Distance Learning Facilitation- Train the Trainer Session

Alison Chateauneuf 8/17/15 CUR 532 – Gregory Jackson

Distance Learning Facilitation- Train the Trainer Session

Vital Information for This Program

Timing/Delivery3 Day Virtual Classroom Training- 6.5 classroom hours per day*Trainee’s will virtually attend the classroom through web-cam. Screen share through Microsoft Lync with an open IM Chat for the class will be used.Daily AgendaEmail daily to all participants9:00-10:45 Classroom Time10:45-11:00 Break11:00-1:00 Classroom Time1:00-2:00 Lunch2:00-3:45 Classroom Time3:45-4:00 Break4:00-5:00 Classroom TimeAdministrative needsChecklistEmail Facilitators Guide to participantsEmail Accompanying PowerPoint Presentation to participants

AudienceThis training program is meant for the following audience:Corporate trainers who have been in the classroom facilitation role for over a year and are looking to boost their career development by running virtual training sessions. These participants have experience facilitating to a live audience; however, they have no prior experience in facilitating to a virtual audienceParticipants in this program have attended virtual trainings within their job role, but have never facilitated them.

GoalsBy the end of this program, participants will be able to:Describe the skills that successful online facilitators use in the virtual classroomDemonstrate the ability to navigate the technology used to create a virtual classroomDevelop Classroom management techniques in a virtual training environmentIdentify ways to keep a virtual classroom engaged in the course materialGive examples of different forums from which they could facilitate virtual training

ObjectivesDay 1 –Facilitator Skills and Instructional MaterialsIdentify the skills needed to become an effective distance learning facilitator through discussionDefine the phases of development for distance learning facilitators by completing research activityDescribe how different theories of distance learning can translate into the classroom through teach back activityIdentify ways to engage distance learners by creating a storyboard of examplesDay 2 – Management and Technology ToolsAfter watching training video, Describe the importance of a mentoring program through create your own activityGiven a list of goals, successfully create a mentoring program assessment and evaluation packet given a sample programDemonstrate a minimum of three different technology tools on your assigned learning platform through presentation to classUsing a list of media and technology tools, Describe through classroom teach back activity, how technology and media tools engage learnersDay 3 – Issues and Classroom ManagementDescribe the different types of distance learners through group

research activity and presentationGiven examples of possible issues with online classroom management, identify solutions and share with the classPrepare a facilitation guide for both a synchronous and asynchronous learning environment, given a topic

AssessmentsThis training program has the following summative assessments:Exit Ticket Assessment at the end of each day. 5 Question Knowledge CheckCumulative on-line exam- 40 questions. Must score 80% or above to be marked complete for the course. 2 attempts will be given.Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.

Day 1- Facilitator Skills and Instructional MaterialBeginning of Day 1Welcome & Introduction Timin

g

SLIDE 1: Say: Welcome to the Distance Learning Facilitation Train the Trainer session. Over the course of the next few days we will be embarking on an adventure into the future of our profession. Distance learning is becoming more common as our

15 minutes

company grows and expands across the world.

SLIDE 2: Say: I would like to take a moment to introduce myself to you and I will be calling on you one by one to introduce yourself to me. Please be prepared with a brief statement about how long you have been in the organization and what brings you to the training today.

SLIDE 3: By the end of this training you will be able to:

Describe the skills that successful online facilitators use in the virtual classroom

Demonstrate the ability to navigate the technology used to create a virtual classroom

Develop Classroom management techniques in a virtual training environment

Identify ways to keep a virtual classroom engaged in the course material

Give examples of different forums from which they could facilitate virtual training

Let’s start our journey!

SLIDE 4 Day 1 Objectives- By the end of today you will be able to:

Identify the skills needed to become an effective distance learning facilitator through discussion

Define the phases of development for distance learning facilitators by completing research activity

Describe how different theories of distance learning can translate into the classroom through teach back activity

Identify ways to engage distance learners by creating a

storyboard of examples

Objective: Identify the skills needed to become an effective distance learning facilitator through discussion Timing

SLIDE 5: Say: In order to create effective distance learning, there are certain skills that a facilitator must have.

Discuss:

Establish presenceo Tells the class who you areo Helps you make a social connection with your

studentso As there is no face to face interaction, you must

ensure that you show students you are involvedo Students need to feel cared for and not lost in the

crowd Promote interactivity

o Develop good discussion questions to get students to talk to each other

o Provide timely and constructive feedback often and encourage students to contact you if needed

Actively engagedo Respond frequently to posts within the forums used

to communicateo Encourage students to share their opiniono Create a safe environment where students are not

afraid of repercussions of their personal opinions Respect students as partners and create community

o Make sure students feel their opinion is valuedo Reduces the feeling of isolation among studentso Learn with the students

Effectively facilitate another's creationo One does not always deliver content they design;

therefore, it is important to be comfortable with facilitating content that you did not design

o Preparation is key – being prepared by reading

1 hour 30 minutes

through the programs facilitators guide and practicing how activities will run in the classroom environment

o Make it your own – you determine how the course is best delivered and make the activities into ones you feel will work best for the environment you are using.

Lead by exampleo Treat others as you wish to be treated when

posting and communicating. This can mean that you meet your deadlines, respond promptly to inquiries, etc.

Flexibilityo Remember that not everyone is as familiar with the

subject as you are. They also may not be as familiar with technology used in the classroom.

o Be prepared with a back-up plan if a planned activity does not go correctly.

Commit to using technology for learningo Ensure that you are using the technology to your

advantageo Commit yourself to the online learning

environment

Activity: Each participant will be assigned one skill that has been discussed (some will have the same skill as another in the class), participants have 20 minutes to come up with a list of strategies you think could be used to build the skill as a virtual facilitator. Place your strategies in a presentation tool of your choice and be ready to present it virtually to the classroom. Presentation should be no longer than 3 minutes.

Discussion: COLD CALL participants What strategies stuck out to you? How did it feel to present virtually for the first time? Is there anything you would change the next time

around?

BREAK- 15 MinutesObjective: Define the phases of development for distance

learning facilitators by completing research activity Timing

Slide 6: Say: There are stages to developing the skills we talked about.

Five Phases (Palloff & Pratt, 2011)1. Visitor

a. Play with the idea of technology and have used it minimally in their classes in the past

2. Novicea. Consistently uses technology in their classes but

has never taught or learned in an online setting3. Apprentice

a. Newcomers in the online teaching world. Have taught once or twice online and are beginning to develop their skills

4. Insidera. Veterans of the online teaching environment

who are beginning to step into designing online courses

5. Mastera. Experts that have not only taught but designed

multiple courses and mentor those starting out in the world of online facilitation

Everyone here is starting out as either a Visitor or a Novice as you have never taught an online class before. By walking into this training you have now move to the Apprentice stage. In order to develop further we move through four categories of learning for each stage.

Four Categories of training needs for each stage (Palloff & Pratt, 2011)

1. Personal- How to establish presence and build confidence in abilities to teach

2. Pedagogy- Developing skills, understanding, and techniques to enhance online teaching skills

3. Content- Making sure the content is delivered clearly based on the class topic

4. Technology- Making sure technology meets course objectives and are incorporated in teaching

Reference: Palloff, R. M., & Pratt, K. (2011). The excellent

2 hours

online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

Activity: Research Activity: Each participant will take 20 minutes to research online ways to begin to move through the apprentice stage and into the insider stage based on the four categories of training needs. They will then join an assigned partner through a Microsoft Lync conference call to work together and create brief list of findings. Each group will present their findings to the class using a Lync whiteboard.

LUNCH- 1 HourObjective: Describe how different theories of distance

learning can translate into the classroom through teach back activity

Timing

SLIDE 7: Say: There are many different theories associated to distance learning. Each focuses on a different aspect of technology in relation to learners that cannot be present in the classroom.

Transactional Distanceo Separation between students and their facilitators

requires special teaching and learning techniqueso Example: Teleconferencing connects students and

teachers that are otherwise too far away to meet face to face.

Multimodalityo Learning is more than just language it is

technology and media used by a changing societyo Example: A webpage is usually made up of several

modes. It has words (verbal mode), it has icons indicating where to find things (iconic mode) and it has pictures (visual mode).

Intrinsic Motivationo Learning requires the student to be engaged and

contribute to the experienceo Example: Online Gaming requires people to

connect and become engaged with others from around the world. In today’s world you are a virtual

1 hour 45 minutes

team and rely on the other people you are connecting with to get the job done.

Social Informaticso The relationship between technology and

communication and social interactiono Example: The decision to call someone on the

phone or to send them an email. If you are looking for immediate interaction with the person you may choose the phone if they are notorious for not checking their email. This could also be seen in texting someone a quick piece of information instead for calling them on the phone.

Digital Media Theoryo Focuses on the many media devices that can

convey information and accessibility.o Example: This is best summed up as if someone

says to you: use technology, I don’t care how you use it or what form of it you use, but you must use it. It is the opposite of Multimodality.

Activity: TEACHBACK. Each student is assigned one of the above topics. They have 20 minutes to come up with a scenario that exemplifies the theory in action. They will then present their example to the class with a brief description as to why it demonstrates their theory.

BREAK- 15 MinutesObjective: Identify ways to engage distance learners by

creating a storyboard of examples Timing

SLIDE 8:

Say: There are many different ways to engage learners in a virtual classroom

Online Communitieso Allow students to get to know each other and learn

from one anothero You also get to participate and learn along with the

students

50 minutes

Posting for participationo Make sure that students are contributing to

learning discussions Can be various levels of participation from

those who lurk in the background and only post when they have to, to participants that contribute multiple times daily because they want to.

Cold Call Participantso During classroom time, cold call participants in

order to keep them on their toes. Make sure you set the expectation and ask

the question, pause and call the person’s name. This allows the learners processing time.

Give time for reflectiono Make them think and reflect on the course

material. Give them brief activities to reflect on the topic and have them participate in the learning

Stay engaged yourselfo As a facilitator your students rely on you for

feedback. As you are not in a face to face environment you will need to try and stay as close to the classroom as possible. This helps student’s feel cared for and eliminates feelings of being lost. In short model the behavior you expect to receive from your students.

Activity: Story Board: Each participant is assigned one method of engagement listed on the provided slide. They have 10 minutes to create a three block comic strip/storyboard using clipart and images they can find online to illustrate the method of engagement. They will then share with the class through taking over control of a virtual whiteboard in Microsoft Lync.

Objective: Knowledge Check Exit TicketTiming

POST Exit ticket for the day with the following 5 questions on screen share. As participants to email you the answers prior to the end of class.

10 minutes

END OF DAY 1

Day 2- Management and Technology Tools

Beginning of Day 2Day 2 Introduction

Timing

SLIDE 9: After watching training video, Describe the importance

of a mentoring program through create your own activity Given a list of goals, successfully create a mentoring

program assessment and evaluation packet given a sample program

Demonstrate a minimum of three different technology tools on your assigned learning platform through presentation to class

Using a list of media and technology tools, Describe through classroom teach back activity, how technology and media tools engage learners

5 minutes

Objective: After watching training video, describe the importance of a mentoring program through create your own activity

Timing

SLIDE 10: Say: Mentoring is a very important part of your development as a distance learning facilitator. Choosing great mentors is a very important part of any program. Ensuring those mentors have the right skills and have been developed in the area of coaching others will be critical to the program’s success.

WATCH: Video Link- https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-51ffd954357dac6aa15d1c2a.html. Time: 00:02:47.

Reference: Ledingham, D. (2011). Mentoring matters. Skillsoft video. Retrieved from https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-

1 hour 40 minutes

51ffd954357dac6aa15d1c2a.html

DISCUSS: What makes a good mentor? (Cold call) some responses can include:

Patience Willingness to share skills Knowledgeable Positive attitude Develops relationship with mentee Enthusiastic about job Looking to grow and continuously learn new things in

their field Provides constructive feedback Respected by others Values opinion of mentee

If you were to create a mentor training program, what skills would you want to ensure that those who wanted to be mentors developed? (cold call) answers can include (Palloff & Pratt, 2011):

Adult learning theory and adult development Faculty leadership Knowing the strengths they bring to the relationship Requirements of mentors and the nature of the

mentoring program Establishing and maintaining a mentoring relationship Effective communication skills Professional socialization—acclimating the mentee to

the institution and the profession Mentoring the struggling mentee Planning and monitoring progress Modeling technology use Effective online teaching skills

Reference: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

SLIDE 11:

Say: Our organization values mentors and has set forth criteria

for being considered as a mentor in distance learning. The criteria are:

The mentor must be highly regarded distance learning facilitator with at least three years of facilitation experience

The mentor must have successfully taught at least 20 Virtual training sessions of at least one hour in length

Success is translated as successful post training performance as measured by online program goals and management feedback

The mentor must have completed mentor training program and had three months of process confirmation coaching experience behind them

Activity: Take the next 15 minutes and create your own mentor program outline based upon the discussion we just had about what makes a good mentor. Make sure your outline includes what you feel is most important for a mentor program to include? Prepare your outline on a PowerPoint slide that you will share with the group.

BREAK- 15 MinutesObjective: Given a list of strategies, successfully create a

mentoring program assessment and evaluation packet. Timing

SLIDE 12: Say: The faculty learning community approach brings faculty together using the same technology that they use in the distance learning classroom. Building the community leads to outcomes that benefit performance and therefore directly benefits management of an organization. The figure illustrated on this slide shows you how building that community directly effects outcomes on the development of faculty.

2 Hours

Reference for figure: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

Say: There are many challenges and strategies used to manage adjunct faculty from a distance. Some of these include (Palloff & Pratt, 2011):

Adjunct faculty can have less training in the specifics of teaching and are usually professional with a very specific specialty. This can pose challenging for students and turnover in adjuncts doe to this deficit can be high.

Adjuncts are rarely included in decisions regarding coursework or in trainings

To combat this, getting adjuncts involved in a faculty learning community can give them training and the networking and resources they need to be successful

Adjuncts are also fond of stipends and incentives can motivate them to stay with an organization as they feel their contributions are valued.

Reference: Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

SLIDE 13:

Say: Evaluation strategies are important for any course. In order to effectively evaluate facilitation skills and the effectiveness of mentor feedback there are a few different strategies that this organization will use. These include:

Participant evaluationso How did the students feel about the content and

course Peer evaluations

o Through mentor observations course strategies can be improved

Management evaluationso Management evaluations ensure the facilitator is

meeting the expectations mentors may have overlooked

Average scores on Assessmentso Average student scores on assessments should be

80% or higher to show that students are effectively understanding the course material

As you can see from the assessment objectives of this course, evaluation strategies will help the facilitator, in this case me, to be provided with feedback and to improve going forward. The evaluation and assessment strategies were:

Exit Ticket Assessment at the end of each day. 5 Question Knowledge Check

Cumulative on-line exam- 40 questions. Must score 80% or above to be marked complete for the course. 2 attempts will be given.

Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.

In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.

In addition, at any point in time, either my manager or a peer could join the room to provide feedback on my performance. Feedback is the key to continuous improvement of one’s skills.

Activity: Group- In groups of four, take 20 minutes and create a version of an assessment and evaluation for a mentor training program. Include criteria that you think would be important for a facilitator of such a program make sure they are instilling in their learners to ensure they become successful

mentors. Email your facilitator the final product including the names of all in your group.

LUNCH- 1 HourObjective: Demonstrate a minimum of three different

technology tools on our companies learning platform through presentation to the class

Timing

SLIDE 14: • Say: Our Company uses a Learning Management System

(LMS) as a learning platform. This gives us the ability to track students assessment scores through online means. It also allows training to be assigned to participants and produces documentation of results and track evaluations• There are many processes associated to these types

of courses and it will be up to the facilitator to use the correct one to teach the course. Facilitators will:• Present information, such as video’s and

lectures through Microsoft Lync technology• Conduct Classroom discussions using a social

media community developed for the course• Conduct Private discussions through instant

message or email• Receive assignments through verbal

communication• Provide assignment feedback through verbal

and emailed methods• Provide grades on assessment through LMS

software as assessment will be online in order to receive credit for course and an evaluation will be attached.

Activity: Group. In groups of 5, take 20 minutes to put together a brief presentation using three different technologies on an LMS platform that could be used during a distance learning class. You will present examples of how each of these technologies would be used to maximize course content.

1 hour 45 minutes

BREAK- 15 Minutes

Objective: Using a list of media and technology tools, describe through classroom teach back activity, how technology and media tools engage learners and can be used for collaboration

Timing

SLIDE 15: Say: Student engagement in distance learning is critical. In order to maintain engagement not only do we want to incorporate several different activities in the content, but in addition you will want to use technology to your advantage. Technology tools can be fun and interesting for learners. Online communities can bring a sense of involvement and build on intrinsic motivation. They help students collaborate, network and build relationships that will last far longer than the course itself.

Some examples of tools that can be used to engage learners and enhance student learning are:

PowerPoint SharePoint YouTube Wiki’s Social Media sites (both internal and external) Popplet Piktochart Prezi Gamification Simulators Podcasts Microsoft Lync WebEx

Activity: TEACHBACK- Break into groups of 4-5. Pick two of the listed technology and media tools. Take 10 minutes to put together a brief teach back for your peers advising how each form of technology can be used to engage learners or enhance student learning and collaboration.Possible answers:

PowerPointo Engages learners as it provides visuals to go along

with speaking points. It can be sent to the participants for them to run independently with speaking points and notes, or used in tandem with facilitator discussions

SharePoint

50 minutes

o A form of Wiki where all participants have access to shared course material. They can also upload content.

YouTubeo Video tool to help students with supplemental

material. Wiki’s

o A place where information that can be updated by all participants for group activities and shared with the class, who can also update the content.

Social Media sites (both internal and external)o Many companies have their own social media sites

for internal use, but companies can also create private communities on Facebook or hold discussions on twitter. These sites engage learners in discussions and help them network with peers and mentors.

Poppleto Tool for creating infographic visuals. It is a fun way

to use an interactive interface and present content. Piktochart

o Creates customizable infographics that can show off a learner’s creative side. Learners can be engaged not only creating these infographics, but in addition seeing what their peers can create as well.

Prezio A fun way to make a slideshow presentation

interactive. While a little more difficult to organize than PowerPoint, Presentations made through Prezi keep learners engaged as they are interested to see where the presentation will take them next.

Gamificationo Turning anything into a game can be fun and

encouraging a little competition is a great way to motivate people to participate in a class

Simulatorso This software provides real experience and practice

for a participant and is interactive and engaging, especially when learners understand that it directly relates to things they will have to do in the future.

Podcastso An audio tool that can be used for those who have

missed a training session. It can also be used during the class to record a guest speaker. This

helps participants who have missed content to get up to speed.

Microsoft Lynco Not only can you use this tool to teleconference,

but you can use it to IM in group conversations, screen share, get whiteboard feedback, take classroom polls, video chat and set up email lists for your participants.

WebExo Like Lync it can be used to teleconference, screen

share, take meeting notes, and video chat. It is another tools to help learners connect into a classroom environment.

Objective: Knowledge Check Exit TicketTiming

POST Exit ticket for the day with the following 5 questions on screen share. As participants to email you the answers prior to the end of class.

10 minutes

END OF DAY 2

Day 3- Issues and Classroom Management

Beginning of Day 3Day 2 Introduction

Timing

SLIDE 16: Describe the different types of distance learners through

group research activity and presentation Given examples of possible issues with online classroom

management, identify solutions and share with the class Prepare a facilitation guide for both a synchronous and

asynchronous learning environment, given a topic

5 minutes

Objective: Describe the different types of distance learners

through group research activity and presentation Timing

SLIDE 17: Say: Each Distance Learner has characteristics that make them unique. No two distance learners are exactly the same. It is important in any classroom whether in a brick & mortar classroom or in a virtual one, to know your audience.

Characteristics that differentiate learners from one another Culture

o This is especially important in distance learning where face to face contact is missing. Students in a distance learning classroom have the potential to come from many different cultures across the world.

Experienceo The level of real world and professional experience

in a distance learning classroom are vast. You have the potential to have someone in their first year on the job or someone who has been with the company for 35 years in the same classroom.

Prior Learning Experience/Educationo Traditional Learners

Education has evolved over the years, but there are still those who enjoy traditional learning based on classroom lecture. In addition they may have a preconceived notion depending on if they had a good or bad experience in school

o Non-Traditional Learners Becoming more common in the newer

generations, non-traditional learners are used to more interactive teaching /learning methods. They may have gone to an alternative school, trade school, or other non-traditional form of education. They will have higher expectations for interaction between teacher and student.

Learning Styleo Visual

Pictureso Auditory

1 hour 40 minutes

Sound & Musico Kinesthetic

Learn by doingo Solitary

Prefer Self Study

Activity: Group Activity. Break into groups of 4 and take 20 minutes to review the differences in distance learners we just discussed. Put together a profile of each person in your group answering the question What type of distance learner are you and what makes you different from your peers? Email the completed group profiles to your instructor.

BREAK- 15 MinutesObjective: Given examples of possible issues with online

classroom management, identify solutions and share with the class

Timing

SLIDE 18: Say: Technology issues can come in many shapes and sizes. The best way to combat these issues is to prepare for them by including a “plan B” activity. Some issues that can occur are:• Issue: Content created in technological format that is

either outdated or too cutting edge for most learners• Resolution: Ensure that prior to the class, you

include any specifications or requirements of students computers or programs in a notification to all participants

• Issue: Broken links to content or training simulators not working properly• Resolution: Check all your content links and

simulations prior to the class starting. A run through is recommended, especially if you have not taught the course for a period of a week or more

• Issue: Requiring assignments be completed in an unusual form of technology that students would have to pay to use or is difficult for someone with basic computer skills to navigate• Resolution: Provide options for completing

2 hours

assignments or assign groups with at least one person who could convert assignment into format required

SLIDE 19: Say: Classroom management is another important key to running a successful distance learning program. There are many issues you can run into during the course of your program. We want to take some time and discuss some of these challenges and how to overcome them.• Learner Feedback

• Issue: Learners can provide feedback via messages, comments or audio feedback in a virtual classroom. Sometimes those pieces of feedback are not given in a professional manner.

• Resolution: Encourage thoughtful feedback from students and set the example in the feedback you provide to them.

• Challenging Behaviors• Issue: Unprofessional or immature behavior can

ruin a classroom and discourage students from participating. Issues such as cyberbullying, inappropriate posts and lack of participation can derail a classroom and land participants and possibly the facilitator in the human resources office quickly.

• Resolution: Set expectations, and stick to them. Posting expectations on the group’s social media forum or through an email and revisiting them frequently helps. Ensuring you are watching what is going on in the class is also a great way to prevent these issues from occurring. The more present you are the more likely students are to act appropriately.

• ADA Learners• Issue: There are learners out there with visual

impairments, hearing impairments, learning disabilities, speech impairments, etc that may not be able to access certain portions of the online program. Teleconferencing can be difficult for these learners.

• Resolution: ensure that you are meeting all guidelines for equal access to public programs as noted by the ADA. Be prepared to make necessary accommodations for these learners, whether it is an interpreter or supplemental material.

Activity: Role Play (Cold Call). Facilitator will provide examples of classroom issues, playing the role of the participant. Students will act as the facilitator and come up with way to resolve the situation provided. Discussion will occur after each scenario.

LUNCH- 1 HourObjective: Prepare a facilitation guide for both a

synchronous and asynchronous learning environment, given a topic

Timing

SLIDE 20: Say: Distance learning can be facilitated in two different ways. It can be in a synchronous or asynchronous environment.

In a synchronous environment: All Students are attending at the same time Facilitator must be present Real time interaction with instructor Group activities during class period

In an asynchronous environment: Students attend whenever they want within the course

timeframe Facilitator does not need to be present at a given time No real time interaction with instructor Must find a time or means to communicate with group

for activities

Activity: CREATE: Take an hour and 20 minutes. You have been asked to teach a group of people how to make a pepperoni pizza from scratch. They have never made a pizza before. Create a facilitation guide for a synchronous learning

1 hour 45 minutes

environment and an asynchronous learning environment. Email your completed guide to your instructor. Feedback will be emailed back to you within 48 hours.

BREAK- 15 MinutesObjective: Final Course Assessment

Timing Cumulative on-line exam- 40 questions. Must score 80%

or above to be marked complete for the course. 2 attempts will be given.

Program and facilitator success will be measured by 85% or higher passing the exam on the first attempt.

In addition all participants will fill out an after course survey, attached to their cumulative exam once completed, prior to getting credit for course completion. Facilitator must score 4 or higher out of 5 on question categories pertaining to the trainer.

1 Hour

END OF DAY 3- End of Program