Facilitator training program

1 DISTANCELEARNINGFACILITATORTRAININGPROGRAM
ADJUNCT INSTRUCTOR FACULTY FOR THE WORKFORCE DEVELOPMENT CCBC
Michael Harding
Professor Jackson
Curriculum 532
Signature Assignment
DISTANCE LEARNING FACILITATOR
TRAINING PROGRAM VIA VIRTUAL
CLASSROOM
FOR
FACULTY OF CONTINUING EDUCATION:
WORKFORCE DEVELOPMENT
COMMUNITY COLLEGE OF BALTIMORE COUTY
DUNDALK CAMPUS

PART ONE
AUDIENCE
The Continuing Education; Workforce development Programs of the Community
College of Baltimore County is accredited by the Mid-Atlantic Region of Higher Education
Institution Accreditation Board. The college has received approval by the accreditation
board and State Education Administration to provide “Distance Education” for the adult
student population. It is the goals of the college to offer; (1) quality online courses and
curriculum for registered students seeking a degree curriculum, career enhancement, or
continuing educational units and or life-long learning satisfaction and (2) to development
competent faculty facilitators to deliver effective qualitative instruction in all adjunct
discipline-specific areas. Faculty instructors who have not been trained as a distance
education facilitator will be requested to participate in the training. The following discipline
areas to be included for training are:
 Academic; Math and Science related curriculum courses
 Adjunct: Leadership I
 Adjunct: Basic Blueprint and Drawing Interpretation/ with Computer-Aided Drafting
(CAD}
 Adjunct: Construction Management I and II

Assumed current skill sets and levels of instructors
Instructors should at least have basic computer literacy skills with confident use of
Microsoft word, excel, and PowerPoint processes. Also instructors should be confident to
use browsers, emails, and library resource links to databases of the college. Instruction
content delivery of pedagogical activities (with limited or minimal knowledge and
experience) and practices and or mastery experience level in discipline area equal to
several schedule semestercourse teaching is preferred. Instructors need to have at least
a “novice” knowledgeable approach and experience or willingness to develop
institutional tools for distance education such as the use of blackboard institutional
website or external educational lab workshops and assessments afforded in pass
curriculums at the college. Most important, instructors must have a personal and
intrinsic desire and interest in moving beyond traditional instruction and a willingness
to transitions in the distance learning field.
PROGRAM GOALS
 Competent ability to transition instruction from face-to-face learning
environment to online virtual classroom environment.
 Develop effective interactive skills for student engagement.
Measurable Objectives
 Personal: Gain reassurance and overcome fear about online teaching; gaining
confidence through training process.

 Pedagogical: Explore initial techniques to support best practices in online teaching;
gain support and critique development in instructor’s first-time online course.
 Content: Explore appropriate instructional techniques for discipline by developing
other activities besides lectures.
 Technology: Mastercompetency in course management systems; master appropriate
use of e-mail and chat boxes and gain support in the development of word processes
and presentation technologies; also the use of appropriate tools.
Summative measurable assessment of training
A mixture of quantitative and qualitative assessments will be conducted to measure the
effectiveness of facilitator training and course effectiveness for a first trial facilitation of
student engagement through survey questionnaires for each group for interactive activities,
course content and learning outcomes as follows;
 Facilitator survey: Self-assessment questionnaire ability to understand theory and
processes in practice and development towards reasonable successful learning
outcomes and confidence in transitioning to online facilitating first course; considered
reference to course system management and technology navigation setup.
 End of course student survey: students will respond to questions pertaining to how
effective was facilitator presence and engagement; communication skills and tools,
offering of helpful feedback and request for reflection on topics.
Scores are calculated for response ratings of 1-5 statistically for each categorical area to
determine were the processes are strengthen or have some weaknesses for a summative
program evaluation.

PART TWO
SKILL NEEDED IN DISTANCE LEARING FACILITATION
Skill building for online faculty instruction (Reilly et al., Journal of Asynchronous
networks) can be designed around the readiness level. Wilson and Stacey reference the
process as “staging,” or strategies need to match the type of instructor. In the case of a
“novice” (who are aware of innovations in technology, but have varying interest in
applying these) can benefit most from activities such as “show and tell,” guest speakers,
and short seminars describing current activities in their own institutions (Reilly et al.).
Progressing to an “advance beginner” instructors place value of instruction focused
On instructional design skills, pedagogy, role play, and reflective activities, and then
advancing to a more skillfully advance online instructor that can appreciate new
strategies in the online learning environment (Reilly et al. Journal of Asynchronous
Networks). Skill development for the adjunct novice instructor leads to these
competencies building through a virtual online classroom;
 Develop the use of the concepts of engagement and integrating them into the
course.
 Develop of set of learning activities for implementation in an online course.
 Promote participation and plan for student collaborative activities.
 Create activities that promote reflection and transformational learning.

 Developing assignments and research projects. Developing assessments and
feedback for student; elements of assessment are; learner-centered, teacher
directed, content-specific, and formative.
Strategy: In a virtual classroom strategy the instructor becomes the online student and
transition to a perspective of learning-centered curriculum mode for receiving the learning
content. In this case, the instructor student will receive course direction through a syllabus
created by trainer. The course will be delivered in a 4 week schedule asynchronous CMS
platform. The instructional design implements the course into four units of topic and
objectives that are delineated to direct specific learning outcomes, through discussions,
reflections, collaboration of groups, assignments and research. It is also suggested that
instructor-students participate in a virtual learning community where they receive
mentoring, and sharing of technology skills for technology aligning with their mutual
interest. The phases of development “distance learning faculty” are shown in figure A below;
PHASES OF FACULTY DEVELOPMENT
Figure A
1. STAGE #1: Teacher as learner: information gathering stage. Instructors
embark on developing the skills needed in order to perform tasks using
technology. Suggested training should include demonstrations of best
practices of technology delivered by peers who have already experience.
Transitioning strategy: Between transitioning from stage 1 to stage 2 teachers should begin exploring
resources for mentoring and online learning communities such as “community of practice” (COP).
2. STAGE #
2: Teacher as adopter: This is an experimental stage in which
instructors try out new technology with focus on task management and
sharing their experience while enlisting the knowledge of peers and or
mentors. Also suggested the utilization of labs in this process.

3. STAGE #
3: Teacher as co-learner: A clear relationship between technology
and curriculum is forming and at this point is where enhancing of skills is
suited in workshops along with collegial sharing of lesson and assessment
concepts are suggested with peers.
Transitioning strategy: During and after stage 3 instructors should collaborate with other discipline
instructors to compare and discuss course discipline technologies
4. STAGE #
4: Teacher as reaffirmer or rejector: Greater awareness of learner
outcomes is developing along with the ability to determine the impact of
various technological approaches on student learning.
Transitioning strategy: Instructors enlist the feedback of trainers, experts and learning communities.
5. STAGE #
5: Teacher as leader: Experience instructors are encouraged to
broaden their roles becoming researchers and teachers of newer instructors.
Suggested at this stage they are leaders in the workshop activities.
THEORIES OF DISTANCE LEARIN
Development of the Transactional Theory
Peters 1993; the industrial model (revised); approach to distance education to
include transactional elements and to think more in pedagogical terms rather than
industrial terms. Originally, he thought of distance education as having
compartmentalized elements that could be optimized if divisions of labor approach
were utilized. According to Peters, distance education was a product of the industrial
society.
[Reference from: Jayne Crawford, Boise State University April, 2009]
Holmberg 1989-1993: Revised position; core view encompass distance
education is effective if centered around and carried out through “guided didactic

conversation” (in essence, a more friendly approach) fostered by a well-developed
self-instructed materials that carry feelings of personal relations ……… intellectual
pleasure and study motivation. This theory was practice within the industrial
paradigm. But later in 1993, Holmberg also carried element of transactional distance
education respective of the principle of Moore’s transactional theory.
Moore’s transactional theory 1993: “All arrangements for providing
instruction through print and electronic communication media to persons engaged in
planned learning from a place or time different from instructor or instructors (as
cited in Jonassen,Davidson, Collins, Campbell, & Haag, 1995) Crawford” (2009. This
theory later development led to a focus of technology in a more teacher/learner
developed relationship and emphasis on independent study efficacy of students. The
ultimate result is the creation of the persistent autonomous learner (Gokool-Ramdoo,
3008).
Scenario: In the fall of 2006, almost 3.5 million students were enrolled in at least one
online course. Learners were involved in various ranges of distance education, but
encompass adult learning, K-12 education, disability and homebound, second language
speakers. There has also been a paradigm shift from the industrial to the international
service sector economy (Crawford, 2008).

LEARNING THEORIES
The Constructivist Theory
The Workforce Development programs of CCBC are based on the practical applications
in this model to afford effective learning of faculty and students.
Constructivist belief that knowledge is a function of how an individual creates
meaning from his/her experience; it is not a function of what someone else says is true
(Jonassen et al., 1995). Consequently, they are in contrast with Behaviorist and
Cognitivist who build on the premise that knowledge can be mapped onto a learner.
When developing a distance education program according to constructivist,
designers must create stimulating environment that captures learners and enable
them to formulate knowledge and derive meaning for themselves (Crawford, 2009).
[Reference from: Jayne Crawford, Boise State University, 2009]

CONSTRUCTIVISM LEARNING SUPPORT GRAPH

THE BEHAVIORAL AND COGNITIVE LEARNING THEORIES
Behaviorism:
Behaviorist believe that external factors shape formulate learning contrast to the
belief that it is characteristics of the learner. They believe learning is sequential,
hierarchical and it accumulates the elemental building blocks. The critical factor
(Ertmer & Newbie, 1993) that affect learning is “how the association between
stimulus and response is made, strengthened, and maintained.”
Behaviorism is favored around the 1950s during the advent of (ID)
Instructional Designand was used as a basis for creating many audio-visual materials
as well as Skinner’s teaching machines. Scenario; during the progressing industrial era
many young potential engineers avidly sought out the institutions that taught the
innovative technology known as “Computer-aided drafting” CAD (Crawford, 2008).
COGNITIVISM:
A shift occurred in the late 50s (Jayne Crawford, 2008) and towards learning theories
and models from the cognitive sciences. Education placed less emphasis on overt,
observable behavior. They began to focus more on complex cognitive processes and
internal processes, such as acquisition, processing storage, and memory, which are
vital to learning. Cognitivist focus lies in how information is received, organized,
stored, and received by mental processes. The concern is not what learners do, but
rather what they know and how they come to know as cited in Ertmer and Newbie

(1993). The main approach of cognitivist is to encourage learners to use appropriately
aligned learning strategies. Scenario: Instructional designers in this model include
activities involving factors of organizing and sequencing information to facilitate
optimal processing and creating learning environments that allow and encourage
students to make connections with previously learned material (Crawford, 2008).

PART THREE
THE LCMS LEARNING PLATFORM AND TECHNOLOGY TOOLS
The Continuing Education Dept.; Workforce Development Program uses a Learning
Content Management system (LCMS) online learning platform that has capabilities
of a content management system similar to the “Spiral Connect” an LMS also
providing content delivery. Originally develop by the University Lyon 1 elearning
environment (2003). As being a LMS. The “Spiral Connect” system focuses on
delivering online courses or training, but also, managing students while keeping track
of their progress and performance across different types of training activities. This
simulation of Spiral Connect goes beyond possibilities that fit the description of
Content Management Systems such as placement and management of materials and
resources used for learning online associated with students and student groups
(Tsavdaris et al., 2016). The difference between the Continuing Education (CE) model
LCMS and model of Spiral Connect is that the CE model can be considered as a
LCMS, in that the target is not just the instructors and learning managers who also
give classroom instructor-led training. The CE system is adaptive for presenting
content learning platform elements.

Infograph: Learning Management System
PROCESSES IDENTIFICATION: FACILITATOR UTILIZATION
 Presenting information; the workforce adjunct instructors delivering
technical discipline-specific content normally through a variety of
professional or expert text materials. Some of the text are made into
software and supplied through the campus library or the online
blackboard. Another source frequently used are the “How to” web videos
online offered by such as “YouTube” technical and trade applications
which can be embedded into course integration. And lastly, infographs are
a viable tool presentation to illustrate course-specific information and
guides asynchronously delivered.
 Conducting class discussions: Instructors will provide weekly course
objectives relating to topics or learning activities posted. Students will be
required to post discussions their understanding of content, reflect on pass
learning perspectives related to learning objectives and respond to other
classmates post appropriately in the asynchronous platform.

 Conducting private discussion: This is an area where instructors need to
employ humanistic skills to being considerate of student situations and
issues and to offer positive solutions or strategies for problem-solving. The
link provided shall be confidential between student and instructor-
facilitator and administrative faculty under the policy of the institution.
Instructor are encouraged to respond to students in a timely fashion and
reference in syllabus for committed time frames.
 Receiving Assignments: Each week the facilitator will post assignments(s)
under the weekly assignment link. These assignments relative to the week’s
objectives and may be in the form of research paper or activities such as
presentations, and or infographic visuals. Assignment must be posted
within the syllabus time frame (normally by course week end). Students
will click on the assignment file link in order to post individual or group
assignments.
 Assignment feedback: Feedback communications for student or group
work is essential in order for students to gain a critical perspective critique
by the knowledge of instructor offering expertly delivered comments in an
appropriate and positive manner.
Three technology tools to enhance student learning
A. Podcasts: Are viable audio tools that serves well a course content review
and stressing major points in learning goals and objectives and also
preparing for student assessments.
B. PowerPoint: A powerful presentation tool where instructors can express
creativity producing a “slide show” imputing text information, images
from files or online images from Bing or Google, embedding videos, and
creating infographs. A multitude of editing tools such as format
arrangement, color text and background and sections are afforded in this
tool. Offers visualization for the diversity of student learning preferences
and styles.
C. Youtube Instructional Videos: Has anenormous variety of “hands-on” and
“how to” videos for almost every skillset involving industry workforce

development. These videos are quite detail and cover mastery applications
for accomplishing construction, maintenance, and innovative
developments. This tool is extremely helpful and can be integrated into the
management system.
Technologies for student collaboration
A. Blackboard: The Community College of Baltimore County offers a blackboard
management systems that is available to all students seeking tutorials in
writing (APA guidelines), math tutorials and other academics. This also has a
link for learning technology tools tutorials. Students can collaborate with
other student in academics. There will be a link in which instructors will
strongly suggest that students explore the blackboard site.
B. Skype app: This app which can be integrated in the learning management system is
an effective means in which students collaborate through video calls synchronously
that is particularly useful for group projects, sharing information, and scheduling
group activities. This is a Microsoft product adaptive to any computer systems
including MAC and mobile devices.
C. Blogs: Are weblogs where individual student can post learning diaries about their
learning experiences. Weblogs have the ability to accommodate text, photos, and
narratives with stories, events, and opinions in publications. This technology is
effective in education as an extension that includes their use as “learning logs.” Blog
are interface into the learning platform on the campus webstie.

PART FOUR
ISSUES AND CLASSROOM MANAGEMENTSYSTEMS
CULTURAL DIFFERENCES
Recent works extends critique to consider whose knowledge and identity are represented
online, including how information online follows social-economical lines (Crutcher & Zooks,
2009), the presentation of gender (Herring et al., 2006a), race and racially charged subjects online
(Brocks, 2005, 2007; Kolko et al., 2000; Nakamura in press, a), how search engines results portray
particular populations (Noble in press), and how standard, so-called generic, templates for
presentation limits the expression for race, gender, and ethnicity (Haythornthwaite et al., 2011).
Even though modern communications technologies has afford flexibility increasingly that
can be used to conduct transactional course design and delivery, concerns exist regarding
the social and cultural dimensions of task design (Mcloughlin & Oliver, 2008. Therefore,
instructors are encouraged to have flexibility and structure in assignments, incorporate
features that accommodate different cultural pedagogies and balance the use of synchronous
and asynchronous communications.

EXPERINTIAL LEARNING
While experiential learning is often associated with synchronous learning such as in
the development of a “Hands-on” classroom environment, it is considerably difficult in
application for online students particularly with workforce development curriculums. In
such cases, blended learning with students spending time in a lab course or workshop can
really gain advantage from experiential learning.
Experience
While it is to the advantage of students having relevant prior experience
related to subject matter discussion in the course leaning, which evidence –
basedresearchanalysis concludes that adult learners engage more building on
previous experiences thatcreates a learning cycle. The issue offinding a balance
of delivery to include those of lessor or very limited experience with onine or
novice assertion. Instructors need to enlist critical mentoring or expert
consultancy with teaching and learning strategies (Palloff et al., 2011).
ASYNCHROUS VS. SYNCHROUS LEARNING ISSUES
Synchronous online classes are those requiring students and instructors to be present
online at the same time. Lectures, discussions, and presentations occur at a specific hour. All
student are required to be online at that specific time. Asynchronous classes are just the
opposite direction. Instructors provide materials, lectures, test, assignment an activities that
can be accessed by the student at their determination within a time frame designated by

course design. Both designs are attributed with benefits and drawbacks. Some students need
to feel involved in synchronous (real-time) courses because of more immediate feedback on
comments and inquiries. For other real-time communications allow for more inspiring
discussions. Contrasting, some students feel asynchronous allow them more time to collect
thoughts and understanding of concepts before commenting or responding to feedback. But
frustratingly, synchronous users can be overshadowed by those in the class who are more
skillful typers and responders leaving less participating avenues for other students (josepf
Haslem),
TECHNOLOGIES AFFECTING COMMUNICATIONS
The instructor’s choice of communication technologies can have an advantageous or
adverse effects onthe behaviorinwhich studentsengage eachotherandresponsestoinstructor
comments, assignmentsand feedback. Such digital ecologies also playout at the personal level.
StudiesbyHaythornthwaiteandWellman(1998),andHaythornthwaite,(2001,2002a) foundthat
strongly tied pairs use more media to communicate with each other than weekly tied pairs
(referred to as media multiplexity).Moreover,the way media were added to a pair’s repertoire
followedacommon patternwithingroups.Thismeantthatthe mediumchosenbyinstructorsas
the maincommunicationchannel became the onlymediuminwhich studentsgetto knoweach
other (Haythornwaite, 2011).
A Feedback Solution: Clicker Assessment and Feedback (CAF) is an instructional
assessment and feedback strategy that is incorporated with interactive technologies, often
referred to as clickers. It is used by thousands of colleges and universities across Europe
and North America. Clickers have been shown in studies to have proven effectiveness for
student engagement and interactive communications (Han & Finkelstein 2013).

CLASSROOM MANAGEMENT ISSUES AND SOLUTIONS.
 Classroom management: behaviors; Expectations of student academic
entitlement (AE) and Teacher’s misbehavior (TM): theoretically, TM
research in the discipline of communication is often discussed in terms of
EV theory (Burgoon, 1978; Burgoon & Hale, 1988). EV holds that when
expectations (or norms) are violated, cognitive-evaluative processes are
triggered and the evaluation has our initially full attention (Burgoon &
Hale, 1988). ``
Academically entitled (AE) students bring with them a certain set of
expectations. According to Greenbery, Lessard, Chen, and Farruggia
(2008) is “a construct that includes expectations of higher grades for effort
and demanding attitudes towards teachers.” It can include feeling of
hostility or impatience when students are not satisfied. Student may also
expect more class flexibility of rules, extending provision of lecture notes,
and more immediate individualize responses (Crandall et al., 2012).
AE solutions:
Teacher clarity in terms of timeline and responsiveness is one strategy for
effectively communicate with students with high AE who come to the

online environment (Crandall et al., 2012). Explicit discussions about
expectations is another good strategy. Building norms of learning in a
community should be a final strategy (Crandall et al., 2012).
Cyberbullying:Cyber-bullying is a social problem, and it requires social
or people solutions. Until the legislative and judicial system provides clear
constitutional guidelines on how schools, colleges, and institutions may
regulate online speech, education is the most effective way to respond.
These include:

1. Educate students to what cyber-bullying is, as well as cost and consequences
to the perpetrators, the targets and learning institution as a whole. Students
are in the better position to see, hear, and know who perpetrators are.
2. Train administrators and staff to recognize and respond.
3. Educate parents; inform them of district policies and state laws and provide
them with tips and tools for preventing, recognizing and responding.

REFERENCES
 Haythornthwaite, C., & Andrew R. (2011). E-learning theory and practice. Los
Angeles, CA; Sage.
 Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for
professional development. San Francisco, CA: Jossey-Bass.
 Boulos, M. N. K., Maramba, I., & Wheeler, S. Wikkis, blogs, and podcast: A new
generation of web-based tools for virtual collaborative clinical practice and
education. Published: 15 August 2006, doi: 10.1186/1472-6920-6-41.
 Crawford, Jayne (2009). Learning theories that encompass distance education, Bois
State University.
 Hsu, Jeffrey (2008). Innovative technologies for education and learning: Education
and knowledge-oriented application of wikkis, podcast, and more. Fairleigh
Dickinson University, USA.
 Tsavdaris, P., Deuff, O. L., & Batier, C. Importance of a content management tool
inside a learning management system. SHS web of conferences 26, 01109 (2016) DOI:
10.1051/shsconf/20162601109.
 Gokool-Ramdoo, S. (2008). Beyond the theoretical impasses: Extending the
applications of Transactional Distance. International Review of Research in Open
and Distance Learning, Volume 9, number 3, ISSN: 1492-3831.
 Han, J. H., & Finkelstein, Adam. Understanding the effects of Professors’ pedagogical
development with Clicker Assessment and Feedback technologies and the impact on
student engagement and learning in higher education.
http://dx.doi.org/10.1016/j.compedu.2013.02.002

 Crandall, Heather M., Hazel, Mike, & Caputo, John S. What do they expect?
Academically entitled students and perceptions of teacher misbehaviors in the online
classroom. Misbehavior online higher education, Volume 5, 43-51, Copyright © 2012
by Emerald Group Publishing Limited, ISSN: 2044-9968/doi 10.1108/S2044-
9968(2012)0000005006.

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