Facilitator training program

1. FACILITATOR
TRAINING
PROGRAM
Tina Webb
CUR532
April 18,2016
Professor Mims

3. I NTRODUCTION
Greeting, my name is Tina Webb
I will be your facilitator training host.
As the facilitator host , I will guide
you to the path of effective
facilitation. My goal is enrich you
with the knowledge and skill to train
others to be the backbone of New
Horizon Educational Services .
Contact information listed below :
Phone – 334-356-2839 (call or text)
Email – Twebb05@NewHorizon.com

4. TABLE OF CONTENTS
FACILITATOR TRAINING PROGRAM
SYNCHRONOUS 3-DAY MODULE
Part 1 – Vital Information in the Facilitator Training
Day One
• Training program audience
• Training program goals
• Training program objectives
• Summative assessment of trainee learning

6. DAY ONE : TRAINING PROGRAM
AUDIENCE
A common mistake with many facilitator training programs is the
assumption that all online facilitators have the same level of
development and experiences. (Palloff & Pratt, 2011)
• New Horizon understands that Supervisors/Facilitators
come to this training program at different phases of
development and training. Many trainers may come at
beginner level, with no prior experience facilitating
online/distance education training.
• Currently the Supervisor Trainer Team (STT) possess
basic computer literacy skills such as Windows
Operating systems.
• Team Members don’t have any previous
experiences with distance education or training
online.
http://www.polleverywhere.com/blog/train-to-retain-7-
tips-for-better-employee-training/

7. DAY ONE : TRAINING PROGRAM GOAL
The key skills that the Corporate trainer
need to be successful as a distance
facilitator are;
• Adaptability
• Communication/Collaborative skills
• Creativity
• Provide Guidance
The participants of the Facilitator Training
Program will accomplish the following
training goals;
1. Establish and maintain a learning
community.
2. Acquire the knowledge and skill of
online engagement techniques.
3. Become proficient with using online
tools and social media tools.
4. Maintain an online presence.

8. DAY ONE : TRAINING PROGRAM
OBJECTIVE
Module One
• With the training manual as a guide, upon completion of this training the learner will
be able to construct activities for an online environment.
• With the training manual and various online tools, the learner will successfully navigate
through an online training course and demonstrate how to lead their trainees through
online training.
• Based upon the knowledge given, the learner will demonstrate positive and
constructive feedback

9. DAY ONE :TRAINING PROGRAM
OBJECTIVES
MODULE 2
• The learner will identify at least 5 ways
to create and maintain a community in
a distance education training
environment
• The learner will provide at least 3
strategies that develop and facilitate
effective distance training in an online
environment as identified by Palloff &
Pratt (2011)
MODULE 3
• The learner will demonstrate via a
media tool of their choice, how to
engage student learning and how the
tool enhances learning in the online
environment
• The learner will identify at least 3
challenges associated with distance
education training as well as provide a
strategy for each challenge.

10. DAY ONE : SUMMATIVE ASSESSMENT OF
TRAINEE LEARNING
Multiply Choice
Journals
Course RubricSimulations
Short Answers
Questions

11. DAY ONE : SUMMATIVE ASSESSMENT OF
TRAINING LEARNING
• Trainees will complete informal assessments within each training module and at the
end of each module based on course rubrics.
• Upon completion of the Facilitator Training Program, trainee will be assessed in order
to determine the trainee’s ability to satisfy the course objectives
• Trainees will demonstrate their newly acquired knowledge and skill through journal
reflections, simulations, and peer collaboration.

12. DAY ONE :MEASURE OF TRAINING
PROGRAM
http://blog.questionmark.com/how-can-you-assess-the-effectiveness-of-informal-learning

13. DAY ONE :MEASURE OF TRAINING
PROGRAM
• Information pertaining to the effectiveness of the training program will be gathered via
surveys of the trainees.
• Trainees will complete participant evaluations upon completion. The evaluations will
serve as an indicator of participants satisfaction scored numerically.
• A post-training assessment will occur 6 months after training completion date.
• This assessment will be comprised of short answers and multiple choice.

14. PART II – FACILITATOR SKILLS AND
INSTRUCTIONAL MATERIALS
Part II – Facilitator Skills and Instructional Materials
Day Two :
• Training materials
• Describe the phases of development for distance learning facilitators
• Identify the theories of distance learning
• Describe the theories for engaging distance learners

15. D AY T W O

16. DAY TWO : TRAINING MATERIAL
• The practice of online facilitation should adhere
to learning theories and the appropriate
strategies and practices to engage the online
learner. This training will focus on effective skills
for distance education facilitators Skills Needed
for Effective Distance Learning Facilitators
Skills Needed for Effective Distance Learning
Facilitators
• Communicate clearly the requirements of
the course requirements
• Develop training activities that includes
trainee to trainee and facilitator to trainee
interaction
• Create a training/learning community online
• Facilitate and maintain online discussions
• Adaptation of training material and tools
• Assess trainee learning
• Provide feedback

17. DAY TWO : TRAINING MATERIAL
Strategies To Present Skills To Facilitators
Discussion boards
• Icebreaker – give name, location, and number of years with corporation, 2-3 sentences of feeling about
online training, respond to at least 2 other participant’s post
Establish an online chat
• via a social network site - Present a corporate safety issue and have trainees chat as to how they would
solve the issue.
Divide into Groups
Allow groups participants to voluntarily lead a discussion based on any
of the module topics

18. DAY TWO : PHASES OF DEVELOPMENT FOR
DISTANCE LEARNING/TRAINING FACILITATORS
According to Palloff & Pratt, there are 5 distinct phases of development;
•Visitor - The visitor is a facility member who dabbles in technology. He or she may post a syllabus now and again on a website or require students use
e-mail, but they are not technology savvy and do nothing as far as teaching in the online environment.
•Novice - The novice faculty member is one who has never taught an online class but uses technology consistently to post his or her syllabus and has
posted online to augment the teaching he or she does in the classroom
•Apprentice - The apprentice is the faculty member who is a little more comfortable teaching in the online environment. This faculty has taught a class
or two online and with each class understands a little more about the skills needed to be an effective online facilitator.
•Insider - This faculty member is truly comfortable with the online environment. He or she is teaching online on a regular basis, is comfortable with
online facilitation, and may even help design an online class. He or she may have taught multiple classes for a longer period of time.
•Master - This faculty member is consistently facilitating in the online classroom and has taught multiple courses at a time. He or she is extremely
comfortable in the online environment. He or she may have designed many online courses. He or she may also be a mentor for less skilled instructors
(Palloff & Pratt, 2011, p. 20).

19. DAY TWO : IDENTIFYING THEORIES OF
DISTANCE LEARNING
The implementation of new
technologies have dramatically
increased the growth of distance
education /training.
The application of these new
technologies have glamorized the
appeal of distance education causing
debate of its theoretical foundation.
Some describes distance education as
merely hyped up practices taken from
the traditional classroom environment.

20. DAY TWO : IDENTIFY THEORIES OF
DISTANCE LEARNING
• The following brief descriptions of e-learning theories are included in this training
manual not only to enlighten facilitators of how students learn, but to help facilitators
understand the argument some experts pose that some theories fail to see the
significant differences that exists in the e-learning environment (Haythornwaite &
Andrews, 2011)

21. DAY TWO: IDENTIFYING THEORIES OF
DISTANCE LEARNING
Focuses on various types of
communication, communication
channels, used in e-learning
environment.
Michael Moore contends that
education is pedagogical concept.
Learner autonomy, program
structure, dialogue are focal
positions
Relevance is dialogue – whether
asynchronous or synchronous,
allows adult learner ownership of
the learning
Transactional
Focus on various levels of communication
from computer interface.
Modes of communication – text, visual,
audio, work together to form a learning
experience along with other resources
Transformation occurs via reshaping of
meaning Relevance – online facilitators
use many modes of communication.
Essential to engage learners in
discussions, group projects, posts,
group chats
Multimodality
Individual contribution as well as
benefits from a community that offers a
live repository of learning.
Knowledge comes from life experiences
and previously acquired knowledge
Relevance – experiences initiates
dialogue, learning materializes through
discussion/dialogue and other learning
In the adult learning environment the
community will initiate the knowledge
Communal
Constructivism

22. DAY TWO: THEORIES FOR ENGAGING
ADULT LEARNERS
• During the design stage, it is essential for the online facilitator design courses based
on the Malcolm Knowles andragogy premise that engaging adult learners involves
many of the same techniques for pedagogy population
http://www.qotfc.edu.au/resource/?page=65375

23. DAY TWO : THEORIES FOR ENGAGING
DISTANCE LEARNERS
Knowles maintains several adult learning principles which should serve as a guide when
incorporating engagement techniques. Based on our history of facilitator training
programs we recommend:
Clearly State Goals & Objectives From the very beginning, stating goals give the learner
direction and options to take charge .
Review the student roster before course start date, look for any noted student disabilities.
Prepare an introduction as an icebreaker that invites the learners to respond and interact
with each other.

24. PART III
MANAGEMENT AND TECHNOLOGY TOOLS
Part III – Management and Technology Tools
Day Three
• Mentoring program for faculty
• Management and evaluation programs for facilitators
• Learning platform used by distance learning faculty for facilitating classes
• Different Technology and media tools to engage and enhance student learning

26. DAY THREE: MENTORING PROGRAM FOR
FACULTY
Online mentoring is a developmental partnership where one
individual shares their knowledge, skill, area of expertise to
help establish a personal and professional growth or
someone else.
• Mentoring is beneficial to the mentor, mentee, and the
organization
• Mentoring occurs in a formal and informal setting
• The goal of New Horizon Facilitator Mentoring Program is
to increase communication amongst department team
leaders who has completed the program and to provide
support to the training facilitators.

27. DAY THREE : MENTORING PROGRAM FOR
FACILITATORS
Performance Status of Mentor :
• The training Facilitator who serves as mentor must complete 5 online training courses
• The Mentor must have facilitated 2 training courses within the last 12 months.

28. DAY THREE : MANAGEMENT & EVALUATION
Management
Community is an important aspect of any corporation. At
New Horizon our goal is to create a community of
knowledge management. Implementing a faculty learning
community approach groups trainers together by shared
expertise. The faculty learning community approach affords
participants the opportunities to develop and offer
resources and new competencies that will help participants
meet the needs and obligations of the organization.
Evaluation
Peer review and faculty evaluation rubrics ae measureable
devices. Along with observations of the mentee online teaching,
the measure for effective faculty skill and behavior can lead to
further development.
Challenges and Strategies
Challenges – lack of structure
•Matching mentor with mentee •Lack
of administrative and technical
support •Lack of peer collaboration
Strategies – structured mentoring program
•Group mentoring / peer collaboration
•Design training for appropriate department
head facilitators •Provide technical support
explicitly for facilitators and learners

29. DAY THREE: LEARNING PLATFORM LMS
This course will use MOODLE Platform. Through MOODLE
the trainer will have access to:
Subject
matter
experts,
lectures
How to videos ,
virtual meeting
rooms
Real-time chats,
student
collaboration
Group projects,
portals for
assignments
Resource
assistance,
memorandums
Upcoming
assignments and
feedback
grades
The learning management
system allows New Horizon
educational team to develop
and deliver training online.
The LMS allows us to
track
• report to stakeholders The progress of the
training participants.
LMS is a software based
platform great for facilitating
online training.

30. DAY THREE: DIFFERENT TECHNOLOGY/MEDIA TOOLS
New Horizon Facilitator Training Program Will Include:
• Audio – Podcasting, Learnoutloud, Podiobooks provides free audiobooks that will
enhance listening and concentration skills
• Video – YouTube, Ted presentations, Vimeo engages learner’s higher order thinking
skills, video gives 1st hand account of how to projects, videos can be a catalyst for
group discussions
• Visuals /Infographics – charts, graphs, icons, graphic organizers, Piktochart, Prezi -
motivates learning
• Games/simulations – allows learners to practice real world activities in an online
environment

31. PART IV
Part IV – Issues and Classroom Management
Different technology tools for student collaboration
• A description of the different distance learners
• The differences between synchronous and asynchronous facilitation skills
• Classroom management issues and resolutions

32. DIFFERENT TECHNOLOGY TOOLS FOR
STUDENT COLLABORATION
• TutorsClass – Users collaboration based on a mutual schedule. An online platform for users
to sharing.
• Capzle – The learning content applied to visuals, and narratives can be stored and accessed
by the group members via portals such as Face Book, iPhone apps and many others
• Audioboo – Puts the learning content into audio files and clips. Groups can provide input
via mobile devices or personal computers.
• FotoBabble – Allows groups to compile, interact, and share via Face Books.
• Voice Thread – Groups can establish online conversation other than text based. Connects
with learners through video and voice. Learners can collaborate whenever and wherever.

33. DESCRIPTION OF DIFFERENT DISTANCE
LEARNER
Cultural - Experiential Prior - Learning Experiences
• In order to fulfill the training needs, a trainee profile is necessary. The profile of The
different learners examines the trainee’s competencies, limitations, and Level of
understanding of the subject at hand.
http://uncw.edu/itsd/learning/distanceed.html

34. SYNCHRONOUS/ASYNCHRONOUS
DIFFERENCES
SYNCHRONOUS
• Synchronous facility focuses more on
class attendance and participation in
real life time. Often used in traditional
classroom settings requiring lecturing
and quizzing strategies to assess the
student’s progress within the
classroom setting.
ASYNCHRONOUS
• Asynchronous learning allows students
access to classroom material, interact
with their peers, and ask questions
without the fear of being ridiculed,
since online.

35. CLASSROOM MANAGEMENT ISSUES
AND RESOLUTIONS
LEARNER FEEDBACK
• text messages, e-mail, comments on
projects, and comments on discussion
• You always need to be consistent and
in a timely manner
CHALLENGING BEHAVIORS
• Cyber-bullying - Set behavioral ground
rules
• Inappropriate posts - intervene
promptly and address the conflict
directly (Kelly, 2013).
• Lack of participation or engagement -
Support and engage
• Misunderstanding - Acknowledge the
human tendency to stereotype and
request students to attempt to resist this
tendency. (Kelly, 2013)

36. REFERENCES
Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice. Thousand Oaks,
CA: Sage Publications Inc.
Kelly, R. (March 19, 2013). Managing controversy in the online classroom, Faculty Focus,
retrieved from http://www.facultyfocus.com/articles/online-education/managing-
controversy-in-the-online-classroom/
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: John Wiley & Sons Inc.
Huhman,H. (March 21,2016). Train to Retain http://www.polleverywhere.com/blog/train-to-
retain-7-tips-for-better-employee-training
http://uncw.edu/itsd/learning/distanceed.html