Facilitator Training- Distance Learning

1. FACILITATOR TRAINING Distance Learning
Lenore Olague

2. TRAINING PROGRAM FOR DISTANT
LEARNING FACILITATORS
In an effort to improve knowledge, a training
program for adult education facilitators without
previous experience in distance education will
be developed. The training program will take
place over 3 days and will include the key
elements for developing distance learning
facilitator skills.

3. TRAINING AUDIENCE
Target Audience:
The training audience (trainees) will consist of higher education faculty
members.
Audience Analysis:
1. Analysis- The target audience of the training will consist of higher
education faculty members. They do not have any previous experience
with distance learning.
2. Understanding- The team is not experienced in assisting students
online. They are looking to learn new strategies, and key elements for
developing distance learning facilitator skills.
3. Demographics- The audience consists of six females and four males.
They are between the ages of 30 and 55 and have between 1-10 years
of teaching experience.
4. Interest- The team is interested in developing distance learning
facilitator skills.
5. Environment- Synchronous learning environment.
6. Needs- knowledge in the area of distance learning facilitation.
7. Customization- The team will be able to learn new strategies, and
implement them in the way that works best for them based on their own
way of working with their students.
8. Expectations- By the end of the training, the trainees should be able to
demonstrate knowledge in distant learning facilitation.

4. DAY ONE:
Goals, Objectives, & Development

5. TRAINING GOALS:
To understand the key elements of online facilitation
To understand how to use learning resources and instructional activities
To find effective ways to establish an active and strong online presence

6. OBJECTIVES:
The instructor needs to act as a learning facilitator, allowing students to take
charge of their own learning process to gain confidence in the material and learning
experience.
The instructor needs to make learning resources and instructional activities available
to students rather than providing instruction in the form of a lecture or other means.
The instructor should establish an active and strong online presence.
The instructor should demonstrate his or her expertise and guide the students in their
learning process.
The instructor should provide detailed feedback on graded assignments; this should
include both information and acknowledgment.

8. DAY TWO
Mentoring and Technology

9. MENTORING
Will use a traditional hierarchical mentorship: providing less experienced faculty
member with the experience of a master faculty member one on one and provide learner-
focused instruction.
Trainee will sit with one lead faculty member 1-1 to ask questions, get advice, and review
lesson plans.
Shadowing during a semester sitting in on their class the entire 8 weeks. The last week, trainee
will take over and teach the class based on the experience and information shared.
Will be provided with feedback and suggestions to improve and signed off on initial teaching
experience.
Then next phase would involve same mentor shadowing trainee for an entire semester in
which trainee will teach the class and provide feedback behind the scenes.

10. DISTANT LEARNING VIA LMS SYSTEM:
A learning management system (LMS) is a type of software
application, but it is much more robust than a content
management system. Rather than version control, an LMS
is more of a training control system. An LMS provides a
platform for housing all types of eLearning courses, as well
as tracking who has completed them, when, and what kind
of score they received on assessments. Furthermore, an
LMS allows administrators or trainers to prepare reports,
make assignments, and send reminders all in one central
location.

11. TECHNOLOGY OPTIONS FOR STUDENTS:
Capzles
• Browser-based tool for digital storytelling
• Users can choose from variety of templates, share visual stories and narratives with a soundtrack
in chronological order.
Dipity
• Browser based tool for sharing stories on an interactive timeline.
• Users can import media from other sources and combine images, photos and text into a story.
Popplet
• Tool for planning that can be used as a mind map illustrated with drawings, photos and videos.
• Easy to use interactive tool is ideal for generating concepts, creating galleries and adding
comments.

12. DAY THREE
Understanding Distant Learning

13. CLASSROOM ISSUES
Challenges in recognizing an issue right away and addressing it
Misinterpreting information through text based communication
Students might use anonymity as an opportunity to speak up in a
hurtful way
Student self-efficacy concerns

14. RESOLUTIONS:
Set expectations early on
Icebreakers
Be proactive and supportive
Promote activities that build confidence
Provide positive responses
Focus on what the student has done correctly

15. CONCLUSION
This training has reviewed the key elements for
developing distance learning facilitator skills.
This combined with mentoring and experience
will help prepare trainees for success.