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Facilitator Training Program
Tania Karney
CUR/532
Melinda Medina
October 12, 2015
Hello my name is Tania Karney, and I will be your instructor for this Synchonous 3- Module Model training. At any time you need to reach me and or leave messages, you can contact me by phone at 248-721-2548 or [email protected]), In this training you the learner will work through the 3- modules in order (module #1 to module #3) to better understand how to educate/train your learners regardless of their distance and or time zones. This program is divided into 3- modules, with four parts to it.
COURSE DESCRIPTION
This course emphasis on a training program for adult education facilitators without previous experience in distance education.
Table of Contents
Faclitator Training Program Synchronous 3-Day Module Module 1
Part1-Vital Information in Facilitator Training
1.1 Training program audience 1.2 Training program goals 1.3 Training program objectives 1.4 Summative assessment of trainee learning
LEARN.
1.1 Training Program Audience
The common mistake with the phased approach is that many institutions assume and act on their assumptions that all online facilitators are on the same development level of having the same experience if any experience at all in online instructing. (Palloff & Pratt, 2011, p. 28).
The audience is identified as adult education facilitators who do not have experience in distance education,
1.2 Training Program Goals
Be prepared, focused and ready to learn something new in every class.
Engagement and participation in class is highly encouraged. Don’t be afraid to share your thoughts!
Ensure all assignments are submitted according to deadline. Class attendance is also important to help students benefit from the course.
PREPARED
Be respectful towards teacher and classmates. Encourage one another and stay united as a team!
PROACTIVE
RESPONSIBLE
RESPECTFUL
Become proficient with using online web tools
Develop and utilize the skills of online learning
Establish and maintain a learning community.
1.3 Training Program Objectves
Program Objectves
Reading Skills
Writing Skills
Critical Thinking
Literary Movements
Historical Connections
American Identity
“I believe in bringing out the best in every student and in helping them to reach their fullest potential in my classroom. I am committed in helping every student to excel academically and to guide them to grow as a student and as an individual.”
CLASSROOM PHILOSOPHY
1.4 Summative Assessment of Trainee Learning
A summative assessment is given at the end of each class or training session to measure/collect some form of data on how to determine if the class/training objectives were met (Brown & Green, 2011, pp. 138, 155).
Table of Contents
Part II – Facilitator Skills and Instructional Materials
2.1 Identify the skills needed for effective distance learning facilitators. 2.2 Describe the phases of development for distance learning facilitators. 2.3 Identify the theories of distance learning. 2.4 Describe the theories for engaging distance learners.
Establish effective communication skills Be available to your trainees Provide feedback on a regular basis Access the learning of the trainees Engage in dscussion with the learners
2.1 Effective Skills
THINK
Be Positive
&
2.2 Phases of Development
Visitors Phase In this phase, generally the face- to- face instructor has experience with technology in his/her class they have also posted a syllabus. The use of email communication falls within this phase. (Palloff & Pratt, 2011, p. 20).
Novice Phase The instructors in this phase have never taught an online class or possibly haven’t taken an online class. Even though the instructor is no stranger to posting a syllabus online and also using some form of technology in place of face- to- face instructing (Palloff & Pratt, 2011, p. 20). The instructor is not comfortable with communicating and making his or her presence known to the online class.
Apprentice Phase In this phase the instructor has taught one or more semesters online that consist of several classes. During this phase the instructor is still developing an understanding how the online classroom functions and how to use the technology and his or her skills to cause the online class to run smoothly (Palloff & Pratt, 2011, p. 20). In addition, the instructor is becoming more comfortable communicating and making his or her presence known to their learners.
Insider Phase The instructor in this phase is comfortable with instructing online classes. The instructor has gained experiences from teaching several courses per semester and is competent in the art and science of instructing, handling, directing, and controlling the online class environment (Palloff & Pratt, 2011, p. 20). The instructor’s presence is known in the online class.
Master Phase The instructor in this phase taught multiple semesters and classes per those semesters as well as took part in designing online classes. The instructor has mastered the technology used to engage learners in the online class as well as he being extremely comfortable with the entire online environment. An important point for institutions and faculty members to realize is that in “addressing the developing the skills for online teaching – one size does not fit all” (Palloff & Pratt, 2011, p. 17).
2.3 Theories of Learning
5 Phases
Transactional Distance Theory
Transactional Distance-it is not just a matter of geographic separation as it involves three variables; the teacher & learners; dialog & program structure; and learner autonomy (Haythornthwaite & Andrews, 2004).
Digital Media Theory
Digital Media Theory-This theory focuses on only one mode of communication and by doing so learn the strength of that mode (Haythornthwaite & Andrews, 2004). Online posts showing engagement from students Creates co-learning pedagogy with other learners in a team setting.
Table of Contents
Module 2 Part III – Management and Technology Tools
3.1 Mentoring program for faculty 3.2 Management and evaluation programs for facilitators 3.3 Learning platform used by the distance learning faculty for facilitating their classes 3.4 Different Technology or Media Tools that engage and enhance student learning,
Online mentoring is a developmental partnership where one individual shares their knowledge, skill, area of expertise to help establish a personal and professional growth or someone else. (Dickel, 2011)
What is a Mentor?
3.1 Mentoring for Faculty
Mentors need to complete at least 4 online training courses
The mentor should have facilitated a minimum of 6 online courses in a 12 month period.
3.2 Management & Evaluation Programs for Facilitators
Peer review and faculty evaluation Observation of the mentee
3.3 Learning Platforms
3.4 Different Technology /Media Tools That Engage Student Learning
Audio-Podcast Visual/Video-YouTube Games-Simulations
Table of Contents
Part IV – Issues and Classroom Management
Module 3
4.1 Different technology tools for student collaboration 4.2 A description of the different distance learners 4.3 The differences between synchronous and asynchronous facilitation skills 4.4 Technology management issues and resolutions 4.5 Classroom management issues and resolutions
4.1 – Different technology tools for student collaboration
Audioboo –Learning content can be put into audio files and clips. TutorsClass – Users collaboration based on a mutual schedule. An online platform for users to sharing. Capzle – The learning content applied to visuals, and narratives can be stored and accessed by the group members via portals such as Face Book, iPhone apps etc.
4.2 – A description of the different distance learners
4.3 – The differences between synchronous and asynchronous facilitation skills
4.4 – Technology management issues and resolutions
Web tools not functioning properly-Running a web check prior to the start of the class
4.5 – Classroom management issues and resolutions
Cyberbullying is the repeated use of technology to harass, humiliate, or threaten.
Montoring the online environment to ensure that each student is provided with a safe environment
Reference:
Brown, A., & Green, T. D. (2011). The essentials of instructional design (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.
The excellent online instructor: Strategies for professional development. San Francisco: Jossey-Bass. Retrieved from https://portal.phoenix.edu/library.html Haythornthwaite, C. & Andrews, R. (2011).E-learning Theory and Practice. Los Angeles: Sage Publications
Facilitator Training Program
Tania Karney
CUR/532
Melinda Medina
October 12, 2015
Hello my name is Tania Karney, and I will be your instructor for this Synchonous 3- Module Model training. At any time you need to reach me and or leave messages, you can contact me by phone at 248-721-2548 or [email protected]), In this training you the learner will work through the 3- modules in order (module #1 to module #3) to better understand how to educate/train your learners regardless of their distance and or time zones. This program is divided into 3- modules, with four parts to it.
COURSE DESCRIPTION
This course emphasis on a training program for adult education facilitators without previous experience in distance education.
Table of Contents
Faclitator Training Program Synchronous 3-Day Module Module 1
Part1-Vital Information in Facilitator Training
1.1 Training program audience 1.2 Training program goals 1.3 Training program objectives 1.4 Summative assessment of trainee learning
LEARN.
1.1 Training Program Audience
The common mistake with the phased approach is that many institutions assume and act on their assumptions that all online facilitators are on the same development level of having the same experience if any experience at all in online instructing. (Palloff & Pratt, 2011, p. 28).
The audience is identified as adult education facilitators who do not have experience in distance education,
1.2 Training Program Goals
Be prepared, focused and ready to learn something new in every class.
Engagement and participation in class is highly encouraged. Don’t be afraid to share your thoughts!
Ensure all assignments are submitted according to deadline. Class attendance is also important to help students benefit from the course.
PREPARED
Be respectful towards teacher and classmates. Encourage one another and stay united as a team!
PROACTIVE
RESPONSIBLE
RESPECTFUL
Become proficient with using online web tools
Develop and utilize the skills of online learning
Establish and maintain a learning community.
1.3 Training Program Objectves
Program Objectves
Reading Skills
Writing Skills
Critical Thinking
Literary Movements
Historical Connections
American Identity
“I believe in bringing out the best in every student and in helping them to reach their fullest potential in my classroom. I am committed in helping every student to excel academically and to guide them to grow as a student and as an individual.”
CLASSROOM PHILOSOPHY
1.4 Summative Assessment of Trainee Learning
A summative assessment is given at the end of each class or training session to measure/collect some form of data on how to determine if the class/training objectives were met (Brown & Green, 2011, pp. 138, 155).
Table of Contents
Part II – Facilitator Skills and Instructional Materials
2.1 Identify the skills needed for effective distance learning facilitators. 2.2 Describe the phases of development for distance learning facilitators. 2.3 Identify the theories of distance learning. 2.4 Describe the theories for engaging distance learners.
Establish effective communication skills Be available to your trainees Provide feedback on a regular basis Access the learning of the trainees Engage in dscussion with the learners
2.1 Effective Skills
THINK
Be Positive
&
2.2 Phases of Development
Visitors Phase In this phase, generally the face- to- face instructor has experience with technology in his/her class they have also posted a syllabus. The use of email communication falls within this phase. (Palloff & Pratt, 2011, p. 20).
Novice Phase The instructors in this phase have never taught an online class or possibly haven’t taken an online class. Even though the instructor is no stranger to posting a syllabus online and also using some form of technology in place of face- to- face instructing (Palloff & Pratt, 2011, p. 20). The instructor is not comfortable with communicating and making his or her presence known to the online class.
Apprentice Phase In this phase the instructor has taught one or more semesters online that consist of several classes. During this phase the instructor is still developing an understanding how the online classroom functions and how to use the technology and his or her skills to cause the online class to run smoothly (Palloff & Pratt, 2011, p. 20). In addition, the instructor is becoming more comfortable communicating and making his or her presence known to their learners.
Insider Phase The instructor in this phase is comfortable with instructing online classes. The instructor has gained experiences from teaching several courses per semester and is competent in the art and science of instructing, handling, directing, and controlling the online class environment (Palloff & Pratt, 2011, p. 20). The instructor’s presence is known in the online class.
Master Phase The instructor in this phase taught multiple semesters and classes per those semesters as well as took part in designing online classes. The instructor has mastered the technology used to engage learners in the online class as well as he being extremely comfortable with the entire online environment. An important point for institutions and faculty members to realize is that in “addressing the developing the skills for online teaching – one size does not fit all” (Palloff & Pratt, 2011, p. 17).
2.3 Theories of Learning
5 Phases
Transactional Distance Theory
Transactional Distance-it is not just a matter of geographic separation as it involves three variables; the teacher & learners; dialog & program structure; and learner autonomy (Haythornthwaite & Andrews, 2004).
Digital Media Theory
Digital Media Theory-This theory focuses on only one mode of communication and by doing so learn the strength of that mode (Haythornthwaite & Andrews, 2004). Online posts showing engagement from students Creates co-learning pedagogy with other learners in a team setting.
Table of Contents
Module 2 Part III – Management and Technology Tools
3.1 Mentoring program for faculty 3.2 Management and evaluation programs for facilitators 3.3 Learning platform used by the distance learning faculty for facilitating their classes 3.4 Different Technology or Media Tools that engage and enhance student learning,
Online mentoring is a developmental partnership where one individual shares their knowledge, skill, area of expertise to help establish a personal and professional growth or someone else. (Dickel, 2011)
What is a Mentor?
3.1 Mentoring for Faculty
Mentors need to complete at least 4 online training courses
The mentor should have facilitated a minimum of 6 online courses in a 12 month period.
3.2 Management & Evaluation Programs for Facilitators
Peer review and faculty evaluation Observation of the mentee
3.3 Learning Platforms
3.4 Different Technology /Media Tools That Engage Student Learning
Audio-Podcast Visual/Video-YouTube Games-Simulations
Table of Contents
Part IV – Issues and Classroom Management
Module 3
4.1 Different technology tools for student collaboration 4.2 A description of the different distance learners 4.3 The differences between synchronous and asynchronous facilitation skills 4.4 Technology management issues and resolutions 4.5 Classroom management issues and resolutions
4.1 – Different technology tools for student collaboration
Audioboo –Learning content can be put into audio files and clips. TutorsClass – Users collaboration based on a mutual schedule. An online platform for users to sharing. Capzle – The learning content applied to visuals, and narratives can be stored and accessed by the group members via portals such as Face Book, iPhone apps etc.
4.2 – A description of the different distance learners
4.3 – The differences between synchronous and asynchronous facilitation skills
4.4 – Technology management issues and resolutions
Web tools not functioning properly-Running a web check prior to the start of the class
4.5 – Classroom management issues and resolutions
Cyberbullying is the repeated use of technology to harass, humiliate, or threaten.
Montoring the online environment to ensure that each student is provided with a safe environment
Reference:
Brown, A., & Green, T. D. (2011). The essentials of instructional design (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.
The excellent online instructor: Strategies for professional development. San Francisco: Jossey-Bass. Retrieved from https://portal.phoenix.edu/library.html Haythornthwaite, C. & Andrews, R. (2011).E-learning Theory and Practice. Los Angeles: Sage Publications