This is a brief summary of the Facilitator Training Program Manual that explains everything you need to know to being a Graphic Design Facilitator.

1. Jennifer N. Bowman
CUR/532
December 7, 2015
Garth Beerman

3. THE TYPE OF TRAINING
PROGRAM FOR TRAINEES
• Undergraduate Students
• This a Graphic Design I program.
• Trainees will be trained on how to use top notch programs like:
- Adobe Creative Suite
- Microsoft Office
- Many more
• This a novice level course.

4. THE OBJECTIVES AND GOALS
OF THE PROGRAM
• Develop and design different computer art with different computer
programs.
• Designing things with their imagination.
• Choosing which genre they want to design from.

5. THE ASSESSMENT OF GRAPHIC
DESIGN TRAINEES
The summative assessment would be about:
• Creativity and Design
• Spelling and Grammar
• Clarity of the font and color
• Turning project on time
• Feedback and Final Grade
After the course, I would to see my students do the ending course survey so
I can see if I have to modify or change anything about the course that my
students might not understand.

7. THE SKILLS NEEDED TO BE A
GRAPHIC DESIGN FACILITATOR
The skills that are needed are:
• Communication
• Listening
• Mentoring
• Learning
• Guidance
With these skills it will definitely help with the teaching and instructing our
students into being successful and having a lot experience from learning
from us.

8. THE DIFFERENT STAGES OF
THE TRAINEES
The different levels that trainees:
• Novice
• Intermediate
• Advance

9. THEORIES THAT GOING TO BE
ENGAGE IN THE PROGRAM
The theories that is going to be engage in this program are:
• Transformation
• Framing
• Emergence

11. MENTORING TRAINEES TO
BEING GRAPHIC DESIGNERS
These are a few key points on how to mentor trainees into being successful
Graphic Designers in the future:
• Patience
• Using their imagination
• Being creative
• Having wonderful graphic skills

12. EVALUATING STRATEGIES OF A
FACILITATOR
Evaluating strategies of a facilitator can be like:
• Course ending survey
• Feedback
• Modifying or changing anything
• Seeing have trainees gain any knowledge

13. ABOUT LMS
Learning Management Systems (LMS) is a
• Online Distributing Education Management System
• Allows students to collaborate online
This allows instructors to:
• Present information
• Discussions
• Videos
• Feedback
• Much more

14. THE TECHNOLOGY OR MEDIA
TOOLS BEING USED
The technology or media tools that is going to be used in this program are:
• Video
• Visuals
• Infographics
• Computer, Tablet and Cellphone
• Many more.

16. TECHNOLOGY TOOLS THAT
STUDENTS USE FOR INTERACTION
The technology or media tools that is going to be used in this program are:
• Wikis
• Blogs
• Skype
• Many more

17. BACKGROUND
To be wonderful facilitators, we have to learn are students:
• Culture
• Background
• Experience
• Knowledge

18. DIFFERENCE BETWEEN
SYNCHRONOUS AND ASYNCHRONOUS
Synchronous learning is for a group of students that engage in learning at
the same time and a face-to-face environment.
Asynchronous learning is based on students interacting with each other
through online resources and peer-to-peer online interaction.

19. FEEDBACK
Feedback can definitely help a person:
• Gain more knowledge
• Grow
• Become more successful
• See what they need to modify and change

20. BEHAVIOR ISSUES
Some behavior issues that might happen in the program:
• Personality changes
• Low self-esteem
• Perfectionist
• Not listening
• Many more

21. REFERENCES
Asynchronous learning. (2015, November 11). In Wikipedia, The Free Encyclopedia.
Retrieved 20:37, November 30, 2015, from
https://en.wikipedia.org/w/index.php?title=Asynchronous_learning&oldid=6
90142594
Asynchronous Learning Definition. (2013, May 15). Retrieved from
http://edglossary.org/asynchronous-learning/
Learning management system. (2015, November 6). In Wikipedia, The Free
Encyclopedia. Retrieved 05:40, December 3, 2015, from
https://en.wikipedia.org/w/index.php?title=Learning_management_system&
oldid=689374031
Palloff, R., Pratt K. (2011). The Excellent Online Instructor. Cross-cultural Issues
(PDF File), Chapter 11, 191-206.
Palloff, R., Pratt K. (2011). The Excellent Online Instructor. Models of Faculty
Development (PDF File), Chapter 4, 45-47.
Palloff, R., Pratt K. (2011). The Excellent Online Instructor. Mentoring Online Faculty
(PDF File), Chapter 5, 64-76.
Synchronous learning. (2015, August 10). In Wikipedia, The Free
Encyclopedia. Retrieved 20:36, November 30, 2015, from
https://en.wikipedia.org/w/index.php?title=Synchronous_learning&oldid=67
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