This document outlines a training program for distance learning facilitators. It discusses the goals and objectives of the training program, which is designed to teach facilitation skills over 3 days. It covers various topics including theories of distance learning, summative assessments, the phases of development for facilitators, and technology and media tools that can engage students. It also addresses issues that may come up, such as classroom management challenges and strategies for working with students with disabilities.

1. Facilitator Training
Program
Raquel Campos
CUR/532
May 30, 2016
Melinda Medina

2. Part I
Vital Information in
the Facilitator
Training

3. Training Program Audience
The 3-day training is designed for Adult
Education Facilitators and Corporate
Trainers. After completing this training, they
will be able to effectively provide distance
education to higher education faculty
members.

4. Training Program Audience
 What are the assumed current skill sets?
o College graduates, Graduate degrees, and
experienced facilitators
 What are the assumed current
experiences?
o None to Well Versed Education Experience
 What is the assumed level of current
knowledge?
o Knowledge differs from learner to learner

5. Training Program Goals
 Learners will learn about the different
summative assessments
 Learners will learn about Phases of
Development for Distance Learning
Facilitators
 Learners will learn about the different
theories of distance learning
 Learners will learn about managing
conflict/s between students

6. Training Program Objectives
 Learners will know how to maintain online
engagement with students
 Learners will be able to provide
constructive feedback
 Learners will be able to use social/medial
tools
 Leaners will be able to facilitate an online
distance course

7. Summative Assessment of
Trainee Learning
 Online Presentations – Demonstrate the mastery of
the subject and whether the main concepts have
been grasped.
 Learners' Online Portfolios -- Learners will place
important online assignments and activities into an
online portfolio, which is then assessed at the end of
the term by the facilitator of the course. Students can
also create an online portfolio comprised entirely of
new work that is used to determine their final grade.
 Online Group Projects – Learners will work together
with their peers on a group project in order to
demonstrate their comprehension.

8. Measuring Success
 End of Course
Evaluations
 Course Assessment
 Surveys

9. Part II
Facilitator Skills
and Instructional
Materials

10. Skills Needed for Effective
Distance Learning Facilitators
 Effective Communication:
O Have clear and concise instruction
O Have strong written communication skills
O Through effective communication, facilitators will be able to explain/clarify
material/assignments
O Resolve conflicts that may arise with students and/or student teams
 Adaptability:
O Facilitators must be prepared to handle the unexpected
O They must change their plans if there is an unexpected event
O Be flexible for changes
O Adapt to the way students learn
 Classroom Management
O Facilitators should directly address the conflict
O Facilitators should be supportive
O Provide space for students

11. Phases of Development for
Distance Learning Facilitators
 Visitor -- those 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.
 Novice -- those faculty who have never taught online and who may or may not have taken an
online course as a student but have consistently posted a syllabus online and have used
some communications technologies to supplement their face-to-face teaching.
 Apprentice -- those 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.
 Insider -- those faculty who have taught more than two semesters online and have taught
more than one course per term. They feel comfortable in the online environment, are
proficient with course management technology, and have basic understanding of the skills
needed for online teaching. They may have designed one or more online courses.
 Master -- those faculty who have taught online for multiple terms and have designed several
online courses. They have mastered the technology required to teach online and are likely to
have integrated technology beyond the course management system into their teaching. They
feel extremely comfortable with the skills required to teach online and can be called upon for
peer support for newer online faculty.
(Palloff & Pratt, 2011)

12. Theories of Distance Learning
 Communal Constructivism --the individual contributes to
and benefits from a community which provides a living
repository of learning.
 Transactional Distance -- The notion of transactional
distance is a relative one, and involves a set of three
variables that operate in relation to the degree of
transactional distance between the teachers and learners:
dialogue, program structure and learner autonomy.
 Multimodality -- theory of e-learning must now take account
of the multimodal nature of contemporary communication.
Such a perspective is highly relevant because most e-
learning communication is via computer interface (whether
on a desktop, laptop or handheld), and these computer
interfaces are multimodal in nature.

13. Theories for Engaging
Distance Learners
 Being knowledgeable about the content
 Being able to respond to learners on a
timely manner
 Being able to provide feedback and
positive critique
 Maintaining a positive environment for
learners

14. Part III
Management and
Technology Tools

15. Mentoring Program for
Faculty
Goals
 Providing Visions for Technology Use
 Providing Mutual Benefits for Mentors and
Mentees
 Establishing Open Dialogue and
Collaborative Relationships

16. Experience with Distance
Education
 How many years has he/she been in
distance education?
Four years of distance education
experience
 How many classes have been taught
successfully?
12 classes have been taught successfully
 What is his/her criteria of success?
Facilitator must have 50% of end of course
surveys

17. Management and Evaluation
Programs for Facilitators
 How might the faculty learning community
approach affect management?
o Mentoring programs have been shown to be
effective in promoting technology integration
and online teaching
 What evaluation strategies will you use for
facilitators?
o Student end of course evaluation, the
technology in use, ease of access to materials,
the ability to interact easily with peers as well
as the instructor

18. Learning Platform – LMS/CMS
 Learning Management System (LMS) -- 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.
 Content Management System (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.

19. Identifying processes
 Conduct class discussions – Team
assignments & Class Forum
 Conduct private discussions – Via emails &
institution chartrooms
 Receive assignments – Individual/Team
Forums
 Provide assignment feedback and grades –
Can be provided by exams, quizzes, written
assignments

20. Technology or Media Tools that Engage and
Enhance Student Learning
 Prezi -- Prezi is a technology tool that students and facilitators are able tool use for
presentations. This tool can be used as an alternate for Power Point. Videos,
pictures, graphs and much more can be incorporated into a Prezi presentation. Prezi
can be accessed through an iPap, iPhone, or desktop.
 LiveBinder -- LiveBinder is a way to organize and share information online. Students
and instructors can create a virtual three ring binder to collect, organize and share
resource. LiveBinder is a cloud-document which lets instructors arrange material
strategically, and gives the instructor the opportunity to manage and organize material
effectively.
 Skype – Skype can be used to collaborate with other classrooms, enable participation
for students outside of the classroom, and /or for tutoring.

21. Part IV
Issues and
Classroom
Management

22. Different Technology Tools for
Student Collaboration
 YouTube – YouTube videos can be used to keep
students engaged and interested in the course.
Facilitators may explain the material and then show a
video to demonstrate through visuals.
 Face Time – Face Time can be used to interact an
exchange ideas with others, ask questions when
necessary and to show understanding of material.
 Blogs – Facilitators can use blogs to publish
assignments, resources, and keep students and even
parents up to date on class events, due dates, and
content being covered.

23. Different Distance Learners
 Cultural – In e-learning environments
there are many opportunities for
differences in national and/or cultural
expectations about traditional learning to
be carried over into e-learning.
 Experiential Learning – Is the process of
learning through experience. The students
learn by the act of “doing.”

24. Differences Between Synchronous and
Asynchronous Facilitation Skills
 Synchronous online classes are
those that require students and
instructors to be online at the same
time.
 Synchronous facilitators offer
lectures, discussions, and
presentations occur at a specific
hour. All students must be online at
that specific hour in order to
participate.
 Synchronous facilitators must be
technology-savvy because their
connection to learners will be mainly
through technology. In addition, they
must be able to respond quickly to
learner questions and be able to
handle limits in technology.
 Asynchronous learning implies online
or distance courses that learners can
take on their own schedule.
Asynchronous learning has many
benefits for learners.
 Asynchronous instructors provide
materials, lectures, tests, and so
forth that learners can access at any
time. Students are free to contribute
when they choose.
 Asynchronous facilitators must have
skills such as organization, attention
to detail, quick response times, and
ability to read between the lines in
their learners’ comments, posts, and
assignments.

25. Technology Management
Issues and Resolutions
Issues
 Technical Issues
 Virus
 Computer/Technolog
y Literacy
Resolutions
 Knowing who to appropriately seek
for technical assistance. Maintain
communication with class through
email, if system is down.
 Maintain updated virus protections
such as Norton, McAfee, and/or
ESET
 Having a fundamental knowledge of
computer hardware would help them
participate in online classes without
interruptions and hindrances.

26. Classroom Management Issues
and Resolutions
Issues
 Conflict between
Learners
 Misinterpretation in
Communication
 Cyber bullying
Resolutions
 Be direct when handling
conflict between
students. Be visible and
supportive. Follow up
with all parties.
 Support learners, contact
learners individually and
follow up with them.
 Address cyber bullying
immediately and learners
involved. Demonstrate
support to entire class.
Report and follow up with
institution.

27. Classroom Management
Learner Feedback
 Classroom
Discussions
 Emails
 Texts
 Private Messages
Challenging Behavior
 Conflict between Learners -- Be direct
when handling conflict between students.
Be visible and supportive. Follow up with
all parties.
 Lack of Participation – Engage students
by asking questions and support if there is
a lack of understanding material.
 Cyber bullying -- Address cyber bullying
immediately and learners involved.
Demonstrate support to entire class.
Report and follow up with institution.

28. ADA Learners and Associated
Strategies
The Americans with Disabilities Act (ADA)
became law in 1990. The ADA is a civil
rights law that prohibits discrimination
against individuals with disabilities in all
areas of public life, including jobs, schools,
transportation, and all public and private
places that are open to the general public
(adata.org).

29. References
Ammar, S. Educating with Prezi: A New Presentation Paradigm for Teaching, Learning, and
Leading in the Digital Age. (2015). Retrieved from
https://www.questia.com/library/journal/1G1-439185746/educating-with-prezi-a-new-
presentation-paradigm
Differences in Synchronous and Asynchronous. Retrieved from
http://facilitatedistancelearning.weebly.com/uploads/2/7/6/1/2761754
9/synchronous_vs._asynchronous.pdf
Dubowy, M. (2013). LMS vs LCMS vs CMS...changing one letter makes a big
difference. Retrieved from https://www.opensesame.com/blog/lms-vs-lcms-vs-
cmschanging-one- letter-makes-big- difference
Jones, R. (2013). Keeping Students Engaged in the Online Classroom. Retrieved from
http://www.facultyfocus.com/articles/online-education/keeping-
students-engaged-in-the-online-classroom/
Haythornthwaite, C., & Andrews, R. (2011). E-Learning Theory and Practice.
Thousand Oaks, CA: Sage Publications Inc.
LiveBinders. (n.d.). Retrieved from http://www.livebinders.com/welcome/home
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for
professional development. San Francisco, CA: John Wiley & Sons Inc.
The Power of Using Skype, FaceTime, or Google Hangout. (2012). Retrieved from
http://www.klirenman.com/2012/12/the-power-of-using-skype-facetime- or.html
What is the Americans with Disabilities Act. Retrieved from https://adata.org/learn-
about-ada