation skills.
 Describe asynchronous Facilitation skills.
 Explain different technology management issues and resolution.
Summative Assessment:
Measuring the success of trainee will be an ongoing process. Comprehension can be
measured by poll questions during training to verify the information is being received. Creating
end of module quizzes with multiple choice, true/false, and short fill in the blank questions will

5. assist in reinforcing the learning for each module. The instructor can use the quizzes to see the
training module is registering with students or if there are gaps that need addressed. A final exam
at the end of the program can determine if any remedial training needs to take place, or the
trainee is ready to demonstrate proficiency.
Application of the trainee’s knowledge will be assessed in a closed online presentation
with their manager and peers. The trainee will present a formal online session to demonstrate
proficiency on the learning platform, media tools for learning, creating student engagement
through different technologies, and classroom management. At the end of the program, direct
feedback can be given by the manager and peers. This is not to attack or disparage the trainee,
but to give real feedback on what went well, and what can be improved on.
The program’s success can be based on end of course assessment to be completed by the
participants. This will provide a gage of the training through the participants view, based on the
answers, staff can discuss what is working well and what may need to be revised or rewritten.
Part II Corporate Trainee Training
A trainee needs an appropriate and quality training program to be successful. Creating a
training program requires the design and implementation of methods, theory, and techniques.
Although our trainees are seasoned higher education faculty members, we can all learn
something. This training will focus on distance learning and how to be become effective distance
Learning facilitators to adult learners. Description of Theories: Transformation theory takes on
the perspective that experiences mold our thoughts, thereby giving us the act of learning.
Framing can be thought of as how we learn from the past, gaining a cumulative effect on current
learning. Emergence incorporates framing into newer forms of learning that ‘emerges’ as new
learning.

6. Examples: Transformational learning can be seen Scenario-based learning as when a
senior faculty member poses a real-life scenario for the trainee and guides them through the
process. Framing is the process through which an instructor analyzes certain aspects of a topic.
An example of framing is how an instructor pre guides their learner as to the context and
objectives of the lesson. Emergence learning occurs when we learn from sources other than the
teacher, such as other pupils, previous experiences, and the environment. An example would be
to encourage the trainee that 'problem solving' works better in a team.

7. Theories of Engagement Clear expectations, structure, and instructor intervention can go
a long way toward getting students highly engaged and highly interactive in online discussions.
A good start is to require participation, but that won’t necessarily get students to a high level of
engagement or participation. They may view it simply as a hoop to jump through rather than an
integral part of the course. Scoring online discussions can motivate students to participate, and
even better would be to provide explicit participation criteria and communication protocols so
they know what is expected of them when students have a reason to contribute and know what is
expected of them, their participation and engagement improve.

8. Examples Introduce Quizzes & Challenges-This provides added intrigue and surprise
which can be enough to engage students. Encourage Collaboration-This action can produce
quality teamwork that can revitalize a project or assignment. Provide an open and accessible
environment-This gives a real impression that the instructor cares enough for the student.
Part III- Technology Tools
Week four of the training program for adult education facilitators and corporate trainers
will focus on the LMS (Learning Management System) platform and the technology tools used
to assist the trainers in their training programs. These technology tools are used in training
programs to keep students engage and enhance learning. We will discuss how these technology
tools also aid students in collaborating with other students.
The platform we will be using for this training program is the LMS, learning
management system (LMS)’s purpose is to empower Learning and Development (L&D)
departments with training and development for their learners, so they can continue a company’s
growth, success, and ultimately drive revenue (Mardinger, 2021). LMS platforms are favored
these days due to the modern tools used to implement this platform. Learners take most naturally
to an LMS when it adopts modern solutions that people are used to working with. LMS is a
software-based platform which supports the administration, automation, and delivery of
educational courses, training programs, or learning and development programs (Mardinger,
2021). E-learning and web shops are all newer advancements in the technology world that
addresses training needs while strategically motivating learning outcomes. LMS systems are
used globally and by various industries the two biggest users of this platform are:

9.  Administrators: These individuals are usually responsible for overseeing these platforms.
This would include overseeing course management, creating training courses, content
management, and assigning learning groups.
 Learners: The individuals can access their course catalogs with the LMS software,
complete assigned courses, monitor their progress, and take evaluations. Learners can be
assigned training on an individual basis, or according to their job function, and/or role in
a company’s organizational structure.
LMS platforms are used to measure learning activities and is also used in customer training,
partner training, member training, employee onboarding, employee development and retention,
compliance training, and sales enablement. Some benefits trainers see with using LMS platforms
are reduce learning and development costs, cuts down training and onboarding time, maintains
compliance, track trainee progress, and measure how learning effects performance.
Academic LMS vendors sell their software to colleges and universities examples of the
software used by colleges and universities include many we know well such as Canvas,
Blackboard, and Google Classroom. Canvas for example allows teachers to engage with students
whenever and wherever through native mobile notifications and Canvas apps that boast best-in-
class data security and accessibility. Students can use this tool to stay connected with other
students outside of traditional classroom settings.
Employer LMS vendors used technology tools to make employee learning more efficient and
likes the accessibility and modern feel these tools bring. Some tools employers use in training
programs include eLoomi, SmarterU, and BizLibrary. ELoomi for example, finds flexible ways
to give feedback, develop performance and measure people impact. This software provides
online training, on-boarding, workforce engagement, and people development. Most of this

10. training programs are completed online through various platform which include web seminars
and zoom. BizLibrary has an online library of over 9,000 courses that covers all the needs of the
modern workforce. Since we are living in a tech savvy world it just makes sense to incorporate
technology into teaching and with distant learning finding new technology tools to help aid
teaching just is the most logical choice.
Part IV – Issues and Classroom Management
Distance education also referred to as distance learning, can be described as a teaching
method a learner receives at another geographical location. Education or training programs
leading to a particular academic qualification are available in three modes: part-time, full-time,
and distance learning.
Cultural - Cultural learning is an active engagement with creating arts and heritage.
Experiential – learn by doing, hands-on experiences, and reflection. They can better connect
theories and knowledge learned in the classroom to real-world situations.
Non-Traditional - Non-traditional education is offered in ways other than ordinary daytime
college classrooms. There are many versions of non-traditional education, such as college-prep
education, evening courses, independent learning, online learning, residencies, cross-registration,
and one-on-one learning.
Synchronous and Asynchronous facilitation skills
Synchronous means at the same time or in real-time. Learning involves live communication over
either conversation online, sitting in a classroom, or teleconference. It is one of the most much-
admired distance learning types suitable for engaging in continuing education programs.

11. Learners find this helpful in transitioning from in-person learning to an online setting. Overall,
synchronous understanding is better for degree programs such as counseling psychology,
nursing, general education, and general psychology.
Asynchronous means not at the same time. It is a type of learning with a strict set of deadlines
and a weekly time limit; however, it allows learners to learn at their own pace. It is the most
popular distance learning type because students can communicate with each other seamlessly
through online notice/bulletin boards. Programs and courses with sufficient project and
assignment work formats provide learners with enough time to focus on the assigned work.
Classroom management issues and resolutions
Communicate Clear Expectations
Communicating clear expectations for students on the first day of school is essential. Sharing and
reviewing rules and procedures, including consequences for infractions and expectations for any
routines, help facilitate learning. A syllabus is commonly used to communicate clear
expectations, rules, and guidelines throughout the course.
Building and Establishing Positive Relationships
The most effective way for instructors/facilitators to avoid classroom management issues is to
build and establish positive relationships. Teaching a course online is already difficult to create
relationships with people across the country or world. Still, building relationships with students
can go a long way toward creating an authentic community classroom. It's essential to welcome
and encourage students to ask questions and establish a community that can effectively use
online learning.

12. Being Inconsistent
A classroom without consistent practices can often be chaotic. But creating an environment that
welcomes uniform responses to behavior choices will support each student's understanding of
expectations. Being consistent with rules conveys an equitable classroom environment to your
students.
Learner feedback
Providing feedback means giving students a clarification of what they are doing correctly and
incorrectly, with the primary purpose of the feedback focusing on what the students are doing
right. It is most productive for the student's learning when they are provided with an explanation
of what is accurate and inaccurate about their work. Feedback can be performed either at the
midpoint or end of the class. However, timing is critical when providing feedback. When student
feedback is given immediately after learning, the student is more likely to respond and remember
the experience about what is being learned more positively. If we wait too long to give feedback,
the student might not connect the feedback with the learning moment.
Message
Messages are a great way to improve communication skills. Written messages provide students
with the path to learn and better organize their ideas. It also serves as a reference for the
instructor on what needs improvement.
Comments
Comments given at the end of the class are still effective; however, the instructor must remember
everything discussed to improve performance.

13. Audio
Audio is a great way to receive feedback because instructors can always reference back to the
recordings to ensure they understand the need for improvement for future classes.
End of course Assessment
Your input is greatly appreciated and is an integral part of ongoing updates and
improvements. Please read each statement below and circle the number which corresponds to
your opinion.
Note: 1 = Strongly Disagree 5 = Neutral 10 = Strongly Agree N/A = Not Applicable
1. The instructor was organized and prepared to teach this course.
1 2 3 4 5 6 7 8 9 10 N/A
2. The instructor was visible and created a community of learning.
1 2 3 4 5 6 7 8 9 10 N/A
3. Please rate your instructor’s overall performance in delivering this course.
1 2 3 4 5 6 7 8 9 10 N/A
4. Please rate your overall satisfaction with the online learning platform
1 2 3 4 5 6 7 8 9 10 N/A
5. The online platform created a comfortable learning environment.
1 2 3 4 5 6 7 8 9 10 N/A
6. Please rate your overall satisfaction with this course.
1 2 3 4 5 6 7 8 9 10 N/A
7. What information presented was most useful?

14. 8. What information presented was least useful?
9. Please include any additional comments or suggestions that you may have.

15. References
Fang, B. (2007). A performance-based development model for online faculty. Performance
Improvement, 46(5), 17–24. https://doi.org/10.1002/pfi.129
Kelly, R. (2020b, December 9). Structure and Expectations Can Improve Student Participation in
Online Discussions. Faculty Focus | Higher Ed Teaching & Learning. Retrieved February
24, 2022, from https://www.facultyfocus.com/articles/online-education/structure-
expectations-can-improve-participationengagement-online-discussions/
Mardinger, R. (2021). What is an LMS? | How to Choose the Right Learning Management
System. Article retrieved from https://www.docebo.com/learning-network/blog/what-is-
learning-management-system/#subhead1
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development (1st ed.). Jossey-Bass.