This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
The purpose of this communication plan is to introduce some key details how organizations should communicate with sudden organizational change within the company. Using several tools will help identify employees reactions to the change and how to make the accommodations for an effective outcome.
it is about teacher training. What was the traditional method of teaching and formerly the role of teacher. But nowadays when the resources are available ,new technologies are introduced, new methods are being used.We the teachers ponder over our teaching methods and try to modify it to get better learning.
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxtodd521
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob.
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxjeanettehully
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob ...
Formative Assessment TemplateInformational Text Reading I.docxhanneloremccaffery
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard: Jason Duesler
ELM- 210
10-30-17
Mr. Cochran
DOK Level
Three Questions from DOK Level
Possible Student Responses/Misunderstandings
Rationale of Why Question Meets DOK Level
Level 1: Recall
1. What can students learn from formative assessment?
Through formative assessment students can learn on how to improve their learning ability
It uses facts for students to recall what they learn from the articles.
2. what role do instructors play in formative assessment
Teachers has a big role in making sure students improve their learning skills
It uses facts for students to recall what they learn from the articles.
3. can you identify the characteristics of formative assessment
Characteristics of formative assessment are dialogue and varying in deferent discipline
Focus on basic initial comprehension
Level 2: Skill/Concept
1. Describe the effect of formative assessment
Formative assessment is very important as it helped students to be able to improve their studies
The response involves initial comprehension and subsequent processing
2.summarize the major events in formative assessments
Formative assessment helps in monitoring how the students in progressing in their learning and help the teachers improve their teaching skills to be able to improve the students learning abilities
It include the summary of events
3. explain the meaning of the word formative assessment
Formative assessments can be defined as informal or formal assessments that are done by teachers to improve the students’ attainment during learning and also to modify the teachers learning process
Includes definition of unfamiliar words
Level 3: Strategic Thinking
1.how do formative assessments vary
Vary within disciplines although at times the methods used in formative assessment can be similar, the use of formative feedback vary between different disciplines. Students have the ability to activate and practice self reflective strategies in the formative feedback loop therefore they have to be given an opportunity in every classroom to be able to develop the skills. Although methods may be similar across disciplines, the precise use of formative feedback will naturally vary between disciplines (Black & William, 2014)
Supports ideas with details
2.Importance of dialogue in formative assessment
The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning.
Supporting the ideas and thinking.
3. what is the purpose of the author
The authors’ purpose is to make one understand the importance of formative assessment and ...
Using Blended Learning In Professional Development: Advantages And Strategies...Future Education Magazine
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Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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2.
Part I- Vital Information in the Facilitator Training
Training program audience
Program Goals
Program Objectives
Summative Assessments
Table of Content
3. 3 -Day Course
The purpose of this training manual is to
educate the new trainers for distance learning
by using correct tools to become an effective
facilitator in any training program. Trainers
have unexperienced teaching in the field of
training trainees by demonstrating the
guidelines to ensure that all criteria is up to
date. The manual will be distributed to all
new hires to help guide individuals to
understand the concept of the course and
provide a summary of the training course
and the skills they will master.
Overview
4. Getting to know your audience is a great way to open up the diversity
atmosphere of making trainees feels comfortable in the environment. Be
prepare to begin training is gradual release to making trainers feel at ease on the
first day of their instruction to ensure high quality of instructing.
The focus will center on training corporate trainers for upcoming job
positions after the completion of the course. It is will pose as a guide for
facilitators to comprehend the necessary skills to present effective tools in
their area of study. Facilitators will be ready to instruct the skills and
objectives over time with practice as well as demonstration learning
methods. This training course will consist of a 3-day training module for
new trainees to get the following material needed to achieve overall goal
and prepare for initiate some of the key details to be effective trainers.
The new trainees will be at a beginner’s level with little teaching
experiences, so all material will have to be broken down in steps for the
skill set to be mastered by trainees for teaching in the corporate
environment. Most of the trainees have little training in operating in a
technology setting when teaching distance learners or classroom training.
The novice trainees will gain knowledge on how to formulate the
standards to instructors’ learners on the necessary skill set in the current
course of learning. The facilitator trainers will engage in the course to
cover the skills for preparation to host future training programs.
Audience
5.
Facilitator trainers will consider to be role models and
assistance to ensure the following material be demonstrated to
cover all levels of skills. This means trainers will be equipped
to lecture the training program to educate the students by
getting to understand what they know and willing to learn by
communicating effectively.
Trainers will incorporate differentiated instruction to meet the
needs of the content, process, products, and the learning
environment by using different standards to determine the
strengths and weaknesses in certain areas to help improve in
becoming better facilitators.
Exposure to new leadership skills and improve coaching skills
by developing a relationship with diverse professionals.
Goals for Facilitators
Program
6.
Facilitators will be able to prepare for teaching
learning programs for higher education.
Facilitators will be able to apply effective techniques
to engage all members.
Given the following issue, facilitators will develop
confidence for handling any objections in the content
area.
Facilitators will master the skills and learn to adapt
to the environment and your audiences to address
the needs of the learner.
Objectives
7.
Course: Facilitator trainees will identify the strategies to
complete the program by focusing on the skill sets to master
the goals to become effective in teaching training programs.
Listed below are the 3-day course objectives that will be cover
in the training for preparation of instructing online training:
• Day1: Opening of Training: Introducing goals and objectives
and facilitation
• Day 2: Adult Learning Skills; Learning the Styles & Methods
• Day 3: Preparing to be better Facilitators, Facilitate Skills,
Skills Assessment, & Evaluation
3-Day Course Objectives
8.
After the completion of goals and
objectives, summative assessment
would need to be completed to
determine if all necessary skills and
standards have been mastered. It
can also determine if more
assistance is needed to meet over
all goals to achieve in the course.
Based on the results from the
assessments, trainees will
demonstrate effective teaching
applications and complete a
reflection of the learning experience
in the course such as self-diagnosis.
Projecting 90% of trainees passing
assessment with little setback.
Summative Assessment
9.
Part II- Facilitator Skills and Instructional
Materials
Skills for effective distance learning
Phases of Developmental Distance Learning Facilitators
Identify theories of distance learning
Theories for engaging distance learners
Table of Content
10.
Demonstrate effective guidelines to assist with
communication with the learner.
Create assignments for learners to enhance discussion
among others.
Providing positive feedback to keep learners focus and in
tune with the objectives.
Have creative discussions to keep learners engage in
challenging tasks.
Facilitator Skills
11.
Build a relationship to understand each
trainee.
Create a self-direct instructional to develop
different views of the learners.
To frame critical thinking questions to enhance
online discussion to motivate online learning.
Strategies
13.
According to Pallof & Pratt (2011) a facilitators go
through five different phases to enhance distance
learning. With these five phases it helps to identify
some setbacks she or she may have teaching the
course, but instructors must be passionate about
teaching the course. Communication is the key
aspects for instructors provide positive feedback to
learners to keep learners self-centered and focus on
the tasks.
Phases of Development for
Distance Learning Facilitators
14.
Below is a description on how these five phases work in developing the skills to
build expertise levels of instructing.
5 Phases
16.
Is the theory of learning based upon the idea of all
behaviors is acquired through conditioning.
Behaviorist is the belief that behaviors can be
measured, trained, and reevaluated.
Learner will be able to learn from practice and
learning to make corrections as needed. Learners will
be able to learn from others to demonstrate good
quality of work.
Behaviorism
17.
Constructionism is a theory about learning and
knowledge; therefore, constructionism explains how
students can compare real-life issues to connect to
teachers relevant problems.
Facilitators will learn through conceptual engagement. We
have to allow students to construct meaning of the lecture
and allow what understanding is constructed to overcome
the objectives. This method can demonstrate a positive
overview on what the students want to know and what
extent they will take it to master the strategies of
understanding the material (Woolfolk 2013).
Constructivism
18.
Cognitive theory is described as the internal process
of learning one’s intellectual structure such as
information is being internalized.
Cognitive learning is a way for adult learner to take
applies skills that they have learned by doing and to
demonstrate what they know. Adult learners will be
able to utilize their memory skills to complete the
layout for the legal agencies by applying the skills that
was taught in training. In a classroom setting, adult
learners are equip with several tools to complete the
task by using technology to locate the information
needed such as different websites (Dwyer, 2010).
Cognitivism
19.
Social learning theory is described as when learning occurs as
a result of viewing obvious change from another individual.
Social learning is a great way for individual to practice the
skills needed to master the technique first hand. Students can
take in the material they have learned from the instructor and
apply it to the skills needed to perform the objective. Social
learning theory explains the human behavior by the replication
of cognitive, behavior, and environment theory. Social learning
comes from being proactive among each other in a group
setting to communicate effective information to conquer the
skills. Adult learners have to be socially active to understand
the material and be able to discuss it with other learners from
what was given by the instructor (Mosby, 2012).
Social Learning Theory
20.
Promotes better collaboration within the
learners
Develop a existence in the course
Create instructions from real life situations
to instruct course.
Theories for Engaging Distance
Learning
21.
Part III- Management and Technology Tools
Mentoring Program for Faculty
Management and Evaluation Programs for
Facilitators
Learning Platform for LMS/CMS
Technology & Media Tools
Table of Contents
22.
Mentoring process involves the different levels of
data achievement, application, and reflective
management. Mentoring enables individuals to
work together to share the same responsibility when
helping a trainee achieve learning goals.
Mentoring builds on building s commitment to
encourage good work habitats and gain partnership
in the end.
Mentoring Program
23.
To cultivate support and building a
relationship between each participants.
Establishing a conductive learning
environment to promote trainees.
Assist adult learners in achieving their own
learning and practice good learning methods
Goals
24.
Mentor will provide mentee exposure to teaching an online
course by demonstrating effective guidelines.
Mentor will act as helper to offer key points and feedback to
the mentee.
Mentor will utilized effective teaching tools and strategies to
engage skill sets for mastering in the course.
Mentor will help trainees to reach goal by implementing
useful skills to target effective technology uses.
Objectives
26.
Mentor must posses as mastery level with highly
experience in working with facilitators’ programs in
corporate training.
Years requirement: Mentor must have over 5 years in
online learning such as teaching courses in higher
education.
Course Taught: Mentor must have taught over 35
online courses to be eligible for mentoring.
Qualifications
27.
Mentor must demonstrate personal growth to
provide confident feedback to keep trainees in tune
with their teaching skills. Mentor must be an ear
listener to determine weaknesses and strengths to
encourage learners and develop advance subjects to
communicate effective content.
Prior Experience: Prior experience is necessary to help
online trainees to have a more well-develop
understanding on how teach online learning courses.
Criteria for Success
28.
Facilitators must aim for growth to get a clear vision
to manage opportunity of the training program.
Strategies will promote the program learning
methods to achieve goals.
Challenges vs. Strategies
Adjunct faculty is normally focus on certain professional
skills and then focus on the on the downfalls of the
training course.
Management & Evaluation
Programs for Facilitators
29.
Trainees will
have clear
expectations of
course.
Responses
from mentor
on
performances.
Observe
workmanship
among trainees
in developing
observations.
Provide self-
assessment to
prepare a
reflection from
the course.
Evaluation Strategies
30.
LMS is will be more complex tool to use for training
program because it delivers the instructional content
to identify individuals learning strategies. LMS
strives to point out progress of the develop goals and
criteria from the learning process of the program. It
also assesses the course learning skills and training
goals to push through meeting all goals and skills.
LMS Learning Platform
31.
Present information: Information will be given weekly for learners to engage in
learning skills.
Conduct class discussions: Having discussions posted online to develop
comprehensive skills, strive for critical thinking, and expand current knowledge.
Conduct private discussions: Learners can have access to personal email for private
discussion in the online course.
Receive assignments: LMS will have a tool tab for all submission of work to be
completed in the tab area for credit.
Feedback and grades: Students will receive feedback and grades through grading
tool tab. Rubric will be provide with given mistakes.
LMS Learning Platform
32.
Discussion boards: It is a tool to allow learners to
voice opinions on different topics to share ideas and
relationship.
Video: YouTube is a great website for learners to
gain more information to enhance learning skills.
Audio: Audioboom is a tool to allow learners to
listening to different selections and topics.
Technology & Media Tools
33.
Part IV-Issues and Classroom Management
Technology Tools
Description of the different learning
Synchronous and Asynchronous
Classroom management issues and resolutions
Table of Contents
34.
Mobile computing: Allows individuals to have
access to the course and offer feedback in class
discussions.
Blogs: A tool for individuals to access different
discussions to communicate easily and open up
several informational posts.
Teleconferencing tools: Facetiming and Skype are
tools that can be used to host meetings or seminars.
Technology Tools
35.
Cultural: Expected to experience different cultural
backgrounds and having a more diverse setting.
Experiential: There will be different levels of learning from
ranging from age, gender, or learning capabilities
Prior learning experiences: Must practice good instructing
habitats to keep class discussion positive and this will
develop over time from previous courses.
Issues & Classroom Management
36.
Synchronous is another form where teachers and
students have to be present in the course similar to
traditional setting. The environment is a little slower
and completion of the course can be longer. The tone is
set by the learners capability of learning the material
which can make the learning process slower.
Asynchronous allows students and teachers to be apart
from each other in the learning environment. These
students are able to receive visual learning methods.
The course seems to be broken down a little easier for
understanding the material.
Synchronous vs. Asynchronous
37.
Display rules of the
course
Provide syllabus to help
learners understand the
course
Be open to students’
feedback as well as given
feedback
Be present at all times to
ensure your availability
is open to all students.
Management Issues &
Resolutions
38.
Down Website:
Technical support will
be able to restore
solution
Individual lockout:
Technical support to
restore login
Digital divide such as
delay of use in the
course.
Technology Issues &
Resolutions
39.
Instructors must be willing to offer feedback
through comments, messages, or even audio.
This open flexibility of the you (the
instructor) to accommodate students if
needed. Students will always have access to
communicate back and forth using several
options.
Learner Feedback
40.
•Cyber-bullying
•Inappropriate posts
•Lack of participation
or engagement
In the course,
the instructors
as well as
trainees can be
faced with
several
challenging
behaviors such
as:
Challenging Behaviors
41.
ADA stands for Americans with Disability Act.
ADA learners are individuals with a disability such
as a physical or mental impairment that limited their
capabilities. In the corporate training, there would
be accommodations to meet the needs of the learners
so they can get the same learning experiences as
others.
ADA Learners & Associated
Strategies
42.
This training manual is equipment with essential
skills and tools to promote effective facilitating in
higher learning in corporate training. It offers all
necessary methods to achieve goals and meet the
requirements of becoming an effective facilitator. By
following these guidelines, it will ensure the trainees
the benefits of being successful instructors in the
field of their chance and prepare learners for a great
learning experiences.
Conclusion
43.
Palloff, R., & Pratt, K. (2010). The excellent online
instructor. San Francisco, California: Jossey Bass.
Woolfolk, A. (2013). Educational psychology, 12th edition.
Boston: Pearson
Social Learning Theory. (2012). In Mosby, Mosby's
dictionary of Medicine, Nursing & Health professions.
Philadelphia, PA: Elsevier Health Sciences. Retrieved
from
Kauchak, D. & Eggen, P., Introduction to teaching: Becoming
a professional (4th ed.) Chapter 7 (2011), Upper Saddle
River, NJ: Pearson
References
Editor's Notes
With these goals, facilitators for corporate training will establish better training environment to build a better learning community and able to navigate online learning from the skill sets learn in the training course. As the instructor for the facilitator trainers, I will instruct on how to become efficient in areas of expertise online distance learning. I will focus on develop a presence in the online community to build an atmosphere of maintaining active learning. It allows facilitator trainers to be openly engaged in the learning environment by utilizing skills; therefore, learning methods should be adjusted to accommodate their learning skills to display job performances once training has been completed as well as mastered.