FACILITATOR TRAINING PROGRAM

Facilitator Training Program

Steve Katz
CUR/532
November 9, 2015
Melinda Medina

FACILITATOR TRAINING PROGRAM

Facilitator Training Program

Table of Contents
Introduction
Part I: Program Information

Understand Target Audience

Training Program Goals
Training Program Objectives
Summative Assessment of Trainee Learning

Part II: Facilitator Skills and Materials

Training Materials
Phases of Development for Distance Learning Facilitators
Theories of Distance Learning
o Examples of how these theories apply to different scenarios
Theories for Engaging Distance Learners
Description
Examples of application

Part III: Management and Technology Tools

Mentoring Program
Goals and Objectives
Identification Criteria
Management and Evaluation Programs for Facilitators
Learning Platform
Technology/Media Tools to Engage Learners

Part IV: Issues and Classroom Management

Technology Tools for Student Management

Different Distance Learners
Synchronous and Asynchronous Facilitation Skills
Technology Management Issues and Resolutions
Classroom Management Issues and Resolutions
Learner Feedback
Challenging Behaviors
ADA Learners and Associated Strategies

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Three Day Facilitator Training Program

Welcome to this three-day synchronous training on becoming a distance learning
facilitator. Synchronous learning refers to the facilitator and the learner being in different
places at the same time. Studies have shown that students involved in synchronous
learning can develop a sense of community with facilitators and fellow learners because
synchronous learning decreases the challenges associated with transactional distance
(Nicholson, 2002).
Your success in this course depends on your full, undivided attention and active
participation. I suggest you make your learning environment as distraction-free as
possible by temporarily closing any social media chat windows and email inboxes, as
well as turning off your cell phones during our time together. What you take away from
this program depends on what you put into it, so I urge you to participate in class
discussions and do not hesitate to ask any questions you may have.
Part I: Program Information

Description of Course:

This course will teach future facilitators the concepts of distance learning, also known as
online learning or e learning. Students will learn how to make synchronous online
training a memorable, engaging experience for distance learners. They will learn how to
facilitate successfully through understanding their target audience, goals and objectives,
instructional materials, collaboration techniques, and student issues. They will learn vital
facilitator skills and online classroom management techniques. This three-day training
program will also teach future Adult Education Facilitators about innovative

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technological developments and presentation programs used by distance learning
facilitators.

Instructions:
o Examine syllabus
o Examine University policies
o Examine instructor policies
o Download e-manual
o Read instructor bio
o Post your bio under instructor bio

Target Audience

The trainees are adult learners who have traditional classroom experience, but have no
training for online facilitation. They have prior experience in andragogy, adult learning
theories, course design, traditional classroom instruction, assessment, providing
feedback. They also have basic experience in the use of computers.

Program Goals and Objectives

According to Robert Gagne, nine events must occur for Learning. Learning these
nine concepts are the goals for any training course.
o Gaining attention: Facilitators must stimulate, motivate learners
o Making objectives understood by learners. This entails informing learners
what they will know at the end of the course.
o Stimulate prior learning recall by asking the learner what they know about
the topic.
o Present the stimulus by emphasizing distinctive features.
o Provide guidance by providing organization and relevance such as in a
syllabus
o Elicit performance by asking learners to respond, demonstrating learning
o Provide informative feedback on learners performance

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o Require specific learning for assessment, offer feedback for learner

reinforcement
o Enhance retention and transfer by assigning varied practice
(Haines, 1996)

Summative Assessment of Trainee Learning

Assessment is the measurement of what students are learning. Student
achievement is defined as how well theyve mastered certain target skills.
Assessments provide educators with both objective and subjective data in order to
ascertain student progress and skill mastery (Ronan, 2015, para. 3). The results of
summative assessments are often used to evaluate program success and to
determine what changes need to be made before the class is taught again.
o Electronic portfolios
o Online discussion
o Presentations
o Student reports/Essay
o Proctored testing /Exams
(Ronan, 2015)

Part II: Facilitator Skills and Materials

Training Materials
o Skills needed for effective distance learning facilitators.

Todays training revolves around the skills from facilitators that make for effective
distance learning, the phases of development for facilitators from visitor to master,
theories of distance learning, and how to engage distance learners.
o Content knowledge-Online instructors must understand their content and how to
help learners understand content in distance learning environments.
o Establishing presence: Managing and controlling personal and professional
information. Responding to student's post and email messages.

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o Create and maintain a learning community: Empower students to the learning
process and take control of their destiny.
Effectively develop and facilitate online programs/courses: Design of
courses lends to good delivery of the material. Monitor discussions,
asking insightful questions to extend discussion, post announcements,
and provide prompt feedback to students
o Understand intersection of technology, andragogy, and content
Engage future instructors in quality and extensive professional

development
Teach in the medium in which they will instruct
Introduce learners to frameworks of technological andragogical

knowledge, content knowledge, curriculum content

o Effective communication skills
o Ability to manage learners
(Burns, 2014)
o The ADDIE Model of curriculum development
Analysis: Analyze student needs
Design: Design effective methods of introducing materials
Development: Develop a plan for teaching the course, and evaluate

methods to measure success

Implementation: Launch the course online. Take notes of

improvement and ask for student feedback

Evaluation: Evaluate the success of the training program and make
necessary changes for improvement

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(Keller, 2011)
Phases of Development for Distance Learning Facilitators
The transition from the traditional classroom to instructing online requires
facilitators to identify stages of development that provide comfort and
competence. Palloff & Pratt (2011) have created a five-phase model of
development for distance learning facilitators:

Visitorthose 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.

Novicethose 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.

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Apprenticethose 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.

Insiderthose 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.

Masterthose 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, p. 20).

Online Learning Theories and Practice
Moores Transactional Distance Theory Greater transactional
distance occurs when an educational program has more structure

and less student-teacher dialogue (AECT, 2008, para. 10).

Bayntons Theory of Control
Students who perceive that their academic success is a result of
their own personal accomplishments have an internal locus of

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control and are more likely to persist in their education.

Students with an external locus of control feel that their success,
or lack of it, is due largely to events such as luck or fate outside

their control (AECT, 2008, para. 13).

Theories of Engagement
Saba and Shearera Transactional Distance Theory It is not location that
determines the effect of instruction but the amount of transaction between

learner and instructor (AECT, 2008, para. 11).

Hackman & Walkers Social Context Theory
By watching learners in an interactive television class, Hackman and
Walker found that cues given to students such as encouraging gestures,
smiles, and praise were social factors that enhanced both students'
satisfaction and their perceptions of learning (AECT, 2008, para. 15).

Part III: Management and Technology Tools

Mentoring

Creating a mentoring relationship through the pairing of faculty who are more
experienced online with those who are just starting helps break down barriers and
provides real, concrete examples of what works and what does not (Palloff, 2010, p. 64).
o Goals and Objectives

Support the development of faculty learning communities

Supports collaborative work among faculty members
Reduce faculty isolation and provide a point of connection to the

institution for adjunct faculty

Provides visions for technology use
Individualized technology support
Breaks down hierarchical structure
Mutual benefits for mentors and mentees
Identification Criteria

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Individual one-to-one mentoring with mentors assigned to or

chosen by the mentee

Peer mentoring
Group mentoring
Networked mentoring.
Nonhierarchical, infused into the organizational culture, and

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flexible over time

(Palloff & Pratt, 2011).

Management and Evaluation Programs for Facilitators

Performance Management Systems

Learning Communities
learning communities are distinguished by: supportive and
shared leadership, collective learning, shared values and vision,

supportive conditions, and shared personal practice

(Eib & Miller, 2006)
Methods of evaluating adjunct faculty:
Evaluation of course materials
Evaluation of student learning
Student feedback
Alumni letters and surveys
Preferred Evaluation Methods
Peer Evaluations- peers evaluate facilitators ideas, techniques,
improvement, willingness to collaborate with fellow faculty

members
Student evaluations- students evaluate teacher/student interaction,
course design, quality of learning, instructor improvements over time

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Self-evaluation- Facilitator evaluates progress in terms of goal

assessment
Program evaluation Facilitator evaluates program based on student

successes and failures

Aligning Evaluation Methods to Facilitator Skills
The most important consideration in teaching evaluation, both for
improvement purposes and for personnel decisions, is the use of
multiple methods of teaching evaluation involving multiple sources

of data (CRLT, 2015, para. 2).

Learning Platforms (LMS)
Web conferencing software
Enables communication via webcam, microphone in real time
Students can raise hands
Answer polls
Take tests
Instructor sets permission levels
GoToTraining, WebEx, Training and Adobe Connect
(Ganci, n.d.)
Technology/Media Tools to Engage Learners
Educational Technology
Computers, tablets, Smartphones
E-learning
Web 2.0 content includes blogs, wikis, and social networking sites.

The term Web 2.0 is often used synonymously with social

media, but this guide argues that social media are a category of Web

2.0 applications (Burns, 2014, p. 204).

Podcasts
Blogs
(Mithler, 2015)

Skype or chat, can amplify personalized interaction and creative collaboration among
learner (Burns, 2014, p. 205).

Part IV: Issues and Classroom Management

Technology Tools for Student Management

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LMS (Learning Management System) refers to the framework that

handles all aspects of the learning process

Computer-aided assessment refers to automated multiple-choice tests to

more sophisticated systems that provides feedback (Fletcher, 2013)

Electronic performance support systems refer to "a computer-based
system that improves worker productivity by providing on-the-job access
to integrated information, advice, and learning experiences" (Raybould,

1991).
Different Distance Learners

Currently, 70 percent of traditional colleges report that one-third of their enrollment

comes from online classes (Naillon, 2015, para. 3).

o Preschool, K-12, Higher Education

o Corporate and professional
o Disabled
o Males/Females
o Different Ethnicities
Synchronous and Asynchronous Facilitation Skills

E learning can be synchronous, which refers to real-time learning with all learners
interacting simultaneously; or asynchronous, which refers to self-paced learning that
allows participants to exchange ideas and information without depending on other
participants involvement at the same time.

Synchronous learning:
Thorough preparation is key to anticipate questions and respond

immediately.
Multi-tasking with available technological tools is important to

stimulate interest.
Create entertainment value appropriate to the medium.
Assign presentations to be delivered during the course meeting
(Synchronous vs. asynchronous learning, 2011, para. 32)

Asynchronous learning involves:

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Instructors have a bit of lag time to respond to student questions or

issues.
Facilitators can focus on and respond to one classroom element or

message at a time.
Create entertainment value with referencing analogies, using

emoticons, being clear and concise with words.

Assign presentations that require detailed speaker notes
(Synchronous vs. asynchronous learning, 2011, para. 31)
Technology Management Issues and Resolutions
o Proactive problem management is generally part of a continual service

improvement.
o Reactive problem management is executed as part of a service operation
Problem Detection
Problem logging
Problem prioritization
Problem investigation and diagnosis
Repair or replace
Maintain information about problems and solutions
(Offord, 2011)
Classroom Management Issues and Resolutions
o Anticipate controversy and set expectations
o Look for signs of conflict and unease
o Be supportive
o Directly address interpersonal conflict
o Encourage critical thinking
o Provide a space for difficult questions
o Use podcasts to reduce misinterpretation
(Kelly, 2013).
o Learner feedback
Messages
Comments
Audio
o Challenging behaviors

Cyber bullying is bullying that takes place using electronic

technology. Electronic technology includes devices and equipment
such as cell phones, computers, and tablets as well as

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communication tools including social media sites, text messages,

chat, and websites (Stop Bullying, 2015, para. 1).

Inappropriate posts

Lack of participation or engagement

(Stop Bullying, 2015)

ADA Learners and Associated Strategies

Education should be accessible to everyone. If you have temporary health issues or a

permanent disability, we have services to help meet your needs
(University of Phoenix, 2015, para. 1).
Facilitating online we will have students who have disabilities. Since more adult learners
are returning to school through online programs it is important that they are given the
same opportunities as adult learners that are not disabled. The law states that post
secondary institutions do not have to identify learners with disabilities. However, they do
have to notify the students that services are available for them if they have a disability
(Americans with Disabilities Act (ADA), 2015). It is important to inform adult students
that have a disability, about accommodations available and providing them with contact
information to access the services if needed. Below are some strategies to help adult
learners with disabilities:
o
o
o
o

Additional time on unit assignments and postings

Advance copy of syllabus/course
Textbooks on audiotape or electronic format
Verbal explanation of assignments

Depending on what your institution has outlined will determine what services are
available for students with disabilities.

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Day One: Part I&II

Vital Information in the Facilitator Training, Skills and Instructional Materials
Details: Online Facilitator Training: Knowledge, Skills and Materials

Objectives

Introductions
Bio
Program Information
Training Program Audience
Training Program Goals
Training Program Objectives
Summative Assessment of Trainee Learning
Facilitator Skills and Materials
Training Materials
Phases of Development for Distance Learning Facilitators
Theories of Distance Learning
Examples of how these theories apply to different scenarios
Theories for Engaging Distance Learners
Description
Examples of application

Readings

"Key Facilitator Roles"

Why Don't Face-to-Face Teaching Strategies Work In the Virtual Classroom?
How to Avoid the 'Question Mill'"
(PBS, 2015)

Participation

Participate in class discussion.

Discussion
Questions

Respond discussion questions.

Day Two: Part III~Management and Technology Tools

Details

Objectives

Due

Mentoring Program
Goals and Objectives

Points

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Identification Criteria
Management and Evaluation Programs for
Facilitators
Learning Platform
Technology/Media Tools to Engage Learners
Readings

"Assessment and Collaboration in Online Learning"

(PBS, 2015)

Participation

Participate in class discussion.

Discussion
Questions

Respond to discussion questions.

Day Three: Part IV~ Issues and Classroom Management

Details

Objectives

Technology Tools for Student Management

Different Distance Learners
Synchronous and Asynchronous Facilitation Skills
Technology Management Issues and Resolutions
Classroom Management Issues and Resolutions
Learner Feedback
Challenging Behaviors
ADA Learners and Associated Strategies

Readings

"Working with the Virtual Student

(PBS, 2015)

Participation

Participate in class discussion.

Discussion
Questions

Respond discussion questions.

(PBS, 2015)

Due

Points

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References
ADA. (2015). Americans with Disabilities Act. Retrieved from http://www.ada.gov
AECT. (2008). Theory of distance education. Retrieved from
http://www.aect.org/edtech/ed1/13/13-03.html
Brown, A. and Green, T. (2011). The essentials of instructional design (2nd ed.). Boston,
MA: Allyn & Bacon
Bull, B. (June 3, 2013) Eight roles of an effective online teacher. Faculty Focus,
Retrieved from
http://www.facultyfocus.com/articles/online-education/eight-rolesof-an-effective-online-teacher/
Burns. (2014). Top 5 online learning skills that a successful online instructor has.
Retrieved from http://elearningindustry.com/top-5-online-learning-skills-onlineinstructors
CRLT. (2015). Guidelines for evaluating teaching. Retrieved from
http://www.crlt.umich.edu/tstrategies/guidelines
Eib, B.J. & Miller, P. (2006). Faculty development as community building. Retrieved
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scientificamerican0813-62.html
Haines, D. (1996). Gagn. [On-Line]. Available: Retrieved from
http://education.indiana.edu/~educp540/haines1.html

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Keller, T. (2011). 5 phases of online course development. Retrieved from

http://www.learninghouse.com/blog/publishing/5-phases-of-online-coursedevelopment
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Mithler, S. (2015). The Best Interactive Web Tools for Educators. Retrieved from
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Nicholson, S. (2002). Socialization in the virtual hallway: instant messaging in the
asynchronous web-based distance education classroom. The Internet and Higher
Education, 5(4), 363-372
Offord, P. (2011). RPR: A Problem Diagnosis Method for IT Professionals.
Essex, England: Advance Seven Limited. ISBN 978-1-4478-4443-3
PBS. (2015). Online Facilitator Training. Retrieved from

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http://www-tc.pbs.org/teacherline/courses/syllabi/tech522-syllabus.pdf
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for
professional development. San Francisco, CA: Jossey-Bass.
Raybould, B. (1991). An EPSS Case Study: Prime Computer. Handout given at the
Electronic Performance Support Conference, Atlanta, GA, 1992.
Ronan, A. (2015). Every Teachers Guide to Assessment. Retrieved from
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whats the difference. Retrieved from
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