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Facilitator Training Program

Daphne McGill

CUR 532

May 30, 2016

Ms. Melinda Medina

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Facilitator Training Program

Strategic planning for long-term online faculty development is important when creating

and maintaining an e-learning program (Palloff & Pratt, 2011). The training for students

attending the Health Professions Education and Training (HPET) course will take place online.

These students manage, administer and conduct training for multiple medical courses at various

locations throughout the Air Force. Since this course takes place online, the faculty new to online

courses will be taught in the Facilitator Training Program outlined below. This program will

develop distance learning facilitator skills over a four-day synchronous online course that

reinforces how they will teach the HPET courses to their students. A training manual with

graphics will accompany this course to support the learning (see Appendix A). This program is

accessed through this link: http://drmcg.weebly.com/cur-532-facilitating-online-learning.html.

Part I – Vital Information in the Facilitator Training

Training Program Audience

Audience. The audience consists of nurse educators at headquarters who teach, support

and develop new educators located at medical treatment facilities throughout the Air Force.

These new educators’ corporate duties are to conduct initial skills, refresher and continuing

medical training for personnel at their sites. This audience has access to online computers and

microphone headsets.

Assumed current skill sets. The audience skill set consists of certification in nursing

professional development through Association for Nursing Professional Development (ANPD)

(ANPD, 2016) and/or the Air Force nurse educator special experience identifier (SEI) code.

Assumed current experiences. At least two years’ experience in a medical staff

development position, managing refresher and continuing training programs and teaching face-

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to-face healthcare team members. The students have also attended and taught the on-ground

HPET class. None of the students have online teaching experience.

Assumed level of current knowledge. Students are knowledgeable about group

dynamics, learning theory, counseling theory, instructional methods, multimedia, student

measurement, instructional systems design, questioning techniques, communication process,

lesson plan development, and delivering presentations.

Training Program Goal

The overall goal of this training program is the student will demonstrate through

discussion and activities the successful application of distance learning facilitation skills for

HPET courses.

Key skills for successful distance facilitator. Dubins (2016) described eight core

competencies areas for their online faculty training program:

1. Experiences the online learning environment as a student

2. Applies basic instructional design principles applicable to the facilitation of online

courses.

3. Conducts self-assessment of personal technical and learning management systems

skills.

4. Adapts understanding of pedagogical approaches as they apply to facilitating online

learning.

5. Understands social processes and establishes online presence

6. Effectively facilitates online discussions

7. Manages assessment in the online environment

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8. Understands legal issues (ADA, FERPA and copyright) and institutional policies,

procedures, and support service as they apply to online learning.

Pelletier (2013) listed four basic skills for effective online facilitation:

1. Presence: being active, available, and providing guidance throughout the online

learning process; be a role model for effective and efficient online facilitation.

2. Communication: providing multiple communication avenues, responding quickly,

posting reiteration of the student’s question or statement, and carefully choosing the

wording of responses to reduce misunderstanding and maintain positive discourse.

3. Discussion: this is where the majority of learning and community building occurs;

facilitators need to validate student answers with confirmation posts and respond

frequently to student responses.

4. Constructive Feedback: should be positive, timely and reciprocal; the facilitator

should be open to receiving feedback; negative feedback should be sandwiched

between positive as to not alienate the student; personalize feedback to leave student

satisfied and motivated.

Bull (2013) described eight roles a facilitator can take to be effective in the online

environment:

1. Tour Guide: leads the student through the online learning environment and focuses

student’s attention toward key learning concepts and objectives.

2. Cheerleader: encourages, listens and provides positive, constructive feedback

3. Learning Coach: role models online facilitation skills as well as provides activities for

students to apply the learning points and concepts themselves.

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4. Individual and Group Mirror: holds a mirror up for the students by giving feedback

on how they are doing and how close they are to meeting the learning objectives.

5. Social Butterfly: acts as host by facilitating introductions, provides discussion

conversation starters and gets to know the students motivations.

6. Big Brother: monitors the student’s navigation of the online system and content to

ensure they are receiving important instructions and assignments.

7. Valve Control: controls the content and amount of content so focus students on

specific learning objectives during specific segments of the training so they do not get

overwhelmed.

8. Co-learner: remains a lifelong learner by participating in online discussions and

sharing experiences about the topic.

Key training elements for this training. Hitch and Hirsch (2001) described a model for

training online faculty with these crucial factors:

Model the expected online facilitation skills and how effective online classes are

conducted.

Expose the student to the online environment and ways to build upon their current

facilitation skills and experiences.

Provide exercises and activities that solidify the technology mechanics until it

becomes ubiquitous so they can focus on the facilitation and student learning.

Provide content and materials that reinforce pedagogical concepts and how to apply

then within the online environment.

Establish ongoing support and mentoring that reinforces learning concepts and

implementing future changes in technology.

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Training Program Objectives

Objectives. By the end of this course, the online facilitation student will be able to:

- Describe the strengths and weaknesses of online learning in a written assignment

- Reflect on how online teaching and learning compare with face-to-face teaching and

learning in a written assignment.

- Describe various online teaching and learning strategies in a written assignment

- Discuss elements of the CMS utilized for the online course in classroom discussions

- Apply concepts of establishing presence on online learning to the team project

- Apply ways of building communities in online learning to the team project

- Apply different uses of technology to engage distance learners to the team project

- Discuss ways to deliver course material and activities online in classroom discussions

- Collaborate with team to create online course and present in classroom

- Assess class members on how well they incorporated online facilitation techniques

utilizing a grading rubric.

- Reflect on facilitation techniques you will utilize when teaching HPET classes in

classroom discussion.

Four-day training. Day one of training begins with students signing into the online

conferencing system, making introductions including experiences with online training, and

reviewing the training goals and objectives. The facilitator will post reading material and articles

for the students to download to support homework assignment and class discussions. Discussion

questions include strengths and weaknesses of online training, how online training compares and

differs from face-to-face training, and various online teaching and learning strategies. The

facilitator will demonstrate features of the technology used in the training. The second half of the

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day is devoted to self-study and homework. Day one homework consists of reviewing the

technology tutorial videos in Appendix A and writing a paper of 500 words or more on the day’s

discussion questions.

Day two begins with submitting the homework paper and discussions about different

elements of the technology systems used in the training. Discussion questions consist of ways to

establish an online presence and build communities in online training, different ways to use

technology to engage distance learners, and ways to deliver course materials and conduct

activities in the online environment. The facilitator assigns learning teams and facilitates

discussions on ways for teams to collaborate on projects. The second half of the day is used for

the teams to work collaboratively to develop a conferencing session and add training elements

and content consistent with building a presence, community, and student engagement. The teams

can use the conferencing system to communicate and other communication technologies like

Skype.

Day three consists of discussion on team progress in building an engaging conferencing

session and collaboration efforts. Discussion questions consist of ways to grade student’s

progress toward meeting learning objectives and the use of grading rubrics. The second half of

the day teams will work collaboratively on developing presentation sessions to present the

following day to the entire class along with facilitation of discussion questions.

Day four consists of the team presentations of 30-minutes each to all class members

consisting of concepts learned in the class. The other class members will utilize the grading

rubric to assess each member’s presentations and discuss how well they presented the material.

The second half of the day consists of discussions on how the training concepts can be applied to

teach the HPET online classes.

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Summative Assessment of Trainee Learning

Trainee success measure. Objective measures: passing grade on day one paper

assignment, participation with each discussion question during the class, presentation of the team

session incorporating class concepts, assessment of class member utilizing grading rubric, and

facilitation of class discussion exercise. Subjective measures: reflection on comfort and

enthusiasm for online facilitation.

Program success measure. Objective measures: tracking and trending of class results,

mentoring reinforcement of program content, and successful facilitation of HPET online classes.

Subjective measures: facilitator confidence increased and student of HPET class confidence and

comfort in implementing materials.

Part II – Facilitator Skills and Instructional Materials

Training Materials

Facilitator skills needed to create effective distance learning. Palloff and Pratt (2011)

described aspects of excellent online facilitators:

Understand the differences between face-to-face and online teaching

Committed to online instruction and use the environment to their advantage

Establish presence early in the teaching and encourage their students to do the same

Highly motivated and can motivate their students

Understand importance of building a community and provide time to do this

Create interactivity between students through facilitating engaging discussion

questions.

Incorporate collaborative team projects

Respect students as adult learners and partners in the learning process

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Be active and engaged throughout the learning process

Provide timely constructive feedback

Remain open, flexible, compassionate, responsive and lead by example

Strategies to help present these skills to facilitators. Palloff and Pratt (2011) stressed

the importance of selecting a facilitator who the students recognize as a role model for the

training concepts and practices like the educators located at headquarters. These people are

experts in teaching, adult learning theories and the use of technology. These facilitators will

honor each student teacher’s experience and use a blend of training modalities. The students

experience a variety of modalities and tools to present to their classes including content

management systems, discussion questions, multimedia and video conferencing.

Phases of development for distance learning facilitators. Palloff and Pratt (2011) listed

five phases of online facilitator development that can help individualize training and skill

development by understanding their willingness and readiness to teach online:

Visitor: curious about online learning technologies, hesitant to incorporate

technologies into their teaching, and have limited experience with building an online

presence and feedback methods.

Novice: ready to venture into online teaching, are unsure how to proceed and are

looking for ways to build their presence and conduct feedback consistently.

Apprentice: have overcome initial hesitation by conducting one or more online

classes, are looking for ways to develop their skills, and have experience building

presence and giving constructive feedback.

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Insider: confident in their online facilitation skills, still benefit from a community of

practice to build their practice skills and are proficient in building presence and

giving constructive feedback.

Master: mastered online facilitation skills, often called upon to mentor and share

experiences, looking for best practices and research opportunities, and are experts at

building presence and giving constructive feedback.

Transitions between development phases. Each teacher comes to the training with their

personal experiences and skills. Palloff and Pratt (2011) describe different degrees of need in the

following four categories that allow them to transition to other developmental phases:

Personal: their own personal experiences, comfort with incorporating presence, and

confidence in their own online facilitation abilities.

Pedagogical: understanding of online teaching theories and ability to create an online

community.

Content: expertise in the represented discipline and content as well as the best online

dissemination methods.

Technology: course management system and technology skills, selection of best

technology to meet learning objectives, and adjunct technologies.

Distance Learning Theories

Theories of distance learning. Haythornthwaite and Andrews (2011) described

conventional learning theory and distance learning theory as overlapping circles in a Venn

diagram. While they have much in common where they overlap, they also have their own

specific sphere of application. Because of the ever-changing technologies that support distance

learning, any theories for online learning should remain dynamic, simple and flexible to evolve

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along with the technology (Haythornthwaite & Andrews, 2011). E-learning enhances and

produces learning through networks and communities. E-learning is different from face-to-face

learning in the following areas (Haythornthwaite & Andrews, 2011):

Technology allows for digitization of materials for easier sharing. Example: e-books

made available to students along with video tutorials with scripts.

Availability of an extended community allows the facilitator to learn along with the

students and through connection to other communities. Example: a community of

nurse educators with members at a variety of developmental phases connecting

through nursing and education communities.

Ability for asynchronous communication that facilitates a wider reach between

groups and communities across the globe. Example: asynchronous discussion areas

where nurse educators can connect with others in different countries and time zones.

Theories of engagement for distance learners. Martinez and Schilling (2010) suggested

placing e-learning students in the center of the learning process, so they become active

participants and achieve a deeper understanding of the concepts. They also suggested utilizing

the same systems, tools and resources during the training that the students will use to implement

the concepts in the workplace. The facilitator becomes more of a navigator through the student’s

knowledge acquisition by giving them access to the tools and technology so they can research

and teach themselves (Martinez & Schilling, 2010). An example is utilizing the conferencing

system, multimedia repository, and community of practice that the facilitation students will use

when teaching the HPET class and their students will use when implementing the HPET

concepts.

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Part III – Management and Technology Tools

Mentoring Program for Faculty

Mentoring program goals and objectives. The goal of the mentoring program is to

create a supportive environment where faculty new to distance learning facilitation can consult

with experts willing to share their knowledge and help the novice develop their skills in online

facilitation and practices. The objectives of mentoring are to reinforce the concepts the new e-

learning faculty learned in their training, answer questions about applying e-learning facilitation

concepts, demonstrate technology uses and applications in e-learning, and model effective and

efficient distance learning facilitation practices. Mentoring benefits the mentor as much as it does

the mentee because they learn from each about distance learning questions, issues, and practices.

The mentor learns by seeing the environment through a new perspective which allows them to

rethink how they are presenting information to the mentee. The mentee benefits by learning best

practices and lessons learned from the mentor as well as observing the mentor applying the

concepts within e-learning environments.

Palloff and Pratt (2011) describe key points toward building an effective mentoring

program for online faculty:

Promote technology integration into the online teaching environment

Be flexible depending on budget, resources, and organizational culture

Provide adequate training for the mentors

Remain nonhierarchical, supported by leadership, and a part of organizational culture

Promote the benefits to both mentee and mentor

Support faculty and facilitator learning communities as well as collaborative work

and research.

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Part of well-planned program and evaluated regularly to determine goals were met

Mentor Identification Criteria

Mentor performance status. Mentors selected for the program are masters in and

passionate about distance learning and education. These mentors demonstrate patience with their

students, effective verbal and written communication skills, employ proper listening techniques,

and are role models for distance learning (McKenzie, Ozkan, Shook & Haynes, 2007).

Distance education experience. Mentors have been teaching online for at least one year

and are responsible for the following (Puzziferro-Schnitzer & Kissinger, 2005):

Being a liaison and advocate between the new online facilitator and administration

Use communication tools and practices to develop a professional relationship

Provide assistance, share tools and resources, and discuss ideas and opportunities

Facilitate online orientation course for new facilitators before they teach online

Review and monitor compliance with the institution’s administrative policies and

procedures.

Be available to answer questions about online teaching, pedagogy, and technology

Mentoring experience. Mentors have attended mentoring training and have at a

minimum mentored new faculty in face-to-face educational practices.

Management and Evaluation Program for Facilitators

Faculty learning community approach. Palloff and Pratt (2011) describe the

importance of not only community building between students but also communities of practice

for online faculty. Because e-learning is relatively new, avenues for faculty to build and

community and for management to reinforce performance expectations are important. This helps

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build loyalty and a sense of connection for faculty new to online facilitation (Palloff & Pratt,

2011).

Challenges and strategies to manage adjunct faculty from a distance. Adjunct faculty

personnel are part-time teachers who are experts in their field of study. Because of their part-time

and often geographically separated nature away from the institution, adjunct faculty may not feel

a sense of connection and loyalty to the institution (Palloff & Pratt, 2011). It is important to

develop an evaluation system that assesses their role as an adjunct as opposed to full-time

faculty. One strategy is to assign or have them select a mentor to assist them through the process

and help them feel a part of the organizational team (Palloff & Pratt, 2011).

Evaluation strategies to use for facilitators. Palloff and Pratt (2011) describe key

strategic points to link online faculty development to their evaluation:

Clear expectations and fair evaluation

Separate peer and administrative evaluation

Evaluation focuses on model practices for online facilitation

Main evaluation activities are course facilitation and course development

Focus on what faculty personnel need for improvement instead of excluding those not

performing well.

Utilize mentoring to make improvements in needed areas

Administrators should experience and attend training in online facilitation to

understanding the demands and support needed.

Communicating the instructor’s importance to the institution to instill loyalty

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The evaluation rubric should assess how well they develop their social presence, how

well they design their instruction to be interactive, and evidence of building an engaging

environment and activities.

Aligning evaluation and management strategies with effective faculty skills and

behaviors in Part I. The facilitator training program and learning objectives should be

reinforced along the path of mentor support, teaching classes, evaluation criteria, and feedback.

Feedback for all entities involved with the program is used to make improvements to the initial

training and incorporate when facilitating the HPET classes.

Learning Platform used by Distance Learning Faculty

Description of systems used for facilitating classes. The primary system used for this

synchronous program will be the Defense Collaboration Services (DSC) online conferencing

tool. The features of DCS include web conferencing and instant messaging. Figure 1 shows the

user interface that includes a space for slide show presentations, private and public chats, polling

and voting, notes, user status and web camera streaming (DCS, 2016). DCS enables synchronous

communication among non-secure and secure users via their common access card. This card

stores their contact information which other users can see to facilitate collaboration efforts. DCS

offers whiteboard features to highlight and mark items, and it allows presenters to share their

desktop to demonstrate and walk through different interfaces, files, and multimedia (United

States Naval Academy, 2016). The audio features allow for discussions about topics or students

can use the chat window to pose questions to the facilitator. The interface allows the facilitator to

upload files, attachments and assignments for the students to download and review during the

session or complete and email back to the facilitator for grading. Private chat or secure email can

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be used for feedback and completion certificate. DCS can also be used asynchronously by

recording sessions and making them available to select users.

Figure 1. Defense Collaboration Services (DSC) user interface (DCS, 2016).

The Department of Defense (DoD) has a collaboration suite of tools called “milSuite”

that features milBook, milWiki, milWire, milTube, and milSearch. Figure 2 shows an example of

milTube with video recordings of walk-through demonstrations of DCS web conference creation

and features (milTube, 2016). Similar to YouTube, the milTube site is available to all users with

a common access card so they can securely share videos for professional collaboration with other

DoD users. In addition to the DCS tutorial videos, the facilitator can upload videos on a variety

of topics to support their training class that can be categorized as private or public (available for

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all users to search, find and view). Hyperlink can be shared with viewers that take them directly

to the video page. This is especially helpful for sharing privately categorized uploads.

Figure 2. milTube user interface (milTube, 2016).

The Air Force Medical Service (AFMS) hosts a Microsoft SharePoint site that houses

policies, directives, practices, references and files for different groups, topics, and agencies.

Special permission pages can be created to house information for the training program where

facilitators can post assignments, students can post homework, and all can contribute to

discussion threads. Since the executive body that governs how nurse educators conduct practices

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at each site is also housed on this site, it allows the student facilitators to become familiar with

the site when learning. Figure 3 shows example discussion threads on a variety of training topics

similar to what can be used to support the facilitator training program.

Figure 3. AFMS Knowledge Exchange discussions user interface (AFMS KX, 2016).

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All of these systems are tied in with the DoD Directory per their common access card, so

there is no need to build user accounts; just set permission for different groups and events

(Corrin, 2010). These systems are also what the trainees of the course will use on-the-job to

support medical education and training at their sites. Using these systems for the facilitation

training and the actual training helps reinforce their use and makes them more comfortable when

using in the work center.

Part IV – Issues and Classroom Management

Student Collaboration Technology Tools

Student facilitators for this online program are encouraged to utilize the same

collaboration tools used by the educators working in the military treatment facilities. This will

ensure they understand the features and are comfortable with using them for a variety of

collaboration efforts. Other tools can include Skype, mobile video conferencing, and text.

Different Distance Learners

Cultural. Cultural differences between distance learners can include location, social

standing, communication styles and available technology (Haythornthwaite & Andrews, 2011).

Experiential. Distance learners also have a range of experiences with the course content,

online learning, technology, and adult learning practices. This can affect their readiness to learn

and motivation.

Prior learning experiences of nontraditional learners. Online students learn best and

are more motivated when presented with a variety of learning approaches and tools to help meet

their learning styles (Haythornthwaite & Andrews, 2011).

Differences between Synchronous and Asynchronous Facilitation Skills

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Synchronous. Synchronous learning methods and technologies are those support instant

communication between facilitators and students (Palloff & Pratt, 2011). Some examples are

video teleconferencing, Skype, and WebEx. Synchronous facilitation requires additional

preparation to ensure all content is readily available, technology is running optimally, and

discussions and questions are promptly addressed.

Asynchronous. Asynchronous learning methods and technologies support

communication that can be responded to when the time permits (Palloff & Pratt, 2011). Some

examples are blogs, wikis, and Facebook posts. Asynchronous facilitation and learning allow for

time to research responses and think about the discussion or question before posting.

Technology Management Issues and Resolutions

The online facilitator should not let the technology tools and systems overshadow how

teaching is conducted (Palloff & Pratt, 2011). E-learning technology should support the learning

objectives, be available when needed, maintain the integrity of the data, and be accessible to

disabled users (Palloff & Pratt, 2011). Efficient and effective utilization and support are

hampered by frequent changes in technology and user connecting from a variety of computer

systems and connection speeds. Collis and Moonen (2008) described some technology issues and

possible solution or preventive measures:

Connection speed: know the audience and speed so can select the right tool that fits

various speeds; state minimum standards.

Software incompatibilities: state minimum software standard and versions; have content

in various formats and backwards compatible.

Security and privacy: employee security measures where privacy information is housed

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Content control: username password for students with timed access and copyright

disclaimers.

It is important to plan for and mitigate potential issues ahead of time instead of putting

out fires when they happen. The facility should have trained and experienced technology support

staff and system administrators and employ back-up power generators and uninterruptable power

supplies.

Classroom Management Issues and Resolutions

Learner feedback. Feedback for learners is important to help correct issues and

reinforce good behaviors. Facilitators use feedback and learning tools to increase a learner’s

belief and confidence in completing tasks (Vilkas & McCabe, 2014). They also utilize

approaches like clear communication, guidance, and expectations as well as positive input prior

to and after constructive feedback.

Challenging behaviors. Because of reduced communication cues available to online

learning and relative anonymity, the potential for miscommunication and controversy are high

(Kelly, 2013). Strategies for preventing and addressing controversy in the classroom (Kelly,

2013; Fournier-Sylvester, 2013):

- Anticipate controversy and set expectations

o Set the stage by ensuring discussions are respectful and productive

o Ask them to consider different perspectives and open their minds to new

opinions.

o Establish open discussions by providing icebreaker activities and

introductions.

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o Have students read ahead on a topic or conduct research before contributing to

discussions to understand different perspectives on the topic.

- Directly address interpersonal conflict

o Acknowledge conflict as soon as possible

o Ask students to take a break before the conflict escalates

o Important to not take sides which could alienate students

o Talk with them privately to understand the issue and help them come to terms

with the controversy.

- Encourage critical thinking and reflection

o Encourage students to base their discussion on facts versus feelings, emotions

and assumptions.

o Allow a debriefing session to allow for reflection on their own reactions to a

topic and responses by other students.

o Engage them to find out what exactly caused them to react so strongly

o End on a positive note even if no solution or resolution was identified

o Acknowledge student preparation and participation in the discussion

o If a very contentious issue, have the students work together to build an action

plan.

ADA learners and associated strategies. People with disabilities may feel isolated or

left out of interactions where they may have access and perception barriers (Long, Vignare,

Rappold & Mallory, 2007). E-learning designers and facilitators should strive to create an

environment and classroom that is barrier-free to provide a more level playing field for all

students. The Federal Acquisition Regulation’s Section 508 compliance standards apply to

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federally procured electronic and information technology including computer hardware and

software, websites, phone systems, and copiers (Access-board.gov, 2016). It addresses access for

people with physical, sensory, or cognitive disabilities. The 508 standards contain technical

criteria for various technologies to be complaint including software applications and operating

systems, web-based information and applications, computers, telecommunications products,

video and multimedia, and self-contained closed products.

The Section 508 does not have specific information on e-learning but here are some

helpful strategies to assist with access to online content including text, digital audio/video,

animated images, and virtual reality environments (USPTO.gov, 2015):

Low-vision strategies:

- Allow users to customize elements to e-learning environments:

o Font style, size, color;

o Cursor style, size, blink rate;

o Size of test and images;

o Screen layout, colors, and backgrounds

o Timing of interface events

o Keyboard settings/hotkeys

- Provide text descriptions for all images so screen readers or Braille display can output

the text.

- Provide audio description for multimedia describing the reason or importance of the

media.

Deaf or hard-of-hearing strategies:

- Provide open captions for video and multimedia products

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- Provide text transcription/script of auditory content

- Provide volume control for audio to raise above default level

Steyaert (2005) stated accessibility features should be part of the web planning and

designing process from the beginning. Accessibility accommodations need to be incorporated

throughout the process not as a cleaning process after the site is created.

Conclusion

It is important to strategically plan for a new training program before designing and

development begin. The training for students attending the HPET course takes place online.

These students manage, administer and conduct training for multiple medical courses at various

locations throughout the Air Force. Since this course will take place online, the faculty new to

online courses will be taught in the Facilitator Training Program. This program develops distance

learning facilitator skills over a four-day synchronous online course that reinforces how they will

teach the HPET courses to their students. Instructional systems designers and teams will utilize

this program plan to develop the online course and materials.

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online-classroom/

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Appendix A: Training Manual

DCS: https://www.milsuite.mil/video/watch/newvideo/10800

Review tutorial videos:

milTube: https://www.milsuite.mil/

Select “I AGREE”

Select “milTube”

29

Search for “How to - DCS” which will bring up all training videos on the new DCS

Review the how-to videos:

AFMS KX SharePoint site: https://kx2.afms.mil

Select “I Accept”

30

Select “Kx Tutorial Videos”

Review the tutorial videos listed: