The document outlines a 3-day facilitator training program designed to equip traditional corporate classroom instructors with skills necessary for effective distance education. The program includes essential training elements, phases of development for online instructors, and various management and evaluation strategies for facilitating online learning. It emphasizes the importance of key instructor skills, effective communication, and the utilization of technology to enhance online educational experiences.

1. Facilitator Training Program
“Train the Trainer”
Synchronous 3-day model
Cristen C. Yancey
April 4, 2016
Cur-532
Melinda Medina

2. Welcome & Overview
Congratulations! You have been selected to participate in the online training course
designed to educate traditional corporate classroom instructors in distance education.
In an effort to increase customer satisfaction and training effectiveness, this 3-day
training module provides the organization the necessary resources to train employees
using distance learning; essentially we are training the trainer.
Distance learning training allows the presentation of new materials and additional
continuing professional education training to happen at the same time, where each
student at each location across the country receives the same information.

3. 3-Day Online Course Schedule
• Part I – Vital Information in the Facilitator Training
• Part II – Facilitator Skills and Instructional Materials
Day 1
• Part III – Management and Technology ToolsDay 2
• Part IV - Issues and Classroom ManagementDay 3

4. Part I –Vital Information in the
Facilitator Training
Day 1

5. Vital Information in the Facilitator Training
Training Program Audience
 Traditional corporate classroom instructors
 Basic literacy skills
 Efficient Windows operation skills
 At least 3 years of traditional adult classroom instruction

6. Vital Information in the Facilitator Training
Skills
Organizational
Creative
CommunicationAdaptive
Motivated
Training Program Goals
An excellent, effective, and efficient online instructor must
possess some of these key skills and characteristics. For the
purpose of this organization the key skills of the instructor
are:
1. Communication
2. Adaptive
3. Motivated
4. Organizational
5. Creative
Key Skills

7. Vital Information in the Facilitator Training
Key Training Elements
1. Maintaining an online presence and complete visibility to students.
2. Become efficient using online tools and social media.
3. Establish and maintain online professional learning communities.
Training Program Goals

8. Training Program Objectives
 Identify skills to be an effective distance
learning instructor.
 Effectively describe the phases of
development for distance learning instructors.
 Demonstrate various ways of communicating
with the learners in a distance learning
environment.
 Demonstrate how to effectively facilitate
learners in a distance learning environment.
Day 1
At the end of this lesson, learners will be
able to:

9. Training Program Objectives
 Identify ways to be an effective distance
learner motivator.
 Exhibit ways to motivate learners in the online
learning environment.
 Identify technology or media tools used in
online student learning.
 Demonstrate how to effectively engage
students online.
Day 2
At the end of this lesson, learners will be
able to:

10. Training Program Objectives
 Effectively describe technology tools used for
student online teamwork.
 Describe the different distance learners.
 Demonstrate how to provide positive and
constructive feedback.
 Effectively maintain a safe and comfortable
distance learning environment.
 Effectively recognize and maintain
challenging online behaviors.
Day 3
At the end of this lesson, learners will be
able to:

11. Summative Assessments
Summative assessments will be performed in to determine the effectiveness of the
program for both the participants and facilitators, in addition to evaluating the
program as a whole.
Summative
Assessments
Pre/Post
Course
Evaluations
Multiple
Choice
Quizzes
Instruction
Simulations
Short
Answer
Questions

12. Part II –Facilitator Skills and
Instructional Materials
Day 1

13. Training Materials
Skills
Establish A
Presence
Clear
Communication
Effective Course
Development
Engaging
Learners
Skills the trainees will need to create a
successful distance learning environment
include:

14. Training Materials – Possible Strategies
1.Discussion boards
2.Visual Aids
3.Active Learning
4.Cooperative Learning
5.Integrate Technology

15. Phases of Development for Distance
Learning Facilitators
According to Palloff and Pratt (2011), there are five phases of development for online
facilitators:
1. Visitor
2. Novice
3. Apprentice
4. Insider
5. Master

16. Phases of Development for Distance
Learning Facilitators - Visitor
Faculty who have toyed with the idea of technology integration in their face-to-face classes and who
may have posted a syllabus or assignments online or used e-mail for assignment completion (Palloff
and Pratt, 2011).
According to Palloff and Pratt (2011), training needs for visitors include:
 Personal: Break down skepticism and demonstrate that technology use can enhance student
learning; provide examples and models; personalize training by providing workshops, seminars, and
individual instruction in topics of interest to this group.
 Pedagogy: Show direct links between technology use and learning outcomes through models and
examples, as well as through review of syllabi, to determine appropriate use of technology within
face-to-face instruction and online means.
 Content: Demonstrate use of technology within the discipline, that is, how can media-rich
presentations enhance instruction in math, biology, languages, history, and so forth?
 Technology: Focus only on technology that might enhance face-to-face instruction and addresses
learning objectives as a start while increasing familiarity with online options.

17. Phases of Development for Distance
Learning Facilitators - Novice
Faculty who have taught online for one or two terms. They may have taught more than one course per term. They are
developing an understanding of the online environment and the skills required to teach online.(Palloff and Pratt, 2011).
According to Palloff and Pratt (2011), training needs for faculty in the novice phase include:
 Personal: Reassure and help overcome any fears about online teaching; help gain confidence through training
experiences that provide a transition from learner to instructor; assist with establishing presence online; explore
personal teaching style and support any transitions needed for good online teaching.
 Pedagogy: Explore the theoretical underpinnings of online teaching and learning; explore beginning techniques to
support best practices in online teaching; support and critique the development of the instructor’s first online
course; help them to surface the questions they need to ask in order to begin teaching online; offer ongoing
support through training and mentoring as they embark on their first course experience.
 Content: Explore appropriate teaching techniques for the discipline; support alternatives to traditional teaching
methods in the discipline so as to develop techniques other than lecture for delivering content.
 Technology: Gain mastery of the course management system (CMS) in use; master appropriate use of e-mail and
chat; support the development of the use of word processing and presentation technologies such as Word and
PowerPoint; introduce the use of authoring tools for course and lesson development.

18. Phases of Development for Distance
Learning Facilitators - Apprentice
Faculty members who have one or two terms of online experience but encounter new fears about what they do not
know about teaching online. They benefit from a training environment where they are able to share experiences from
their online teaching and receive feedback and suggestions from peers (Palloff and Pratt, 2011).
According to Palloff and Pratt (2011), training needs for faculty in the apprentice phase include:
 Personal: Continue to gain confidence by reviewing and reinforcing online teaching experiences; continue to
reinforce a sense of presence online; reassure by surfacing and addressing questions and concerns and reinforce
successes.
 Pedagogy: Use course and student feedback for course and facilitation improvement; focus on the integration of
collaborative teaching and skills to build an online learning community; continue to explore theoretical foundations
of online teaching.
 Content: Content concerns are greater at this phase of development and added focus on alternative techniques for
facilitating content exploration is important; encourage involvement in communities of practice centered around
the discipline.
 Technology: Begin the exploration of adjunct technologies to support course development, collaboration, and to
increase student participation, such as beginning use of wikis, blogs, synchronous technologies, and social
networking technologies; continue to develop skill in the use of authoring tools.

19. Phases of Development for Distance
Learning Facilitators - Insider
Faculty members who have taught a number of online courses for several terms, have the need of
reviewing and reinforcing skills while also moving forward toward more advanced skill development
(Palloff and Pratt, 2011).
According to Palloff and Pratt (2011), training needs for faculty in the insider phase include:
 Personal: Continued reinforcement of presence; support of growing confidence in online teaching
abilities.
 Pedagogy: Support for techniques in the development of an online learning community;
techniques for empowering learners; exploration of more advanced topics in online teaching,
including collaborative means of content delivery.
 Content: Continue to support participation with those in the discipline to explore best practices in
delivering content online.
 Technology: Advanced training in adjunct technologies to support course development and
facilitation, such as course authoring tools, wikis, blogs, synchronous media, and social networking
tools.

20. Phases of Development for Distance
Learning Facilitators - Master
Faculty members who have a great deal of experience with online teaching and who are
willing to experiment with new techniques for course development and delivery (Palloff and
Pratt, 2011).
According to Palloff and Pratt (2011), training needs for faculty in the master phase include:
 Personal: Support for leadership development and expertise in online teaching;
presentation to their peers and at conferences; support for publication.
 Pedagogy: Support for exploration and study of advanced facilitation techniques;
encourage development for peer training.
 Content: Support continued exploration of best practices for online teaching within the
discipline and encourage research into the outcomes of such practices.
 Technology: Support for development and inclusion of new technologies and new
approaches in the use of technology in online teaching.

21. Theories of Distance Learning
According to Haythornthwaite and Andrews (2011), there are three foundational
notions associated with learning theory that help lay our groundwork for making sense
of e-learning.
 Transformation
 Framing
 Emergence

22. Theories of Distance Learning
 Transformation discusses how users change
frameworks according to the resources
available. According to Haythornthwaite and
Andrews (2011), when these frames are
changed, learning takes place.
 “Transformation is at the heart of learning”
(Haythornthwaite and Andrews, 2011).
Transformation

23. Theories of Distance Learning
Framing refers to the way we se certain kinds of
rules and experiences as interpretive frames for
action (Haythornthwaite and Andrews, 2011).
Framing

24. Theories of Distance Learning
According to Haythornthwaite and Andrews
(2011), emergence is when a new state of
knowledge is attained and consolidated, where
the individual is again ready to experience and
integrate new learning.
Emergence

25. Theories of Distance Learning
Transactional Distance
Involves a set of three variable that
operate in relation to the degree of
transactional distance between the
teachers and learners.
 Dialogue
 Program Structure
 Learner Autonomy
Haythornthwaite and Andrews (2011)
Multimodality
According to Kress (2016), multimodality
is a theory which looks at the many
different modes that people use to
communicate and express themselves;
This theory becomes more relevant as
technology increases.

26. Theories of Distance Learning
Intrinsic Motivation
To be successful in distance learning
motivation is required. Students have to
be self-directed as well as self-motivated.
The student has to be wiling and ready
to put in the necessary work to be
successful.
Digital Media
 Computers/Laptop/Tablets
 Smartphones
 Social Networking
 Other types of media used to deliver
online instruction:
• Prezi
• SlideShare

27. Theories for Engaging Distance Learners
 Establish an effective online presence
 Clearly state goals and objectives of the course in the beginning
 Collaboration
 Build an online community

28. Management and Technology Tools
Day 2

29. Mentoring Program for Faculty

30. Goals and Objectives of the Mentoring
Program
Goals:
1. Increase professional togetherness amongst colleagues.
2. Provide effective and efficient feedback and support.
3. Help mentees reach the level of success that they are striving to reach.
Objectives:
1. Mentors will increase trust and respect within the organization by establishing an
open exchange of ideas and joint relationships.
2. Mentors will provide assistance with technology, by working one on one with
students.
3. Mentors will openly share information regarding past experiences that relates
them with their students to serve as motivation.

31. Performance Status & Experience of
Mentor
 The mentor must have at least 5-7 years of traditional facilitating skills and at least
3 years of distance learning facilitating.
 The facilitator who volunteers to serve as a mentor must have completed a
minimum of 4 online training course.
 The potential mentor must have facilitated at least 3 distance learning training
courses within the last 12 months.

32. Management & Evaluation Programs for
Facilitators
“One of the most effective ways to assist faculty in understanding the value of a
learning community in online teaching is to incorporate this same approach into
faculty training and development” (Palloff and Pratt, 2011).
The faculty learning community approach affects management because management
has to approve these additional programs for the organization and they also have to
ensure that the community and the organization benefits from the program.

33. Challenges and Strategies to Manage
Adjunct Faculty
Challenges
Lack of training
Lack of support
Lack of structure
Strategies
Learning Communities
Training Courses
Mentoring Programs

34. Evaluation Strategies for Facilitators
Evaluation strategies are conducted by students and other faculty:
 Course Evaluations
 Instructor Evaluations
The evaluations will determine if the goals and objectives from Part I of this course
were met and if they were effective and efficient in the progression of the online
learning environment.
These evaluations will also assist faculty in determining if any changes are required for
the course.

35. Learning Platform - LMS
The training facilitators will use the learning management system (LMS) for training
the new online facilitators.
 LMS - “A software application for the administration, documentation, tracking,
reporting and delivery of electronic education technology (also called e-learning)
course or training programs” (“Learning management system,” 2016).
 The LMS technology has become a powerful tool for companies, organizations, and
any corporation looking to get a better grasp on the continuing education of its
workforce (“What is an LMS?” n.d.).

36. Learning Management System - LMS
learning-management.financesonline.com

37. Tool that Engage and Enhance Student
Learning
Instructors will use the traditional methods of PowerPoint and discussions for delivery
of material, and also utilize a few technology and media tools to enhance the learning
environment and keep the students engaged.
 Podcasts – Instructors can use podcasts to deliver the curriculum, content, and
lessons.
 YouTube– A video sharing website. Students and instructors can upload videos for
sharing, provides opportunities for students all over to view the videos.
 Piktochart– A web-based infographic application which allows users without
intensive experience as graphic designers to easily create professional-grade
infographics ("Piktochart," 2016).

38. Tool that Engage and Enhance Student
Learning
Tools
YouTube
Piktochart
Podcast

39. Part IV – Issues and Classroom
Management
Day 3

40. Tools for student collaboration
 Glogster – A presentation tool for interactive learning that allows students and
educators to mix media on virtual canvases that will create multimedia posters.
Glogster allows for opportunities to share information globally.
 FotoBabble – A web-based tool used to record voices for images in a slideshow
format. FotoBabble can be used effectively in a distance learning classroom
because it allows students to interact collaboratively on projects that tell a story or
analyze a concept.
 Animoto – A cloud-based video web-tool service that produces videos form
photos, video clips, and music that creates a slideshow that are used for
presentations. Animoto allows students to present assignments and ideas. The
tools also allows instructors to present small lessons.

41. Different Distance Learners
The learners are very diverse. Some of the learners have experience in teaching, some
have experience in being the learner in a distance learning environment, and some
learners have a combination of both.
 Cultural
 Experiential
 Nontraditional

42. Synchronous –Vs- Asynchronous
Facilitation Skills
Synchronous
 Communication between student and
instructor is in real time.
 Not flexible
 Instructor is Live.
 Instant feedback
 Direct interaction between students
Asynchronous
 Communication between student and
instructor is not in real time
 Flexible
 No “live” instructor
 All learners participate in discussions
– no fear of being embarrassed or
shy.

43. Technology Management Issues &
Resolutions
Issues
• Computer/Software Crashes
• No Access to Internet
• Beginner using technology

44. Technology Management Issues &
Resolutions
Resolutions
• Free Wi-Fi Spots
• Public Libraries
• 24 hour technical support
• Users guides
• Clear objectives and goals

45. Classroom Management Issue &
Resolutions
 Learner feedback
• Provide timely, constructive and positive feedback to the learners.
 Establish a classroom presence
 Challenging Behaviors
• Establish clear expectations for No-Tolerance associated with any type of cyber-
bullying.
 ADA Learners and Associated Strategies
• Identify different learning styles

46. References
 Animoto. (2016). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Animoto
 Glogster. (2016). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Glogster
 Haythornthwaite, C., & Andrews, R. (2011). E-Learning Theory and Practice (Rev ed.). London: SAGE Publications Ltd.
 Laan, K. (2012). 11 Essential tools for better project-based learning. Retrieved from http://www.teachthought.com/learning/project-
based-learning/11-tools-for-better-project-based-learning/
 Learning management system. (2016). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Learning_management_system
 Palloff, R. M., & Pratt, K. (2011). The Excellent online instructor : strategies for professional development. San Francisco: Jossey-Bass.
 Piktochart. (2016). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Piktochart
 Teacher's guide on the use of podcasting in education. (n.d.). Retrieved from http://www.educatorstechnology.com/2012/12/teachers-
guide-on-use-of-podcasting-in.html
 What is an LMS?. (n.d.). Retrieved from https://www.mindflash.com/lms
 YouTube. (2016). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/YouTube