Distance Learning Facilitation- Train the Trainer

Session

Alison ChateauneufCUR 532

August 17, 2015Gregory Jackson

INTRODUCING…

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

Day 1 Objectives

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

By the end of today you will be able to:

Skills of a Facilitator

Establish presence

Promote interactivity

Actively engaged

Respect students as partners and create community

Effectively facilitate another's creation

Lead by example

Flexibility

Commit to using technology for learning

Phases of Development

Visitor Novice Apprentice

Insider Master

Personal

Pedagogy

Content

Technology

Theories of Distance Learning

Theories

in the Classroom

Use Online Communities

Posting for Participation

Cold Call Participants

Give Time for Reflection

Day 2 Objectives

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

Given a list of strategies, successfully create a mentoring program assessment and evaluation packet

Demonstrate a minimum of three different technology tools on our companies 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 and can be used for collaboration

By the end of today you will be able to:

Mentoring Programs for Faculty

• What makes a good mentor?• If you were creating a mentor training program, what skills would you

want to ensure those who wanted to be mentors developed?

• Reference: Ledingham, D. (2011). Mentoring Matters. Skillsoft Video. Retrieved from https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-51ffd954357dac6aa15d1c2a.html

Click the Film to watch video

Criteria of a Mentor in our Organization

Highly regarded distance learning facilitator with at least three years of facilitation experience

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

Faculty Learning Community Approach & Management

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

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

Evaluation Strategies

• Participant evaluations• Peer evaluations• Management evaluations• Average scores on Assessments

Learning Platform

• Learning Management System (LMS)- Gives 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• Processes:

• 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 a evaluation will be attached.

Technology & Media Tools

Day 3 Objectives

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

By the end of today you will be able to:

Differences in Distance Learners

Characteristics that differentiate learners from one another• Culture• Experience• Prior Learning Experience/Education

• Traditional Learners• Non-Traditional Learners

• Learning Style• Visual• Auditory• Kinesthetic• Solitary

Technology Management Issues

• 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 assignments or assign groups with at

least one person who could convert assignment into format required

Classroom Management Issues

• Learner Feedback• Messages• Comments• Audio

• Challenging Behaviors• Cyberbullying• Inappropriate Posts• Lack of participation

• ADA Learners• Visual Impairment• Hearing Impairment• Learning Disabilities

Synchronous vs. Asynchronous Facilitation

Synchronous• All Students are attending at

the same time• Facilitator must be present• Real time interaction with

instructor• Group activities during class

period

Asynchronous• 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

Celebration of Knowledge!!

Let’s celebrate all that you have learned over the past 3 days!

• Please access the online assessment you have been provided• 2 attempts• 80% to pass• Don’t forget to evaluate for course credit