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Facilitator Training Program

Kimberly Kruse
CUR 532
May 30, 2016
Melinda Medina

Facilitator Training Program

Phase I: Facilitator Training Overview


Audience
This training is a required course for all instructors who facilitate online classes at Texas
A&M University. Based on school records the estimated attendance will include 42 instructors.
To keep class sizes reasonable, the group will be divided into two groups of 21.
Current Experience and Knowledge
Instructors attending this course are scheduled to teach online courses next semester and
have limited experience with online instruction. Experience will range from those who have
planned but never taught online to those who have taught online four semesters or less. All are
experts in their respective disciplines and have a baseline knowledge of Canvas and Blackboard,
the Universities 2 LMS systems. Each instructor has provided sufficient knowledge of
technology by their respective department chairs. Factors taken into consideration were aa
comfort level with Microsoft Office, email and 1 of the 2 LMS systems available.
Assumed Levels of Current Knowledge
It is presumed that instructors have a comfort level with adult learning theories,
curriculum design, student assessment and evaluation, and instructional skills. We also assume
that individuals have a vast degree of knowledge in their subject matter experience or content
area of focus.
Purpose
This training manual is desired to aid instructors with the skills and resources to
successfully facilitate an online course. Distance learning, for the purpose of this guide, is
intended to include online learning and e-learning. These terms might be used interchangeably,

and all are intended to refer to distance learning. Teaching online is fundamentally very different
than teaching face to face. This manual will provide the necessary training to ensure faculty
embrace the instructional differences and produce an engaging learning environment for their
students.
Goals and Objectives:
The ultimate goal and desired outcome of this course are to produce competent
instructors who can successfully translate their in-class experience and competencies to a
thriving and efficient online learning environment.
Goal
Objective
Demonstrate awareness of the necessary skills Participants should name five necessary skills
for an effective online facilitator.
Understand and implement online

of an effective online facilitator.


Select and demonstrate to classmates the

engagement techniques.
Identify and utilize tools to assist with

application of one online engagement tool.


Identify and build an online learning

distance learning environments.

environment to implement a small training

Demonstrate effective written

program.
Clearly communicate classroom expectations

communication.

by completing a class syllabus, including no

Understand and be able to apply learning

less than two assignments with rubrics.


Describe three strategies for engaging

theories as they relate to distance learning.

distance learners and a strategy for


incorporating those methods into instruction.

Summative Assessment of Participants


Successful completion of the course will be measured by the participants ability to
demonstrate knowledge of all of the learning objectives. Assessment tools the training
department will deploy include:

Traditional Testing This assessment will include true/false, multiple choice and fill in

the blank.
Written Assessment Students will be asked to demonstrate their understanding and

ability to apply knowledge through completing written assignments.


Qualitative and Authentic Assessment Participants will be asked to demonstrate their
ability to apply this knowledge to an online environment.

Assessment of Training Effectiveness


Evaluation of the programs effectiveness will employ the various feedback loops. This
information will be gathered and evaluated to continually improve the program. Using the
Kirkpatricks 4 phased approach to evaluation, the follow assessments will be implemented.

Participant Evaluation End of course surveys will be administered to all students


Observation Department heads and chairs will be asked to observe each participant in
an online course and provide feedback on their effectiveness. They will be provided with
the learning objectives taught in the course and asked to evaluate their implementation of
those objectives.

Levels of
Outcome
Evaluation
Reaction

Description

Effect of training on

Evaluation Methods and Strategies

Informal conversations with participants

to encourage candid and timely feedback


Post-training anonymous survey with

participants

open-ended questions via Survey


Learning

Based on learning

Monkey
Comparison of pre and post knowledge

objectives how effective

tied to intended learning objectives.

the training was in

Assessment tools to include summative

helping the participants

evaluation.
Blogs and journals of perceived learning,

acquire the intended


knowledge and skills

social learning environment in Canvas

Transfer

Degree, ability, and

Discussion Board feature


Simulations and group projects to

implement new skills


Implementation intention statements with

willingness of participants
to apply new knowledge

Results

to their work

post-training management

environments
The degree in which the

feedback/monitoring

training impacted the


environment and
produced return on
investment

Measurement of performance outcomes


Improvement of social conditions
Performance evaluations that capture the
impact of application, not just the
behavior.

Part II: Facilitator Skills and Instructional Materials


Skills for Effective Distance Learning
There are numerous skills online instructors should possess in order to be useful in the
classroom environment. This course will focus on two of the most critical skills as many of us
are new to transitioning from face to face to online instruction. The first skill is classroom
presence. According to Palloff and Pratt, loss of contact occurs more easily in an online learning
environment. Therefore, attention should be paid to the instructor presence within the classroom
(2011). Students want and need to feel supported by their instructor and by having a consistent
online presence facilitators can accomplish the same level of support their provide their face to
face students. However, online presence is not simply responding to each post a student makes in
the classroom. Additionally, instructors should focus on proactive and timely communication.
Making certain multiple resources are available for students, temperature checking students for
learning, engaging the classroom by sparking up conversations and making sure that
communication threads stay on topic by staying involved in communications.

The second skill our training will focus on is ensuring instructors know how to build an
online community. When students are disconnected from a physical classroom and campus, this
presents a unique challenge. However, it does not lessen the value of connection students need to
have with each other or their instructor. Palloff and Pratt shared, By learning together in a
learning community, students have the opportunity to extend and deepen their learning
experience, test out new ideas by sharing them with a supportive group, and receive critical and
constructive feedback (Palloff & Pratt, 2011, p. 9). Building a community can occur in multiple
ways through learning teams, group projects, and online debates. The culture in ones classroom
should be that learning can occur from sources other than material and the instructor, students
can in fact learn from each other. By creating an opportunity for students to take control of the
conversation, an instructor displays an intense amount of self-control and confidence.
Phases of Development of Distance Learning Facilitators
There are 5 different phases of development for learning facilitators. This training will
center around Palloff and Pratts coverage of these 5 phases; visitor, novice, apprentice, insider
and master (2011). A visitor is someone who has exposure to adult teaching theories, but no
exposure to online learning or principals for distance education facilitation. A novice is someone
who might have attended an online course, or has used minimal technology. This individual has
seen online instruction techniques but lacks the experience of incorporating those into their
teaching. An apprentice is an instructor, who has had experience delivering distance learning, and
is aware of technologies used in delivering online instruction but is fairly new to the field. An
insider is an individual who regularly teaches online and proactively includes technology and
occasionally looks for new technology to incorporate into their classroom. And lastly a master is
an instructor who is very experienced at online delivery and technologies and they are often

training others on how to teach online. They are resources to their peers and a master of their
trade, staying current with trends and continually improving their skill sets.

M
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Theories of Distance Learning


Theory
Multimodality

Connectivism

Explanation
Reshaping an individual's

Application to Adult Learning


With distance education,

understanding of the material by

instructors will obviously be

using multiple resources

incorporating technologies to

available; computer technologies,

deliver content. It is imperative

videos, audio, and reading

that instructors include

(Haythornthwaite &Andrews,

assignments that span the use of

2011).

difference sources to address

This theory is focused on

learning style preferences.


Group discussions and learning

cognitive development. Learning

team or group assignments

occurs when learners join

encourage students to build

together in a community, and

teamwork skills but also share

knowledge is then put into action

ideas and suggestions.

by discussing, sharing, and

Communication among students

thinking.

will also expose individuals to


alternative beliefs and multiple

Transactional

Refers to the physiological and

perspectives.
Providing resources and projects

Distance Theory

communication space that occurs

that encourage students to interact

in distance education. The

with the learning concepts.

environment, the individuals and

Simulations, projects, interviews

the patterns of behavior provide

or community observances

separation from ones learning

encourage students to explore new

and ability to apply knowledge.

understandings and apply


knowledge gained in the
classroom.

Theories for Engaging Distance Learners


In order for students to truly learn one must be an active participant in the process.
Engaging students in a face to face class is, as some might say, easier. Its not an automatic
reaction of students in a physical classroom to actively participate, but the instructor might be
more easily aware and alert to the lack of involvement by students in a face to face environment.
Conversely, online a facilitator must proactively create an environment where students want to
engage. Engagement is truly centered around how involved, connected, responsive and
motivated a student is to interact with the instructor, classmates, technology and the material
itself. There are several theories an online instructor can use to encourage engagement in the
classroom; our course will focus on two:
1. The digital media theory visual mode of communication students will use to interact
with other distance learners (Haythornthwaite & Andrews, 2011). The growth of mobile
devices allows students to access information easily.
2. The social informatics theory relies on the design and use of multiple technologies
which encourage social interaction among students. The use of multiple communication
modes and media tools will encourage students to engage actively with others in a way
that suits their needs and preferences (Haythornthwaite & Andrews, 2011).

Part III: Management and Technology Tools


Mentoring Program for Faculty
Palloff and Pratt shared three reasons why mentoring programs are effective for online
facilitators (2011). First, it establishes collaboration by encouraging an open dialog among
colleagues. Second, it provides a mutual benefit for both parties, the mentor and the mentee. And
lastly, it establishes a presence and visualization of technology use for communication that one
can then relate back to their teaching experience.
Therefore, the purpose of the mentoring program is to encourage information and
experience share among colleagues to enhance the learning experience and successfully
transition our lesser experienced faculty from face to face instruction to online instruction. The
learning objectives of this mentor program include:

Increase the mentees confidence in teaching online


Introduce various methods of online engagement for students
Provide performance support and feedback
Eliminate isolation of faculty transitioning to online instruction
Accelerate the learning curve for instructors who are new to online instruction

Selection criteria for those who will perform in the mentor role will be those labeled at a
Master level. Individuals in this role will have three or more years of experience in teaching
online, with a minimum of 10 courses successfully completed. Successful completion is
determined by the pass rate of students (80% or above) and student feedback surveys with a
minimum of 90% satisfaction score. Masters mush also display a vast knowledge of technologies
used in the online environment, and will have a robust knowledge of online teaching and
engagement strategies. Lastly, mentors selected for this program will also have documented
experience of at least one other mentor-mentee experience to ensure they have exposure to
developing others in a formal relationship.

Management and Evaluation Programs for Facilitators


Palloff and Pratt once stated, More recent mentoring practice favors mentoring that is
nonhierarchical, infused into the organizational culture, and flexible over time" (2011, p. 75).
Because of this our mentoring program aims to be a one on one relationship with mentor and
mentee. However, it will be abundantly clear that the performance of an instructor and for
content development purposes, the mentee continues to formally report into the department chair.
Offering clarity at the initial launch of our mentoring program will hopefully avoid any
confusion. Given that the goal of the mentor is to develop and enhance the performance of the
mentee, it will be encouraged for the mentor to interact with the department head to provide
consistent feedback. Conversations should be collaborative and focus on both strengths and areas
of opportunity for the mentor.
Faculty learning community approaches offer an environment that is meaningful for
instructors who work off campus teaching online courses. It is imperative that they are still
connected to development opportunities and encouraged to participate in sharing best practices.
However, this can be hard for department chairs to management in that it can be difficult to
verify if faculties are engaged and what level of development they are seeking from their peers.
A formalized mentor program will help ensure that these interactions are occurring, and the
learning outcomes are intentional.
Evaluation of the learning that occurs in this mentor program is imperative to the overall
success of the mentor and mentee interactions. Because mentees will consist of those identified
as a visitor, novice, apprentice, and insider their learning needs will vary. The first interaction of
the mentor and mentee will be to establish a minimum of five overall learning objectives for the
mentor. For example, a mentee who is an apprentice might set a goal to teach two online courses

using two different technologies to increase their exposure to multiple technology resources. The
mentor will establish SMART goals and specific learning outcomes that can be measured.
Evaluation of the mentees progress will directly correlate to the SMART goals established during
their initial interaction. These evaluations will tie back to the learning objectives of this course. A
rubric will be created by the mentor to ensure that learning outcomes are achieved, and peer
evaluations are collected to ensure more than one perspective or opinion is taken into
consideration.
Learning Platform
Instructors will use our Universities LMS system, Canvas to administer their courses and
the previously described mentor program. This provides value to instructors by exposing them to
the platform they are required to use as instructors of online course delivery. Currently, this is
optional for face to face faculty and can simply be used to post final grades, so some faculty who
are in the initial phase of transitioning to online instruction may have limited exposure.
Canvas allows instructors to build and deliver their entire course to students. The LMS
system allows faculty to build assignments; reading, quizzes, homework, and exams. They can
also incorporate learning discussions and learning teams for collaborative communication and
projects. Another feature of this platform is lecture capture, allowing faculty to record a visual or
audio lecture and share that with students. These videos can be assignable and instructors may
also incorporate videos that are not their own, such as content featured as TED talk. Lastly Cavas
allows communication to the entire classroom, as well as, one on one. Instructors can provide
individual coaching and feedback through private conversations.
Technology and Media Tools

Various forms of technology will be used to engage learners and provide multiple means
of communication to ensure diversity in learning preferences.
Resource
Tegrity

Description
Tegrity is a lecture capture

Application
Instructors might identify a

tool which allows instructors

learning concept that students

to deliver both visual and

are struggling with and

auditory explanations to

attempt to walk through an

students.

explanation of this topic,


followed by an example to
help students grasp the

Simulations

Various platforms and

concept.
Our biology department uses

programs allow simulation

SmartLabs to simulate a wet

development. Simulations

lab environment. Students

provide a reality based

can practice mixing

concept in a virtual

chemicals or performing an

environment so students can

experiment. The software

practice applying new

allows students to make

knowledge. Virtual

mistakes and will expose

environments like this

them to learning outcomes

provide a safe place to trial

based on their decisions.

and error the cause and effect


Piktochart

of making such decisions.


Providing visual explanations

For complex projects and

of material are helpful for

assignments, it might be

several learning preferences.

helpful to provide students

Piktochart can create visual

with a visual that explains the

marketing concepts, flow

flow of different elements in

chart, infographics, and other

a project. Visual explanations

various visual aids.

or examples of completed
work outlines can help

comprehend a concept that


might be overwhelming to
just simply read about.
Part IV: Issues and Classroom Management
Technology for Student Collaboration
As previously discussed engaging online learners is an integral piece to the overall
success of an online classroom. Students will need various mediums available to engage with
each other and their professor. The following three examples will be covered in this training.
Resource
MindMeister

Description
The technology encourages open

Application
In an online learning environment

brainstorming with others.

students should be encouraged to not

Individuals can engage in a topic of

only interact with other students, but

discussion and map out several

openly brainstorm with their

ideas, and vote on best approaches

colleagues on best practices. This

(Mindmeister, 2015).

technology can be encouraged for


group projects or even an entire

Voice Thread

Blogs

VoiceThread allows users to create

classroom debate.
Working as a group, individuals can

unique presentations quickly and

create a presentation to capture their

easily and encourages collaboration

explanation of a topic or present a

with others. Presentations can

project. The project can be made

include video, with custom visual

accessible to other members so that

and audio complements

one can receive feedback or

(VoiceThread, 2014).
Blogs are intended to encourage

encourage collaboration.
A student can be asked to create a

information share and knowledge

blog on a specific topic and post

acquisition. This is a great way to

weekly updates. These updates could

encourage collaboration and help

include a highlight of lessons learned

learners establish an online

for note taking and reference

presence that can be valuable

purposes or to document their

beyond the classroom.

research on a given topic or project.

Distance Learner Description


Students who pursue online courses compared to those who more commonly pursue face
to face instruction exhibit some of the same behaviors, but also tend to differentiate in a few
ways as well. What these learners have in common is their desire to develop themselves and an
acknowledgment for the need to be developed. Traditionally online learners are more disciplined
and technologically savvy. Their pursuit of online education can often mean that they think they
are comfortable with online environments and technology regardless of their limited exposure.
Online students are traditionally multitaskers and might be balancing their pursuit of education
with family and work obligations.
Traditionally we group distance learners into three categories; cultural, experiential and
non-traditional. Cultural online learners possess a broad range of differences such as gender,
socioeconomic, personality, religion and cultural upbringing, which can be personified a great
deal in an online learning environment since other avenues of communication have been
removed (Haythornthwaite & Andrews, 2011). Experiential learners often bring to the classroom
a diverse work experience and share that knowledge with their classmates. These experiences
help them and others apply knowledge to real situations in the working world and can add an
extra layer of meaning to the content shared in the course. Nontraditional learners consist of
students who face additional obligations outside of the classroom, such as family and work. All
distance learners bring a variety of backgrounds, experiences, motivations and personalities, and
the instructor must employ various methods to engage them all.
Synchronous and Asynchronous Learning Environments

Synchronous learning environments happen in real time, though not necessarily in


person. Conversations that occur in real time can take place in a classroom environment, but for
online learners, this often occurs during WebEx type presentation or live lectures. Synchronous
learning allows instruction and collaboration to happen in real time via Skype and many other
video conferencing tools (Higley, 2015). An example of embracing synchronous learning within
an online learning environment might be live office hours where students can interact in real time
with an instructor via instant messaging. Video and voice components don't have to be a part of
synchronous learning as long as interactions happen in real time, and feedback happens
instantaneously.
Asynchronous learning environments are not in real time. Most people think of
asynchronous learning environments when they think of distance learning because a great deal of
collaboration and learning occurs on demand and at the mercy of the learner's timeline of
interaction. It is one of the benefits of online education in that students can engage with content,
instructor and classmates on their own schedule. For instructors to continue providing an
engaged classroom environment, they must work more diligently to ensure they often
communicate with students via the online environment. While feedback is not immediate, it
doesn't mean it should be consistent and often.
Technology Management Issues and Resolutions
As with any interaction with technology, one must anticipate complications and issues.
The online learning environment is no different. One of the most common sited complaints by
faculty on our campus is centered around the functionality and familiarity of our LMS system,
Canvas. Given that online instructors are required to use this tool it is strongly advised that
facilitators actively pursue training on this platform. Not only do we provide videos and training

for instructors, but we also provide training videos for students. Successful facilitators will know
how to support their struggling students by referencing these training tools. We also provide
access for all faculty to Lynda.com, where non-university specific training can be located.
Another large issue facing online courses is the overall integrity of our students and
academic structure. Specifically, how instructors are making sure that the assignments submitted
are the original work of the student officially registered in the class. For this reason, many
instructors will take advantage of the proctored test center, requiring students to take finals or
multiple exams in a testing center where their identification is verified before allowing them
access to the exam online. We also provide a plagiarism tool for both students and faculty to use
to ensure that students are embracing academic integrity and not copying information without
properly citing that material.
And lastly, instructors often comment how surprised they are when online students
complain about their lack of access to a computer or the internet. While our admissions team
discourages students enrolling in online classes without the proper resources, they cannot
discriminate and deny them access. Therefore, instructors should be aware of online computer
lab hours and provide those to students at the beginning of the course. Likewise, faculty should
also research other local computer lab options for students to proactively provide them with
alternative locations should the campus computer lab be inaccessible. With each issue, an
instructor must be proactive and creative in finding a resolution so as to avoid frustration for both
the student and themselves.
Classroom Management Issues
Effective classroom management starts with great communication. Students need to feel
comfortable asking for help and need to know that their instructor is genuinely invested in their

success within the course. Instructors will want to provide substantive and constructive feedback
on each assignment, both positive and developmental. An instructor should post virtual office
hours and methods of communication, as well as an expected turnaround time for responses, so
students are informed and have clear expectations. Students should always have the opportunity
to voice their opinion in a professional way, and the instructor should encourage all students to
complete an end of course survey so that they can develop the course and their method of online
instruction to enhance the overall learning experience. Again setting expectations up front and
ensuring that students have read those is paramount to the success of the course. Often
instructors might require students to pass a course overview assessment, as a prerequisite to
having access to the course content. This ensures that students are held accountable to the
expectations the instructor has set for the class.
Occasionally an online student might present characteristics that are offensive, combative
or counterproductive to the learning environment. These situations must be dealt with
immediately and with professionalism. Robert Kelly describes various potential
miscommunications and controversies that an occur in an online learning environment and
recommends that the instructor address that head on by communicating proactively with the class
(Kelly, 2013). Set expectations early that written communication can often be misinterpreted and
that one expects learners in the classroom to avoid the tendency to reactive negatively and with
aggression. The instructor should encourage students to handle conversations in the classroom
with open, honest and professional communication. However, if multiple instances occur with a
particular student, the instructor should encourage others to communicate privately with the
instructor so he or she can address that privately with the individual.

Instructors may be made aware of particular students who require ADA accommodations.
As educators, they have legal and moral obligations to ensure that every student has equal access
and ability to be successful in the learning environment by making reasonable accommodations.
Instructors are required to participate in an annual ADA Compliance training, and it is expected
that they are familiar with the standards and obligations they have as instructors. If additional
help or guidance is needed, instructors always have access to their ADA Compliance Officer to
brainstorm ideas for accommodations. Some typical accommodations that online classrooms
embrace are close-captioned videos, audio books and proctored exams which can allow for
additional time on exams and quizzes if necessary. It is imperative that instructors remember
that special accommodations should not be publically announced to the classroom in an effort to
protect the privacy of those impacted. Therefore, accommodations or alternations in assignment
should be made via private communication.

References
Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus, (),
Retrieved from
http://www.facultyfocus.com/articles/online-education/eight-roles-of-an
effective-online-teacher/
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA:
SAGE.
Higley, M. (2015). Benefits of synchronous and asynchronous e-learning. Retrieved from
http://elearningindustry.com/benefits-of-synchrounous-and-asynchronous-e-learning
Kelly, R. (March 19, 2013). Managing controversy in the online classroom, Faculty Focus,
retrieved from http://www.facultyfocus.com/articles/online-education/managing
controversy-in-the-online-classroom/
Mindmeister. (2015). Collaborative mindmapping. Retrieved from
https://www/mindmeister.com
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: John Wiley & Sons Inc.
VoiceThread. (2014). Communicate collaborate connect. Retrieved from
http://voicethread.com/about/features

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