This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
The Complete Beginner's Guide to E-learning Platforms.pptxedwarddavid26
Traditional learning resources fail to cater to the dedicated needs of modern learners. The developments in the newest technologies and internet availability have opened the horizons of digital learning. Learners can acquire new skills, progress in their careers, and pursue personal interests in learning using digital learning. Hence, professional e-learning platforms focus on offering the benefits of online learning.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Audience
• New York City Department of Education Teacher
Facilitators, Literacy Coaches, Professional
Development Trainers and Unit Teachers.
3. Overview
• This 3 day course is designed to empower you to
become effective distance learning facilitators.
4. Unit 1 Day1
• Part I – Vital Information in the Facilitator
Training
• Audience
• Goals
• Objectives
• Assessments
5. Audience
• The audience for Distance Learner Facilitator
Training are New York City Department of Education
employees that consist of Teachers, Trainers,
Professional Development Facilitators, and
Coaches. These selected individuals are certified
elementary and non elementary school teachers that
have expressed an interest in distance learning
facilitation.
6. Audience
• The facilitators all have difference skill levels and
years of experience but no online facilitation
experience.
7. Goals Unit 1
• Key skills needed to become an effective facilitator:
• Visibility
• Communication
• Organization
8. Visibility
• An effective online facilitators establish a presence
in their online environment by designing instruction
and giving direct instructions to your audience.
9. Communication
• An effective online facilitator communicates with
students frequently, provides feedback, and
communicates well using technology. (Palloff&Pratt)
•
10. Organization
• Organization is essential to good facilitation. In an
distance learning environment time management is
crucial.
11. Goals of Facilitation
Program
• Program Goals:
• Participants will learn how to deliver instruction in a distance learning environment.
• Participants will be able to create a positive classroom presence
• Participants will be able to manage an online classroom
• Participants will be able to navigate technologies used in online learning
environment.
• Participants will understand how adults learn
• Participants will be able to design instruction
• Participants will be able to engage the learners
• Participants will understand the importance of cultural sensitivity
• Participants will be able to assess for student learning.
12. Objectives of Facilitation
Program
• By the end of the three day training facilitators will be able to:
• Explain the importance of establishing a presence in a distance
learning environment.
• Demostrate effective engagement of learners.
• Explain and give examples of how to create a learning community
that fosters learning
• Design effective instruction
• Effectively utilize technological software designed for program.
• Identify skills needed to be an effective facilitator.
•
13. Summative Assessment
• By the end of the three day training participants will
be able to pass a multiple choice assessment with a
minimum score of 80%.
• Assessment will assess participants ability to
facilitate effectively.
14. Course Evaluation
At the end of the 3 day training participants will take a
course evaluation survey to rate the effectiveness of
the facilitation program.
15. Facilitator Skills and instructional materials Day 2
• Communication
• Create an Active Learning Environment
• Engage the Learner
• Encourage Collaboration
• Tie Course into Real Life Situations
• Set Clear Rules and Expectations
• Be a Guide instead of a Instructor
• Give and Accept Feedback
16. Communication
• An effective online facilitator communicates with
students frequently, provides substansive feedback,
and communicates well using technology.
• Palloff & Pratt (2009)
18. Set Clear Rules and
Expectations
• One of the key prerequisites for becoming an online
facilitator is setting rules and goals beforehand, so
that you can structure the eLearning course to
achieve the desired outcome. You should also set
expectations, in order to provide the learners with a
clear sense of what they will be receiving from the
eLearning course. This will help everything and
everyone to stay on track and will allow you to
effectively facilitate your learners’ eLearning
experience.
• http://elearningindustry.com/from-instructor-to-
effective-online-facilitator
19. Collaboration
• Group Work: Groups will problem solve and create
conversation that evoke learning. It’s good to
encourage learners to become facilitators of the
group.
• Discussion Boards: Introductions and group
feedback and discussions on topics at hand.
• Social Cafés: A place to talk about off topic
discussions.
20. Phases of Development
• According to Palloff and Pratt facilitators go through
five phases of development.
• Visitor
• Novice
• Apprentice
• Insider
• Master
21. Vistor
• A facilitator that has toyed with the idea of
integrating technology into the class by posting
assignments on line.
22. Novice
• A facilitator who has never taught an online course
and have maybe posted a syllabus and have used
online technologies to supplement their traditional
teaching. Palloff & Pratt(2009)
23. Apprentice
• Facilitators that have taught a corse or two online.
Apprentice facilitators are developing an
understanding of online instruction.
24. Insider
• Taught two or more semesters online these
facilitators feel comfortable teaching in an online
environment.
25. Master
• These facilitators have taught several online courses
and have designed courses for instruction. The have
also mastered the technology associated with
distance learning.
27. Transactional Distance
• Transactional distance involves a set of 3 varibles
that operate in relation to the degree of transactional
distance between the teachers and
learners.(dialogue, program structure, and
autonomy)
Haythornthwaite &Andrews (2011)
30. Digital Media
• Computers
• Hand held devices
• Social Networking
• Many different forms of media are used to deliver
online instruction
31. Theories for Engaging
Distance Learners
• Establish a presence
• Collaboration
• Create instruction around real world situations
32. Management and Technology Tools
Unit 3 Day 3
• Mentoring Programs for Faculty
• Management and Evaluation Programs
• Learning platform (LMS/CMS) used by the distance
learning faculty for facilitating their classes
33. Faculty Development
• Teacher as a learner: Information gathering stage,
instructors are seeking to develop the skills they
need in order to perform instructional task using
technology.
• Teacher as an adopter: Experimental stage in which
instructors try out different forms of technology and
share their experiences with focus on task
management.
• Teacher as a co-learner: A clear relationship
between technology and the delivery of curriculum is
formed at this stage.
34. Faculty Development con’t
• Teacher as a reaffirmer or rejector: Awareness of
learning outcomes and determining the impact of
various technological approaches on student
learning.
• Teacher as a leader: Experienced instructors are
encouraged to expand their roles to become active
researchers and teach new members.
• Palloff & Pratt (2010)
35. Mentoring Programs
Providing Visions for
Technology Use
Individualizing Technical
Support
Breaking Down
Hierarchical Structure
Establishing Open
Dialogue and
Collaborative
Relationships
Mentoring
36. Mentoring Con’t
Providing Mutual
Benefits for Mentors
and Mentees
Emphasizing the
Creation of a
Learning Community
Colleague Personal
Support
Master Faculty
Pedagogical support
Mentoring
37. Faculty Evaluation and
Management
• Connection
to the
institution
• Managing
Faculty
• Peer
Evaluation
• Clear
Expectations
Faculty
Evaluation
Evaluation
Mentoring
Programs
Faculty
Evaluation
Online
Teacher
38. Mentor Program Format
Mentor Training
Create Mentor Directory
Faculty Learning
Community
Emerges
One to One
Mentoring
Mentors train
novice and
beginner faculty
Peer Mentoring
Group
39. LMS/CMS Learning
Platform
• LMS: Commonly used in corporate training and
higher education settings, learning management
systems are software platforms that store and
deliver training content and then track participation
in training.
• CMS: Content management systems create the
framework in which content is stored and displayed
on a website. These systems manage various
content forms, including files, images, electronic
documents, audio files, and many more.
40. Why Use LMS
• LMS allows companies to assign training to their
employees, track their participation, and produce
documentation of employee training activity and
results. LMS enables companies to create different
tracks of training courses to deliver to different
groups of employees in order to fulfill their specific
training objectives—creating a customized learning
program for each employee, as needed. In addition
to delivering and tracking online training courses,
many LMS enable training managers to keep track
of employees’ participation in other types of training
programs, such as in-person classes. Dubowy
(2013)
41. Course Technology
• Audio: Such as NPR, and Audioboom application.
• Video: Youtube and other video sites
• Pintrest
• Livetext
• Discussion Boards
• Chat rooms
42. Issues and Classroom Management
Day 3
• Technology for Student Collaboration
• Different Distant Learners
• Difference Between Sychronous vs. Asynchronous
Facilitation
• Technology Issues and Resolutions
• Classroom Management Issues and Resolutions
43. Technologies Used for Student
Collaboration
• Pintrest
• Livetext
• Video sharing
• Blogs
• Facetime
• Chat rooms
44. Asynchronous vs.
Synchronous
• Asynchronous:
• Reflect on complex issues
• Students have more time to reflect because the sender
does not expect an immediate answer
• Emails, Discussions, and Blogs
• Students expected to reflect individually on course topics
and maintain a blog
• Students expected to share reflection regarding course
topics.
45. Asynchronous vs.
Synchronous con’t
• Synchronous:
• Discuss less complex issues
• Getting aquainted
• Planning Task
• Student becomes more committed and motivasted
because immediate response is expected
• Synchronous means chatting, video conferences,
instant messaging and face to face meetings.
46. Technology Issues and Resolutions
• Inability to download text Tech Support
• Virus Tech Support
• Software not compatible Tech Support
