This document provides an overview of a facilitator training program for new hire trainers at Skyview Airlines. It includes the following: - The training program will have 50 asynchronous participants and use an online asynchronous model. - The goals are to prepare trainers for online facilitation by providing skills in establishing presence, facilitation, feedback, and maintaining a learning community. - Modules will cover presence, facilitation skills, feedback skills, and building a learning community. Formative and summative assessments will evaluate participant learning.

1. Audrey L Allen
CUR 532
October 3,2016
Garth Beerman
Facilitator Training Program
Option II
Asynchronous Learning

2. Welcome
Hello my name is Audrey L. Allen and I will be guiding you through this
Facilitator Training Program for “Skyview Airlines” new hire trainers.
This will be an Asynchronous Module Model. "The myth asserts that it is
easy to teach online—all one needs to do is to move exactly
what was being done in the face-to-face classroom into the online
classroom." (Palloff &
Pratt, 2011, Chapter 1,What are the characteristics of excellent online
teaching).
Effective Facilitators in a distance learning environment must possess
fundamental skills. Today the goal is to prepare you as an effective online
facilitator trainer by providing the knowledge and skills necessary to train
others. If you have any questions , feel free to ask at anytime throughout
the course.
NOTE: It is necessary that you the learner click on all provided links,
read PowerPoints, videos and articles.

3. Contact Information
for
Audrey L Allen
(Trainer)
• Phone: (315)516-2076
• Email: lanonadarling@email.phoenix.edu
• Gmail chat or video: justus2aa@gmail.com

4. Part I- Vital Information
• Training Program Audience
• Training Program Goals
• Training Program Objectives
• Summative Assessment of Trainee Learning

5. The Audience
 50 new asynchronous
Skyview Airlines instructors
 Corporate Flight Attendant
Trainer Team
Note: No prior distance learning education

6. Assumed Current Skill Set and
Experience of Trainees:
O Skill Set
Personalized computer skills to include Microsoft Office products and
particular skill required for equipment used in the airline industry
O Experience
At least three years of classroom training experience with little or no online
training instruction
O Current level of knowledge
Proficient in training techniques and most are SME (Subject Matter Expert)
in their field.

7. Upon completion of this course, trainers will be able to
facilitate an online course to support the training needs of
airline employees around the world.
:
Essential Skills Needed
 Establish Presence
 Facilitation
 Feedback
 Maintain a learning
community
(Palloff &Pratt, 2011)
https://daystead.wordpress.com/2012/04/25/
the-adaptable-teacher/

8.  After taking this course, trainers will be able to create and
maintain an online presence.
 After taking this course, trainers will be able to develop and
maintain facilitation and
feedback skills
 After taking this course, trainers will be able to establish and
become proficient in feedback skills
 After taking this course, trainers will be able to create and
maintain a learning community
Program Goals to Develop Distance
Learning Facilitator Skills Are:

9.  The need to be present and available throughout the course
 The need to get to know your students
 The need to guide students through active engagement that prompts
student participation and promotes critical thinking skills
 The need to give students additional ways to communicate if
necessary
 The need to provide constructive and timely feedback in forums and
individually
 The need to be familiar with technology tools that will support the
online and social learning environment.
Key Elements of Training

10. Training Program

11.  Objective 1 - Participants will identify and explain at least five ways to
create a presence within an online learning environment.
 Objective 2 – Participants will demonstrate how to maintain an online
presence (training course management system (CMS) simulator and the
use of social media tools will be a guide).
 Objective 3 – Participants will produce at least five discussion prompts
and real world situational examples that engage students and display
competency of facilitation skills.
 Objective 4 - Participants will apply class scenario and apply substantive
feedback to at least five students post via forum or thread (3 must address
students challenges)Training course management system (CMS) will be
the tool used.
 Objective 5 – participants will demonstrate two strategies on how to create
and maintain a learning community. (Training course management CMS
will be used). (80% passing rate)
 Objective 6 – Participants will identify and use at least ten online tools that
can be utilized during online courses.

12. Summative Assessment of
Trainee Learning
Informal assessments will be completed at the end of each training
module, which consists of a multiple choice test. The multiple
choice test will identify areas of need; and if concepts were
grasped before transitioning to the next module. Also, at the end
of the course, participants will demonstrate their knowledge and
ability to facilitate online through mini course simulations and meet
course objectives. In addition, the course participants will be given
an evaluation via online format (sample assignments: meeting
goals and objectives, group forums, posts, tasks etc.).This will
measure if the course supported the learning objectives, and
provided quality learner experience for the facilitator and learner
(Palloff&Pratt, 2011)

13. Part II- Skills and Materials
Training Materials
Phases in Development
Theories of Distance Learning
Theories of Engaging Distance Learners

14. Training Materials
Materials:
 (Trainer) laptop,
 Smart Board,
 Laptop,
 Social media tools
 Short media lessons (Livebinders, YouTube)
 Online airline industry library of documents.
 Podcast (ITunes, Glogster, and AudioBoom
 Audio casts for auditory learners.

15. Facilitator Skills and
Instructional Materials

16. Skills Needed for Effective
Distance Learning/Training
Facilitators
 Establish an online presence
To develop and maintain facilitation skills
establish proficient feedback skills
create and sustain a learning community

17.  Video Sharing
 Glogster
 Discussion Boards
 Social media tools in which Facebook can be used as a means of
connectivity and visibility
 Introductions through Icebreakers, social thread presence, course
introduction and developing substantive questions
 Practice feedback through online class scenarios to ensure time
management and learner improvement based on timely responses
 Active Interaction - Learner-focused activities via collaborative
learning tasks and projects that support learner group and community

18. According to Palloff & Pratt,(2011) the online facilitator goes
through five phases of development.

19. Visitor
Novice
Apprentice
Insider
Master
Phases of Development for
Distance Learning Facilitators
Through their teaching experience over the last
ten years, Palloff and Pratt (2011) have identified
five distinct phases to facilitate development. The
stages of development for distance learning
facilitators are described as follows:

20. Although hesitant to conduct online class, they embrace the idea but lack
technological knowledge. Preference is face to face communication;
however, they will attempt to use some technology. (ex. Posting online
syllabus or informational email). To create faculty interest, exploring with
technical tools can enhance the learning environment. (Palloff&Pratt,
2011)
Visitor Phase of Development

21. They use technology to support their traditional classes; however they
never taught distance learning classes and fear of actually being able to
facilitate an online curse. Experimentation and practice can benefit
Novice faculty as a learner with mentor support and feedback. To assist
in transitioning the Novice faculty to the apprentice stage, building
confidence should be present. (Palloff&Pratt, 2011)
Novice Phase of Development

22. Apprentice Phase of Development

23. Insider Phase of Development

24. Mastery Phase of Development
They are experienced online facilitators who search for and experiment
course development and delivery strategies and techniques. Master
faculty is often called upon to mentor new faculty while advancing their
skill set.

25.  Example.
Teacher as a learner: The information gathering
stage where instructors develop technology skills to
use within their individual course.

26. Teacher as adopter: The experimental stage where
instructors were trying out different technology tools
while share experiences with another faculty.
 Example

27.  Example
Teacher as co-learner: The instructor recognizes the connection
between technology and course delivery through the use of workshop
and seminars

28.  Example
Teacher as reaffirmer or rejector: The instructor develops an
awareness of learning outcomes through trial and error scenarios, and
the ability to see how different strategies impact student learning.

29.  Example
Teacher as Leader: The instructor is a researcher and has enough
experience to teach others about the technology they are familiar with.
Stage 5

30. Theories
of Distance Learning
Communal Constructivism Theory
 The Transformative Learning Theory
Transactional Distance Learning Theory

31. Theories
of Engaging Distance Learners
 Communal Constructivism Theory by
Homes and Gardner suggest:
 Individuals receive support from a community
 Considered a repository of knowledge
 Enable individuals to collaborate
 Connect and learn from each other through social
interactions
 enhance participation where social rules and skills
are learned
(Haythornthwaite & Andrews, 2011).

32. What is engagement ?

33. Theories
of Engaging Distance Learners
 Transformative Learning Theory by Mezirow
suggests:
 How individuals accept information to add to their
existing understanding
 Change their opinion based on what is important
to them
 Distance learners can utilize available resources
 Process the information
 Make connections that support the shift in
understanding

34. Theories
of Engaging Distance Learners
 Moore’s Theory of Transactional Distance
Learning suggests:
 Effective learning is based on dialogue
 Structure of the program
 Learner autonomy
Haythornwaite & Andrews,2004

35. Application of Theories
O Digital Media -Focuses on the visual mode of communication that distance learners can use
to engage each other within the learning environment Digital media has become an extension of
today’s learner that creates more opportunities to engage in learning that relevant by "doing"
through media technology.
(Haythornthwaite & Andrews, 2011).

36. Application of Theories
O Intrinsic Motivation - A concept that individuals must make
an effort to gain knowledge due to being isolated from other
learners. (Haythornthwaite & Andrews, 2011). Distance learners
must have a need to be driven to fuel their curiosities, be eager to
learn and become a lifelong learner and professional growth. This
can happen by seeking out resources and connections from
peers, mentors or instructors. Without interactions there is no
growth and the distance learner may become isolated

37. Application of Theories
O Social Informatics -Haythornthwaite and Andrews (2011) state that
“social informatics is an interdisciplinary body of theory that includes
consideration of the design, uses and affordances of information and
communication technologies” that learners use socially, institutionally and
culturally. Multiple media tools and modes of communication can be used
by distance learners to engage with others without geographical barriers.
This changes the mindset of how distance learners can relate to each
other (instructors, experts, classmates) in the learning environment. This
can be used to make connections through a personal learning network to
support professional growth and lifelong learning

38. Summary of Theories to
Engage Distance Learning
O Using various forms of interactive technology
O Visual and audio
O Create real world experiences
O Incorporate live streams in “real time”
O Ask follow up questions to promote critical thinking
O Encourage participation

39. Management and Technology
Tools

40. Part III –Management and
Technology Tools
Learning Platform – LMS/CMS for
Facilitation
Technology and Media Tools
Mentoring Program
Evaluations for Programs

41. Mentoring Program
for Faculty
Goals and Objectives
http://www.calpro-online.org/pubs/Mentoring%20Guide.pdf

42. Mentoring
Goals Objectives
O Will b have a better
understanding of what is
mentoring
O Will gain knowledge about
the significance of mentoring
program
O Will gain an understanding of
how to effectively use
technology with confidence
O Novice instructors will be able to
competently discuss in depth
what is mentoring.
O Given the information Novice
instructors will be able to discuss
the benefits of having a mentor.
O Novice instructor will be able to
distinguish characteristics of an
effective mentor for distance
learning to develop, put into
practice and execute as an online
instructor

43. Background
Mentoring can be informal or formal and everyday individual engage in
some form or mentoring
What is mentoring? Mentoring is a long term relationship where the focus
is on supporting the growth and development of the mentee. The mentor
is a source of wisdom, teaching and support, but not someone who
observes and advises on specific actions or behavioral changes in daily
work.
(Reh, 2016).

44. Top Five Characteristics of Effective Mentor/ Facilitator
 Accountability includes overall planning an effective program . Facilitators bring the expectation of transferable skill sets and
strengths while focusing on areas of need of mentees . Facilitators also have the responsibility of updating technological skills
to model technology. Being accountable sets the tone of the success of the mentor and mentees
 Alignment is implanting mentoring into the culture as a priority and support efforts to increase knowledge, information and
change as an ongoing process with learning. In addition, implanting mentoring into the culture, in turn develops the following
with the Facilitator
 Safety Net
Having a safety net ensures timely support and guidance for students during transitioning into the mentoring program. Being
available is am important baseline in assisting new faculty with possible challenges, adjust to the new environment, sharing
ideas which give a sense of belonging.
The top five list of characteristics of effective faculty mentoring programs for distance learning include the following:
accountability, alignment, safety net, role modeling and drive technology. (Palloff &Pratt,2011)
 Role Modeling
Success should be publicly shared when new faculty is mentored by seasoned and confident faculty that possess leadership
qualities. Role modeling help shape new faculty careers by sharing their knowledge, past mistakes and experiences,
Criticisms as well a praise may be warranted in order to strengthen mentees to strive at achieving goals.

Technology
 Without technology, distance education would be non existent. Mentees will benefit by adopting changes in technology and
seek guidance in course development. The greater the knowledge of media and technology, the more effective training will
be.
Graphic Organizers
Video Communication
Media
Computer Technology
 (Palloff &Pratt,2011)

45. Novice Facilitator
Identification of Criteria
O New to distance learning environment
O Have existing experience in traditional learning
environments
O Unsure how to set up technology and deliver class
instruction
O Have experience in their field
O Require assistance with technology and how to
effectively utilize interactive tools in the learning
environment

46. Experience with Distance
Education
 A master of insider facilitator could be a mentor
 Have taught several online classes successfully
 Knows how to engage with the online learners

47. Mentoring: What it is
and is not
https://www.alnmag.com/article/2011/01/mentoring-
what-it-and-not
Please Read: (click the link below)

48. Management and Evaluation
Programs
O Faculty learning community approach helps to reduce the
feeling of isolation.
O People learn from others and it is important to have a strong
support system in the online learning environment.
O The ability to interact with others can really impact all parties
involved in the learning environment.
O Allowing ongoing support for faculty members
O Adhere to budget guidelines
O Building a string network which can decrease the feeling of
isolation and apprehension for new members
O Take feedback from post course evaluations and make
necessary changes

49. Challenges Strategies
O Lack of administrative support
O Lack of technical support
O Spontaneous mentoring
O Matching mentoring without
choice
O Role reversal from instructor to
learner
O Are facilitators properly trained
O Provide technical training and support;
possibly a technical support team 24/7
O Easy access to software for facilitators
and learners
O Structured mentoring program
O Group mentoring with faculty learning
O Assist in balancing instructor mode
(turn off), and turn on learner mode
O Provide monitor and evaluation to
meet goals and objectives.
O Communication
O Community Building

50. Evaluation Strategies
 Mentors may act as evaluators
 Participant evaluation of distance learning instructor
 Ask relevant questions about what is being instructed
 Keep record of progress
 Peer reviews from other online facilitators
 Create a rubric to measure training expectations and share
findings

51. Platform for Facilitating : CMS (Content Management System)

52. Platform for Facilitating : LMS (Learning Management Systems

53. Issues and Classroom
Management

54. Technology and Media Tools for
Collaboration
Video – You Tube
https://youtu.be/nz6SwliUWoE
Visual or Infographics
http://edu.glogster.com/?ref=com
LiveBinder
https://www.youtube.com/watch?v=NFTzLUPBJ6g#action=share
http://livebinders.wikispaces.com/A%29+What+is+LiveBinder%3F
Audio – Audioboom
 https://audioboom.com/

55. Video sharing website and learning tools that allow users to
upload original content and share topics of interest. YouTube
supports interactive learning with vast resources for topic
specific content. Both learners and facilitators can engage in
collaborative efforts through presentations, introduction to new
topics and step by step simulations.

56. Glogster
This innovative digital outlet captures learner's excitement for
online creations, keeps learners engaged in course content, and makes
teaching and learning more fun. Instructors control interactive activities
by participants , and this platform is a valuable teaching tool that
integrates diverse subjects .

57. Livebinder
. LiveBinder is an online bookmarking site for storing and sharing
online resources and teaching tools .Facilitators
can create lists for learners that they believe are suitable and relevant
for training. (LiveBinders Inc., 2016).

58. Audioboom
A mobile, web, and connected device platform voiceover tool that
supports I
interactive learning by allowing
Learners to divide narrated tasks from the visual. Audiboom is
used to capture a story behind the picture. From there, learners can
Host and distribute content and tag location.

59. Processes facilitators will use:
 Introduction of self/ Icebreakers
 Make presence known by remaining available and engaged
 Maintaining organization with instruction and teaching tools
 Encourage learner to learner interaction
 Execute facilitator to learner interaction
 Welcome questions
 Monitor discussions/guide on the side
 Acknowledgement of questions and responses
 Establish clear instructions on assignments due date, location
 and time frame
 Constructive feedback in professional tone
Click on link for b Distance Learning Classroom Management:
https://www.powtoon.com/online-presentation/gn1h4mfGClh/distance-education-classroom/?mode=movie#/

60. Classroom Management
&
Issues with Resolutions
Technology Tools
Description of Learners
Synchronous vs
Asynchronous
Technology Issues
Classroom
Issues

61. Description of Distance
Learners
O Non Traditional
O Experiential
O Cultural
The distance learners are primarily new hire
trainers of Skyview Airlines that support training
of all new hires per department; both Corporate
Trainers and Support Airport Staff have over 10
years in the transportation/airline industry.
Learners have little or no online training,
however are very comfortable in a traditional
learning environment.

62. Challenging Behaviors
Inappropriate Posts- Online expectations
will be given at the beginning of course, It is
expected learners abide by standards.
Consequences will be followed through via
chain of command.
Cyber bullying- Harassing classmates will
not be tolerated. Issues, company
interventions and instructional strategies for
creating a safe learning environment to
break the cycle of bullying and cyberbullying
will be imposed.
Lack of participation or engagement – In
order to encourage participation, instructors
would benefit by setting goals, create and
provide a detailed syllabus, and log in often
to provide timely responses

63. Synchronous vs AsynchronousO Asynchronous Learning
O Self paced learning; time--any time
anywhere
O Flexible
O Classroom occurrences
O Create a forum or give instruction to ask
questions
O Requires self motivation
O Does not require immediate presence of
faculty and student
O Encourage students to build upon prior
knowledge with current information.
O Ability to read between the lines in their
learners’ comments, posts, and
assignments.
O Note: Asynchronous instructors provide
materials, tasks and assignments that
learners can access at any time. Students
are free to contribute when they choose.
within a given timeline. Travel may
become expensive, however collaboration
is easier with learners as all individuals
are tuned in.
O Synchronous Learning
O Learning at the same time
O Quick responses expected
O Group discussions
O Instructor led learning
O Immediate feedback is available to
students
O Facilitator have thorough knowledge of
web tools must be technology-savvy
because their connection to learners
O Add the human element by treating the
class as if they were in the same room
O Allow time for learners to practice,
participate, and ask questions.
O Note: Synchronous facilitators offer
lectures, discussions, and interaction
occur at a specific hour. All students must
be online at that specific hour in order to
participate. Facilitators are unable to
perceive visual or auditory cues of
students’. No travel cost to facilitate

64. Technology Issues
CMS Challenges
Issues with links
Cyber attacks
Resolutions
 Engage in online tutorials/training notes
 Ensure that malware software scans are up to
date
 Test links early on and provide feedback to help
desk

65.  Classroom Issues and Resolutions
Messages, Comments, and Audio
Learner feedback will be sent via email, Instant Messaging, voice mail
depending on how the facilitator provided communication tools and
how learner initiates communication.

66. ADA Learners and Associated Strategies
Facilitators must familiarize themselves with the Americas with Disability Act.
Students that fall into these eligibility categories and under the ADA are not to
discriminated against by law and have reasonable accommodations available
in the learning environment such as electronic devices for the hearing
impaired, has a physical or mental impairment that substantially limits one or
more major life activities, . Learners must disclose disability and needs prior
to class to make accommodations available. Academic adjustment or auxiliary
aids, adaptive equipment and services. Tips for instructors:
 Consider any accommodation request
 Use caution in inquiring about the specific nature of the disabling
condition; respect confidentiality
 Section 504 of the Rehabilitation Act of 1973 and the ADA
No otherwise qualified person with advisability shall be denied a benefit or
opportunity or be excluded from participation solely on the basis of that
disability.
* Accommodations will alleviate any feeling of isolation and exclusion and
digital divide in the distance learning environment. (Office of Civil Rights & Title
IX, 2016).

67. References
Audioboom. (n.d.). Retrieved from
http://audioboom.com/about/education
Dubowy, M. (2013). LMS vs LMCMS vs CMS Changing One
Letter Makes a Dig Difference. Retrieved from
https://www.opensesame.com/blog/lms-vs-lcms-vs-
cmschanging-one-letter-makes-big-difference
Glogster. (2014). Retrieved from http://edu.glogster.com/.

68. References
Reh, J. F. (2016, August). A Guide to Understanding the Role of a Mentor . the balance, (), .
https://www.thebalance.com/a-guide-to-understanding-the-role-of-a-mentor-2275318.
Haythornthwaite, C., & Andrews, R. (2011). E-learning Theory and Practice. Thousand Oaks, CA: SAGE
Publications Inc.
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Retrieved from
https://net.educause.edu/ir/library/pdf/eqm0848.pdf
Jones, R. C. (2014). Keeping students engaged in the online classroom. Retrieved from
http://www.facultyfocus.com/articles/online-education/ keeping-students-engaged-in-the-online-classroom/
Kelly, R. (2013, March). Managing controversy in the online classroom. Retrieved from
http://www.facultyfocus.com/articles/online-education/ managing-controversy-in-the-online-classroom/
LiveBinders Inc.. (2016). LiveBinders. Retrieved from http://www.livebinders.com/welcome/education
Office of Civil Rights & Title IX. (2016). Accessibility and ADA Education. Retrieved from
http://ada.missouri.edu/classroom.php
Palloff,R.M., &Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San
Francisco, CA: Jossey-Bass