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1
Facilitator Synchronous Training Program for CenturyLink Corporate Trainers
Sandra N. Wynn
CUR/532
March 07, 2016
Danene Mims
2
Table of Contents
Day 1
Part 1 - Vital Information in Corporate Training ----------------------------------------------------7
Training Program Audience Training Program Goals Training Program Objectives Summative Assessment of Trainee Learning
Day 2
Part II – Facilitator Skills and Instructional Materials -------------------------------------------13
Training Materials The Phases of Development for Distance Learning Facilitators Identify the Theories of Distance Learning Describe the Theories for Engaging Distance Learning
Day 2 Cont’d
Part III – Management and Technology Tools------------------------------------------------- ----21
Mentoring Program for Faculty Management and Evaluation Programs for Trainers Learning Platform (LMS/CMS) Used by the Distance Learning Trainers for Facilitating
Their Classes Technology/Media Tools That Will Engage and Enhance Student Trainers
Day 3
Part IV – Issues and Classroom Management------------------------------------------------------30
Technology Tools for Student Collaboration A Description of the Different Distance Learners A Description of the Differences Between Synchronous and Asynchronous Facilitation
Skills Technology Management Issues and Resolutions Learner Feedback Challenging Behaviors
3
ON BECOMING AN ONLINE CORPORATE TRAINER
Program designed by: Sandra N. Wynn
Wynning Solutions Inc.
Image: www.solutionslibres.org
4
YOUR JOURNEY TO EXCELLENCE IN ONLINE INSTRUCTION BEGINS HERE
MEET YOUR INSTRUCTOR
Sandra N. Wynn MAED/AET
E-mail: [email protected]
I am Sandra Wynn, Managing Director of Wynning Solutions Inc. I am delighted to work with
you over the next three days. I am your mentor; the one who accompanies and guides you
through each step of the journey to your destination of ‘Excellence in Online Instruction.’ It is
indeed an honor to be chosen as your trainer, and I am committed to serving you.
5
PURPOSE OF THE MANUAL
This handbook is designed explicitly to prepare corporate trainers for the transition from brick
and mortar to the distance learning environment. It is the author’s intention that, through its
pages readers will find the essential guidelines for developing excellence in online instruction.
The professional development learning strategies in this course, ‘On Becoming an Online
Instructor,’ are used in conjunction with the book, The Excellent Online Instructor, by Rena M.
Palloff and Keith Pratt.
Image: www.transformingthechurch.org
6
Introduction
The Role of an e-faculty Instructor
Image: southtexasnews.net
7
Part 1 – Vital Information in the Facilitator Training
Day 1
8
Training Program Audience
According to "The Century Link Code of Conduct for Consultants, Contractors, and
Suppliers" (n.d.), to "be recognized as the first choice to serve the total communications needs of
our communities," means that CenturyLink must set the standards by which customers in our
communities measure the industry. We will lead by setting and exceeding the highest standards
for excellence in business ethics as well as for technology and customer service (Century Link
Mission).
In keeping with the CenturyLink’s mission, Wynning Solutions Inc. designed a three-day
program to provide the highest quality of training in compliance with the company’s mission.
We welcome our trainees!
Audience
Our CenturyLink audience comprises of 10 novice corporate trainers. The company plans to
decrease travel expenses by conducting online training for new employees.
Image: smgworld.com
Current Skill Sets/Experience/Knowledge
9
The trainees did some in-house training classes before
No online training experience
Limited communications experience
One member previously took an online course
10
Training Program Goals
On completion of the program, trainers will be able to model and demonstrate the following:
Trainers will be committed to following through with the practices learned in this
program
Trainers will establish presence and model the same for his or her students
Trainers will be motivated and, in turn, motivate students
Trainers will have a high regard for community building and create the dynamics that
lead and empower students
Trainers will guide interactivity by leading discussion forums, posing effective questions
that result in active class participation
Trainers will promote, encourage, and deliver collaborative classes
Trainers will facilitate learning by allowing students to take control of their learning
Trainers will be active throughout the program, providing timely feedback designed to
guide students positively
Trainers will be flexible, understanding of their learners’ needs, and also project the
characteristics desired of them
(Pallof & Pratt, 2011, pp. 13-14).
Training Program Objectives
11
After three days of intensive learning, given the training manual as a guide, and having been
provided with the knowledge and technology skills to achieve excellence in online training; all
course participants will be able to navigate online classrooms successfully and achieve the
following with minimum errors:
Trainers have acquired the skills for teaching in online classes and mastered the
instructional materials
Trainers have a thorough knowledge of online classroom management, technology, and
handling issues as they occur
Trainers can identify the characteristics of good online instructors and capable of
evaluating new trainees based on his/her teaching skills and effectiveness in the online
classroom
Using the newly acquired skills, and corporate training received in the training program,
trainers can also aptly develop excellent models for corporate online teaching
(Palloff & Pratt, 2011, p. xii)
12
Summative Assessment of Trainee Learning
During our three-day course, informal assessments will be conducted at the end of each day to
evaluate the following:
Knowledge
Progress
Written Surveys
Assessments will be provided in the form of brief written surveys and by observation. Questions
relate to how the trainees valued the training, and its effectiveness (positive or negative).
Observation
Trainees are observed to evaluate his or her level of interest throughout training, and to measure
if there were any signs of disinterest, boredom, or perceived difficulties.
Role-play
Some role-play is included to gauge the trainees’ understanding of the course materials.
Adjustments will be made accordingly to match the trainee’s needs.
13
Part II – Facilitator Skills and Instructional Materials
Day 2
14
Training Materials
The training program provides you with a model of the criteria for excellence in online
instruction:
Visibility
Compassion
Communication
Commitment
Organization
As such, the trainer will develop the required skills for successfully transitioning to online
teaching:
Establishing PresenceCreating CommunitySkills
Deciphering the Extent of Training for Online InstructorsSkills
PersonalPedagogyAdditional Areas
ContentTechnologyAdditional Areas
Openness
Concern
Flexibility
15
The Well-Rounded Online Trainer
Our aim as trainers is to develop an online persona that incorporates mastery and knowledge of
the course materials, techniques, and technology to deliver; to achieve these, the four areas of
concentration are---personal, pedagogy, content, and technology.
Establishing Presence
The purpose of ‘establishing a presence’ is to develop the rapport that allows trainers to
communicate effectively with trainees to meet his or her needs. Without the learners’ physical
presence in the online setting it is necessary to develop the following:
Vigilance that allows you to understand your learners without body language
Learning to project personality or social presence into online communication
Projecting teaching presence
Helping and interacting with students asynchronously
Facilitating learning
Fostering a positive sense of community online
(Miller, Hahs-Vaughan, & Zygouris-Coe, p.1.).
Creating Community
An effective learning community portrays a harmonious environment where learners feel
comfortable sharing and exchanging ideas through interactive discussion. The trainer allows
students to create their autonomy by leading and giving them the freedom to explore and
demonstrate their understanding of the concepts taught.
16
Deciphering the Extent of Training for Online Instructors
You will learn to adjudge the level of training your learners require based on his or her level of
experience. There are five phases of development for online instructors as follows:
DETERMINING YOUR STUDENT’S LEVEL OF TRAINING
Which level of training?
The Phases of Development
1. Visitor: Has little knowledge / Expresses an interest in the program
2. Novice: No online teaching experience / Some technological communication experience
3. Apprentice: Some online teaching experience / Expresses the need for continuing
education
4. Insider: Knowledgeable / Teaching and designing experience
17
5. Master: Experienced and knowledgeable in both teaching and designing. This individual
can offer and lend support to other students and instructors requiring assistance; a bonus
is the master’s experience as a student in an online setting
(Palloff & Pratt, 2011, p. 20).
18
The Theories of Distance Learning
The Basis for eLearning
Transformation: “Hallmark of Learning” (Haythornthwaite & Andrews, 2011, p.29.
This concept brings about changes in a learner’s understanding of a social, personal, and
political perspective; the student’s original understandings of subjects, and prior
knowledge changes, through exposure to new material and understanding.
Framing: What the student brings to the learning environment through past experiences
and contributes to the learning of others
Emergence: New learning absorbed from the community. Allows for individuality and
interpretation leading to expanded knowledge
(Wynn, 2016).
Transformation
Framing
Emergence
19
E-learning students form a community of interactive learners. In this course, we enhance your
training through collaboration; this means, we learn by sharing our ideas and interchanging
personal experiences. In the end, transformation occurs, and you emerge as an informed
individual, not only armed with new knowledge, but with an expanded vision and outlook of the
world.
Engaging Distance Learners
As a trainer, without the face-to-face presence, it will be necessary to provide your online
employees with engaging and motivating strategies. Your online environment must be
welcoming and promote intercommunication. Also, this necessitates being accommodating and
resourceful to meet the learners’ expectations. Jones (2013) stated, “I believe the keys (to
engaging students) are instilling within students a sense of urgency, motivation, and desire to
excel through our creative use of our time, technology, and resources” (para. 3).Other techniques
recommended by Jones are as follows:
Image: bloglumajang.blogspot.com
20
The Trainer
Build rapport: You will learn strategies and creative ways to lessen the learners’ feelings of
distance that online learning brings to employees. The trainer and the employees will share bios
designed to break the ice by building relationships.
Lead by example: Familiarize yourself with the technologies used in the course so that you can
thoroughly answer the employee’s queries.
Accessibility and prompt feedback: Ensure that you respond to learners and provide feedback
promptly.
Stay connected: Check on students via emails, brief phone calls, Skype, etc., to ensure they are
not experiencing any difficulties.
Project positivity: Communication and feedback must always be positive and empowering
Lighten the mood: The classroom atmosphere does not have to be dull and boring. Liven up
classes by introducing light-hearted video clips, podcasts, etc.
The Learner
Remove feelings of isolation: Help your learners to feel as though they are a part of the learning
community.
Encourage interaction: There are wealth of social media technologies that promote lively
discussion, for example, discussion threads, posts, blogs, and chat forums, among others.
Visual aids: Include charts, graphs, diagrams, and other graphical information for student
stimulation
21
Part III - Management and Technology Tools
Day 2
22
Mentoring
The mentoring program provides you with orientation and support in your new world of online
training. Here, you will find experienced highly motivated trainers who began the journey just as
you are now but succeeded nonetheless. So will you!
Effective Mentoring
Effective mentoring benefits both the mentor and the mentee. A good mentor is one who is
selfless and places the interests of the mentee before themselves; as they work together, each can
learn something of value from the other. Beginning as a novice faculty member might indeed be
intimidating if there was no support; however, the mentor is there to assist and advise so that the
new faculty member does not have to be fearful of making errors and experiencing embarrassing
episodes in the online classroom forum (Wynn, 2016).
The Top Five Characteristics of Mentoring
1. Altruistic
2. Effective communication skills/Professional socialization
3. Relational characteristics/Approachable and accessible
4. Honest, trustworthy, active listeners
5. Experienced/ Professional experience
Qualitative studies conducted indicate that not everyone is cut out to be a mentor; it takes a
unique person with specific characteristics to build a valuable mentoring relationship and
23
program; people determine a program’s effectiveness. Results of the studies revealed the
following, as indicated in the table:
Successful Mentoring Relationships Failed Mentoring RelationshipsReciprocity Poor communicationMutual respect Lack of commitmentClear expectations Personality differencesPersonal connection Perceived or real competitionShared values Conflicts of interest
Lack of experience
(Straus, Johnson, Marquez & Feldman, 2013)
As a result of the findings of the study, I ranked my top list in what I consider as the order of
relevancy to the topic. Each characteristic is of equal importance; however, I believe that it
was important to select an individual with the right personality traits suitable for mentoring
before all else.
Altruistic: The person chosen for mentoring has to be a ‘people’ person, i.e., he or she must
exhibit strong interrelationship skills that make them approachable. Also, the mentor must
have an interest in helping others.
Effective communication: Without the ability to communicate directives clearly or
communicate with the mentee on many relevant concerns or issues, mentoring becomes
pointless.
Relational characteristics/Approachable and accessible: Mentors must have strong, social
skills that make the mentee comfortable when asking questions or needing advice. Also, the
mentor must be available and dedicate ample time to assist the mentees.
24
Honest, trustworthy, and active listeners: The mentee will adapt more readily to listening
and to cooperating with a person who they perceive to be frank, and trustworthy; one who
they believe have their interest at heart. Similarly, the mentor must portray good listening
skills so that they can fully understand the mentee’s needs.
Experienced/Professional experience: Professional experience is essential to participating
in a mentoring program; this individual can speak with confidence and answer all questions
and concerns because of a wealth of knowledge gained working in similar capacities. This
mentor is has skills in both the academic aspects of the job and also demonstrates experience
in handling varying personalities in a diverse classroom.
To summarize, based on the studies carried out by varying medical institutions, it is senseless
to select a mentor based on professional experience alone. Choosing suitable personnel with
the particular personality and social skills, along with experience ensures quality and
efficiency in mentoring programs
(Wynn, 2016).
25
Management and Evaluation Programs/Trainers
The following graphic is modeled after Figure 8.1, (Palloff & Pratt, 2011, p.115).
Best System for Online Faculty Development
Faculty Community
Focus on Excellence
Ongoing Training
Inclusive Planning Process
Support
Student Satisfaction and Performance
Gtt
Faculty Development
Self Development Institutional Support
26
Effective Faculty Management
Managing distant learning programs are often difficult if not thoroughly planned from the outset.
The main problem is that there are scattered campuses in varying locations; therefore, colleges
employ adjuncts to teach online distance learning classes and most of these staff members also
located miles away from each other. In turn, the colleges also place experienced full-time
employees, who are usually at the Mastery level to manage the adjuncts. Efficient management
of online distance learning, therefore, requires three important factors:
Effective Faculty Management
Community and Community Building
Training and Mentoring
Faculty Support
Communication&
Community Building
Faculty Effectiveness&
Management
Training&
Mentoring
27
Let us examine the community’s role; of the four factors mentioned above, community building
plays an integral role in the program’s effectiveness. In our training course, we will emphasize
the importance of commitment. More importantly, this ties in with the key elements that describe
the ‘excellent online instructor,’ outlined in the course’s objectives in Part I; especially the one
that centers on community building, as follows:
Trainers will have a high regard for community building and create the dynamics
that lead and empower students
Moreover, for trainers to sincerely promote community building requires taking into
consideration many other aspects needed for defining the excellent online instructor. For
example, online instructors have the responsibility of managing the online class effectively by
encouraging collaboration, building motivation, and keeping students engaged throughout the
program---these require strong leadership skills.
Evaluation Strategies
The trainee’s views concerning the course’s success also determine how successful the trainer
was in accomplishing the goals and objectives of the course. The following are important
indicators for determining a course’s success. Palloff and Pratt (2011) stated four evaluation
categories:
Perceived usefulness and ease of the course
Flexibility for students and instructors
Ease of, and emphasis on interaction
Experiences with engagement
28
(p. 93).
According to Palloff and Pratt (2011); “The focus of evaluation needs to be on course delivery
and facilitation for successful learning outcomes” (p. 93).
I recommend the inclusion of the above categories of evaluation for your employee’s
questionnaires at the end of courses.
Development Activities and Processes for Facilitating
Our trainers use the Course Management System (CMS). The system includes the use of videos
and presentations, designed to simplify the topics covered in the classroom. Also, there are
threads for the students to access for weekly assignment instructions, or to post completed
assignments. They can also communicate with each other or administrative staff in the discussion
forums. Trainers post discussion questions that stimulate and contain concepts from course
materials which in turn aid in retention and encourage collaboration. Students can also
communicate with trainers via private messaging or use the chat forums to reach classmates.
Assignment threads also contain grading and feedback information.
Technologies Used in the Online Environment
Technologies are used in online learning to engage and enhance learning, for example, Prezi,
Powtoon, and PowerPoint are some of the tools trainers can use for students to present materials;
they are also used for grading assignments within the LMS. Additionally, trainers can alleviate
boredom and monotony by introducing technological tools such as Gamification, YouTube, and
Podcasts.
29
PODCASTSGAMIFICATIO
YOU TUBE
Brings element
of fun to
classroom
Student
engagement
Learning
attainment
Learning
Retention
Brings deeper
understanding
Brings in-depth
understanding
Proactive role
On demand
audio
recordings
Motivate
students
Link
previously
learned
material with
new
Clarify new
learning
materials
Stimulus for
Collaborative
interaction and
learning
Fun
Informative
Engaging
Create
playlists
Retention
Webinars
Tools That Engage and Enhance Learning
30
Part IV – Issues and Classroom Management
Day 3
31
Student Collaboration Tools
Given the volume of students using social media, course designers have to find ways of
capitalizing and utilizing this source to augment education. It clearly makes sense to focus on the
preferences of students instead of the preferences of educators. This strategy will undoubtedly
capture the attention of more students in the future. “When students become the stakeholders of
their own learning, education will be truly revolutionalized through the effective collaboration
between educators and students” [sic] (Liu, 2010, p. 13).
Recognizing the importance of considering the integration of social media with current
educational systems, Liu, recommended two ways to use social media for educational purposes:
1. Consider a complete integration of social media tools with the present structure of
education.
2. Use the social media alongside the current system
(p. 9)
Facebook TeacherTube
YouTubeEDU
32
Understanding the depth of students’ involvement in the social media arena, it becomes apparent
to utilize and incorporate this portal as a way to enhance learning. Therefore, it is my
recommendation that as a trainer, you use both sources to blend your students’ classroom
learning with ‘real world’ experiences as recommended by the findings of the report.
(Wynn, 2016)
Images: crpdonline.org
wiki.itap.purdue.edu
www.gore.com
FaceBook: Using this site is a way to bridge the missing gap of social presence in online
domains by building relationships which can continue beyond the educational program.
Teacher Tube and YouTube EDU: Both provides opportunities for learners and
educators to view, upload videos, and create playlists. It is recommended that clips are kept
short to keep learners engaged.
33
Different Distance Learners
In your training, we aim to bring quality and satisfaction to your learners. To design courses and
to successfully train new e-learners necessitates understanding the dynamics and parameters that
constitute e-learning communities. It is, therefore, essential to examine the main elements that
influence learning; for example learning styles and preferences of learning. Let us first consider
the cultural context of e-learners. These communities of learners are affected by cultural,
experiential, as well as other anomalies.
Cultural: E-learners come from a variety of backgrounds; the differences that separate these
individuals may be ethnicity, gender, disability, and others. Therefore, it is essential for learners
to adapt and understand others outside of his or her normal realm. The onus is on trainers to be
observant, recognizing any signs of marginalization, and remedy situations that foster problems
within the community.
Experiential: E-learning communities involve persons with a wealth of experience, which is an
asset for other students. Other benefits from experiential learning come from intrinsic motivation
and cognitive approaches.
Some limit and associate online learning with the technological aspects only. On the topic of
Creating a Culture of E-Learning Quality, Aldridge (2014) suggested, “--- to move the campus
discussion beyond technology’s transactional value as a flexible medium for academic delivery,
by focusing on its experiential value, as a transformative tool for active, authentic, and
personalized learning” [sic] (abstract).
34
Synchronous Vs. Asynchronous Skills
There will be times throughout your training that you will have to make a decision on if to use
the synchronous or asynchronous approach. Because it is hard to gauge feelings without body
language, trainers have to develop other tactics for reaching students; using his or her personality
to develop community spirit and encourage interaction among learners.
The online learning environment presents many opportunities for those whose busy schedules
demand balancing work, studies, family, and other social activities. Many students, therefore,
chose this option over brick and mortar facilities because of the variety of choices available; for
example, there are no travel expenses, and students have access to the online classroom through
the internet, via tablets, computers, and Smartphones. Moreover, studies can be done in the
comfort of home, during a coffee break at work, on the train, bus, or any other place on the run.
Online trainers and instructors have to learn ways to adapt to the different learning styles of
students.
The skills required for synchronous and asynchronous learning vary for the following reasons:
Synchronous: Because of the possibility of face-to-face interaction via videoconferencing and
chat, students can receive immediate feedback and assistance from the teachers and classmates.
Asynchronous: Students value the flexibility of asynchronous learning; however, this method
also demands to develop the ability to work independently without immediate interaction.
Students may experience some challenges dependent on the student’s level of self-direction and
self-efficacy skills.
35
Regarding communication, Pelletier (2013) stated, “In the online environment, communication is
the key. The first thing to understand about communication is that the effect of the
communication is not always what is written in black and white. You must read between the
lines. [sic]”
Use the technological tools at your disposal, for example, messaging, telephone calls, Skype, to
remain in frequent contact with students, thus providing timely feedback, to aid in the prevention
of escalating real or perceived difficulties in the online classroom.
Cyber-Bullying and Inappropriate Posts
Without face-to-face contact, online bullying and inappropriate behavior may not always be
apparent, and also not easily prevented. However, training institutions and their trainers must
take preventative methods to either try to stem or discourage students from engaging in negative
practices; following are some recommendations for negating improper online behavior:
Establish clear rules and guidelines relating to online classroom etiquette and expected
code of conduct at the beginning of classes
Review and update policies regularly
Consult with an attorney who specializes in this area of the law
Define modes of punishment which may defer such behavior (suspension, expulsion, or
prosecution by law)
(Eskey, Taylor, & Eskey Jr., 2014)
36
Conclusion
Ladies and gentlemen, we have come to the end of our training sessions in the course, ‘On
Becoming an Online Corporate Trainer.’ We covered a lot of material in three days, and I hope
that you enjoyed our sessions as much as I did. You possess the knowledge required to train your
employees in the successful navigation of online classrooms. You have your training manual as a
tool for future reference. Feel free to give me a call if you have any queries about any aspect of
your training or your job as a new trainer. Please remember to turn in your end-of-course surveys
before leaving.
Thank you, it was certainly a pleasure to be your trainer and mentor in this program!
37
References
Eskey, M.T., Taylor, C.L., & Eskey Jr., M.T. (2014, Winter). Cyberbullying in the online
classroom: Instructor perceptions of aggressive student behavior. Online journal of
distance learning administration.
Retrieved from http://www.westga.edu/~distance/ojdla/winter174/eskey_taylor_eskey174
.html
Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice. London: SAGE.
How to incorporate gamification into adult education. (n.d.). Retrieved from
https://medium.com/@aquariuseducation/how-to-incorporate-gamification-into-adult-
education-b3bac20af3e7#.e1nhmvz8o
Jones, R. C. (2013, September). Keeping students engaged in the online classroom. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/keeping-
students-engaged-in-the-online-classroom/
The CenturyLink code of conduct for consultants, contractors, and suppliers. (n.d.). Retrieved
from http://www.centurylink.com/static/PDF/AboutUs/DoingBusiness/Code%20of
%20Conduct.pdf.
Miller, M. G., Hahs-Vaughn, D. L., & Zygouris-Coe, V. (2014). A Confirmatory Factor Analysis
of Teaching Presence within Online Professional Development. Journal Of Asynchronous
Learning Networks, 18(1). Retrieved from EBSCOhost database.
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: strategies for professional
development. San Francisco, CA: Jossey-Bass
38
References Cont’d
Pappas, C. (2014, November). 8 Tips to effectively use YouTube in eLearning. eLearning
INDUSTRY. Retrieved from http://elearningindustry.com/8-tips-effectively-use-youtube-
in-elearning
Podcasting - Resources for faculty. (n.d.). Retrieved from
http://engage.doit.wisc.edu/podcasting/teaching/
Pratt, K., & Palloff, R. (2011). The Excellent Online Instructor. Strategies for Professional
Development, San Francisco, CA: John Wiley & Sons.
Sandra Wynn, (2016). Theories of distance learning: What I learned. KWL chart. Retrieved from
Sandra Wynn, CUR 532 Wk. 2
Sandra Wynn, (2016). Top Five List. Retrieved from Sandra Wynn CUR532 Wk 3
Strauss, S. E., Johnson, M. O., Marquez, C., & Feldman, M.D. (2013). Characteristics of
successful and Failed Mentoring Relationships: A Qualitative Study across Two
Academic Health Centers. Academic Medicine: Journal of the Association of American
Medical Colleges, 88(1), 82-89. http://doi.org/10.1097/ACM.0b013e31827647a0
Youmei Liu1, l. (2010). Social Media Tools as a Learning Resource.Journal of Educational
Technology Development & Exchange, 3(1), 101-114. Retrieved from EBSCOhost
database