1. Synchronous 3- Day Model- Facilitator Training Program Sundus Saad CUR-532 Jun 22, 2015 Melinda Medina

2. Training Program Audience Our training manual is designed to assist facilitators who are new hired and have no experiences in distance learning education. The assumed current skill sets are: - Have obtained intermediate computer skills - Have experience facilitating training programs in the face-to-face environment. The assumed current experiences are: - Have previously participated in an eLearning program. - Uses visual objects, i.e. graphs, charts and pictures. Tend to read body language. - Use memorization as learning technique, like lectures. Assumed level of current knowledge Have knowledge by listening and hearing. Body language

3. Training Program Goals Our goal behind this training program is to prepare trainers with the key skills and competencies needed to facilitate distance-learning programs. Key Skills Establishing presence Motivating participants in the online environment Engage participants in a learning community Promoting interactivity Incorporating collaborative work in design and delivery of online training VOCAL, Visible, Organized, Compassionate, Analytical, Leads by example (Palloff & Pratt, 2011)

4. Training Program Objectives -The training objectives are the path that leads to achieving the program goals. They are a “specific, measurable statement of the desired immediate or direct outcomes of the program that support the accomplishment of a goal” (Guide to Performance Measurement and Program Evaluation, 2010). - All three modules has clearly defined in the 3 days training objectives that will help the participants to understand what are expected to have learned in the module

5. Summative assessment of Trainee Learning Summative assessments are the tool(s) used to accomplish this task. Summative assessments “are used to evaluate student learning, skill acquisition, and achievement at the conclusion of a defined instructional period or program” (Summative Assessments, 2013). However, summative assessments do not necessarily have to be in written form, it can be as an oral presentations, performance tasks or standardized testing. The outcome of the assessment will help the facilitator to determine if she or he has achieved the goals has established.

6. Training Materials To have a successful distance learning experience, facilitators must develop certain skills, such as: -Familiarity with online programs -Relationships with students -Strengthening relationships with the faculty To improve

7. Continued-Training Materials To improve these skills facilitators will experience different stages of development which define in The Excellent Online Instructor, Strategies for Professional Development are: Learner: Providing instructors with ability to learn what they need to learn to be able to use technology within their individual courses. Adopter: Asking i nstructor to use different technologies and shares findings with other faculty members. Co- Learner: Asking i nstructors to learn and apply different technologies through the participations in workshops and seminars.

8. Continued-Training Materials Re-affirmer/Rejecter: Instructors learn what is working and what it not working Leader: Help instructors to search for new technologies and have enough experience to teach others when being familiar with it. Distance learning theories: Pedagogy and Andragogy: Andragogy is the theory that most theories are centered are. Adult learners are more likely to be either independent learners, or the autonomous learner. Both style of learners can be classified and andragogous. Adult learners are often somewhat experience, and have a desire to learn. Through distance learning the student are responsible for their own learning.

9. Management and Technology Tools Facilitators begin making advances in their developmental stages as they move through different stages of facilitator development, such as: - Mentoring - Community approaches - Different development models - Phased approaches.

10. Continued- Management and Technology Tools Mentoring program for faculty * Create and standardize performance *Provide good guidance and instruction for logistics distance learning *gather constructive feedback *Provide good guidance by way of Distance Learning *Ensure that Instructor/Facilitator is proficient

11. Continued- Management and Technology Tools Identification Criteria Should have at least 5-10 years of experience Must have at least 3-5 years of classroom teaching experiences Identify what criteria of success and objectives must be achieved

12. Management and Evaluation Program for facilitators *Get better strategies management of distance learning * Distance Learning Community Approach Affect on Management *Facilitators strategic planning and resolution processes those involved Community Approach: -The main goal of a learning community is to allow its members to discover and construct knowledge for themselves (Flinders, 2013). - Learning Community can establish a connection among peers, which allows for further growth in areas such as mentoring. -Learning Community provides support for others working in the same concepts. - Community approaches that include learning groups are important because those involved are working towards one purpose. Any work that is contributed must be centered around one goal so that the outcome is beneficial to all

13. LMS System  Discussion  Course Checklists Documents  Online presentation  Virtual Classroom setting  Lesson plans/assignments  Syllabus Reference:http://www.dreamstime.com/stock-images-empty-classroom-image2832934

14. Technology and Media Tools  Infographics: Allow the student the opportunity to get creative but the programs available provide a template that allows their creativity to be expanded.  Microsoft PowerPoint: It provides students and use their own creativity to develop a presentation that meets facilitator guides.  LiveBinder: A llow students to post and share information. Often time’s students want to share information they have discovered through research and tools like LiveBinder allow for this type of sharing to take place.

15. Issues and Classroom Management According to “Educators Technology” (2011-2014), the 10 most excellent platforms are Google Sites, Webbly for Education, Web, Yola, SchoolRack, Blogger, Wordpress, Edublog, KidBlog, and Glogster Edu. Skype/FaceTime. Both of these applications allow for face time conferencing. Facilitators must establish guidelines if they are going to allow students to use this application as a tool to keep in contact with each other. Since there is no traditional classroom for these two applications allow students to be able to communicate in a live forum. These face time applications also allow another avenue for facilitators to hold a conference with students if necessary. Facebook/Twitter. Facebook and Twitter are two of the social networking sites that many people are familiar with. Facilitators need to establish early on how they will allow students to include the use of Facebook/Twitter into the classroom. Because of the information that is can be obtained from many professionals on both sites, facilitators need to be inform students if these sites can be used as sources for finding information.

16. Types of Different Distance Learners Cultural Learner: It is the person who has been exposed to different areas. This exposure helps the learner to view things from different perspectives and will assist the distance learner because he or she is open to new ideas. This student is in-tune with the business world and working with different groups. Experiential Learner: It is the learner who is learning from experience. This learner is engaging with others and enjoys the hands on experience None Traditional Learner: It is the type of student for distance learning. This learning is holding down a job, raising a family, and working. This learner takes into consideration both positive and negative aspects of experiences.

17. Synchronous Vs. Asynchronous  Synchronous: - Facilitation skills must be developed for a traditional style classroom. -Requires the instructor and the student to be present at the same time. - It needs instructors to be able to keep the attention of his or her students and to be able to engage them immediately. - The way a student is engaged can be through lecture, presentation or even technology uses. - Skill that instructors who use this style of learning must achieve is the ability to recognize confusion among students. - Recognizing confusion allows the educator the opportunity to clarify the confusion immediately.

18. Continued- Synchronous Vs. Asynchronous  Asynchronous: Asynchronous facilitation skills are skills that distance learners must develop to be able to create a welcomed distance learning experience. Asynchronous learning does not require instructor and student to be present at the same time. A skill that needs to be centered on for this style of teaching is the ADDIE methodology. A – Analyze D – Develop D – Design I -- Implement E – Evaluate Facilitators must also be able to incorporate activities that are fun, as well as, establish discussion boards.

19. The Technology Management Issues Issues: * Computer access or accessibility *Internet problems *Time zone differences Resolutions: Whatever the problem is resolutions need to be established early on so that students are not penalized. Instructors should provide students with options for completing and submitting work when there are issues with the platform.

20. Learner Feedback Feedback sessions Questions and Answers Forum Email/Audio/Chat

21. Challenging Behaviors Inappropriate Posts - promote positive atmosphere Lack of motivation of students participations Engagement –push and encourage for the best possible work from each student Cyber-bullying –zero tolerance ADA/Strategies. The American Disability Act is definitely something that all facilitators must familiarize themselves with. Under the ADA students are not to be discriminated against because of any disability. It is the job of the facilitator to make certain that accommodations are made for students that may have a disability

22. Educators Technology. (2011-2014). Retrieved from http://www.educatorstechnology.com/2013/04/10-excellent-platforms-to- create-your.html Guide to Performance Measurement and Program Evaluation. (2010). Retrieved from https://www.ovcttac.gov/taResources/OVCTAGuides/PerformanceMeas urement/goals.html http://www.dreamstime.com/stock-images-empty-classroom- image2832934 http://i1-news.softpedia-static.com/images/news2/North-Korea-Blames-the-US- for-Attack-That-Disrupted-Internet-in-the-Country-468409-2.jpg Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional Development. Chapter 2: Phases of Development, Chapter 4: Models of Faculty Development. Copyright © John Wiley & Sons Inc. (2011). Summative Assessments. (2013). Retrieved from http://edglossary.org/summative-assessment/ http://www.educatorstechnology.com/2013/04/10-excellent-platforms-to- create-your.htmlhttps://www.ovcttac.gov/taResources/OVCTAGuides/PerformanceMeas urement/goals.html http://www.dreamstime.com/stock-images-empty-classroom- image2832934 http://i1-news.softpedia-static.com/images/news2/North-Korea-Blames-the-US- for-Attack-That-Disrupted-Internet-in-the-Country-468409-2.jpg References: