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Facilitator Training Program

Shaneque Renee’ Smith

CUR/532

May 27, 2019

Instructor Gregory Jackson

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Table of Contents

Part I……………………………………………………………………………………………..3

Part II…………………………………………………………………………………………….6

Part III…………………………………………………………………………………………10

Part IV…………………………………………………………………………………………12
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Part I-Vital Information in the Facilitator Training

Training Program Audience

This is a three-day program for adult education facilitators with little or no experience in

distance education. These adult education facilitators have been teaching in a

traditional classroom setting, and have some experience using the internet. They are

college graduates and graduate degrees. After successfully completing this training,

adult education facilitators will be able to effectively facilitate distance education courses

and train other facilitators at their universities.

Training Program Goals and Objectives

Goals ● Learn how to become an effective online facilitator

● Learn how to use online technologies

● Learn various summative assessments

Objectives ● Adult education facilitators will be able to establish a

collaborative environment in a distance education setting.

● Adult education facilitators will be able to identify online

tools that engage students.

Summative Assessment
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After training, facilitators will be given a survey about the training, classroom materials

and technology. The survey will provide data that will be used to future training

programs for adult education facilitators.

Facilitator Training Program Assessment

Please rate the Facilitator Training Program by placing an (X) in the box
Strongly Agree Neutral Disagree Strongly
Agree Disagree

New content was presented to me in a

meaningful manner

The information and resources presented to me

are relevant and I will be able to use them in the

future

The facilitator model how to use technology

I was able to ask questions during the training

I was able to participate in class discussions

The facilitator was professional (knowledgeable,

great communication, great demonstrations, etc)

Briefly discuss your favorite part of the training.

List any other topics you would like to see in the next training.
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Please share any other comments or addition feedback you have about the training.

Measuring the Success of the Program

To measure the success of the training program, students will give a presentation on what they

have learned work in learning teams. Students will also turn in their reflection journals.

Part II-Facilitator Skills and Instructional Materials

Skills Needed for Effective Distance Learning Facilitators

Skills 1. Effective Communication

● Responding to students within a twenty-four-hour time

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period.

● Lead by example; model great verbal and written

communication

● Staying active by interacting with students throughout

the week in discussions (guiding them to think

critically)

● Create positive interactions between

2. Classroom Management

● Expectations

● Goals and Objectives

● Learning Timeline including due dates

● Student Collaboration Opportunities

● Student Discussions / Presence

● Feedback (constructive)

3. Technology

● Use technology with confidence (attend trainings when

needed)

Strategies 1. Lines of communication should always be open. At the start of

a course, incorporate icebreaker activities to get to know your

students and also help to introduce students to others.

Students will be able to identify similarities they have with

other students. Students’ anxiety levels will decrease if the

communication is open in a supportive climate.

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2. Incorporate collaborative engaging activities

3. Mentor Program to give extra support to struggling students.

Phase of Development for Distance Learning Facilitators

Phases 1. Visitor- In this phase, facilitators have integrated some

technology in their face to face courses. They posted their

syllabus, post some assignments and use email for

assignments online. In this phase facilitators have thought

about teaching online.

2. Novice- In this phase, facilitators have never taught online

and may or may not have taken online courses as a

student but have some communication technologies to

supplement face to face meetings. It is beneficial for them

to experiences as a learner then transitioning into the

instructor role.

3. Apprentice- In this phase of development, faculty members

have taught online for only one or two terms and may have

taught more than one course during the terms.

4. Insider- In this phase of development, faculty members

have more advance skills because they have taught for

more than two terms online.

5. Master- In this phase of development, faculty members are

experienced and feel confident in online teaching. They

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have taught multiple terms and designed many courses for

distance education. They will conduct research, present

conferences and publish their work.

Transition 1. Personal
Between Stages
2. Content

3. Pedagogy

4. Technology

These four categories determine the stages one might fall under

depending on their skill level.

Theories of Distance Learning

Description of Theories and ● Communal Constructivism - Facilitators

Examples
must be mindful of providing meaningful

experiences and opportunities for

interactions with others. Facilitator must

acknowledge the prior knowledge of

students and help students connect prior

knowledge with new material being taught.

Example:
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● Transactional Distance - is the perception of

psychological distance between the student

and his peers, his instructor/teacher, and

the learning content. According to this

theory, the facilitator gives more leadership

to students.

● Multimodality- The term refers to more than

one way of communicating information or

teaching that does not rely only on speech

or the written word, but also uses images,

video and other technology tools.

Part III- Technology Tools

Learning Platform

LMS Definition A learning management system is software application or web-

based technology used to plan implement and assess a specific

learning process.

Processes

Technologies Blogs - Create opportunities to reach out to your online learners

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and provide them with a forum to share their thoughts or

opinions. (Pappas, Christopher)

Skype/Apple FaceTime - Tools used for communication that

allows face to face collaboration within students at any time.

Webex is a set of tools designed for personal and corporate

collaboration. Webex is used to connect individuals on the

internet. Communication can take place through audio, video, text

chat, file sharing, white board, and many other features. Webex

can be used by companies to hold and attend online meeting,

collaborate on team projects or to share documents. Webex can

also be used to capture or record class lectures and facilitate

discussions in distance education classes. You can also watch

and attend presentations, communicate with presenters and

collaborate with remote participants. (Webex)Team members can

keep working on a project even after the session is over. With the

push of one button, you will experience the best video

conferences and online meetings with share screen capabilities.

(Webex, 2019)
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Part IV - Issues and Classroom Management

Description of Distance Learners

Cultural Learners could communicate differently than others and

have different learning styles. Facilitators must

accommodate everyone

Experiential Distance learners may have little or no experience

facilitating an online course

Nontraditional Learners May have degrees or diplomas

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Description of Synchronous and Asynchronous Facilitation Skills

Synchronous Synchronous learning refers to a learning event in which a group

of students are engaging in learning at the same time. Before

learning technology allowed for synchronous learning

environments, most online education took place through

asynchronous learning methods

*Powerpoints, webcast or webinars

Asynchronous Asynchronous learning is a student-centered teaching method that

uses online learning resources to facilitate information sharing

outside the constraints of time and place among a network of

people.
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*Collaboration activities, due dates

Technology Issues Resolutions

Technical Issues after training Provide technical support contact

information

System Updates Make students aware of upcoming

updates

Classroom Management Issues Resolutions

Facilitators have little to no motivation Icebreaker or other fun activities, rapid

feedback,

Facilitators feel training isn’t relevant to Acknowledge why the content is

them
important, connect prior knowledge

Facilitators aren’t engaged Collaboration activities

Learners Feedback Messages - Learners will be able to send

private messages

Comments - Learners will be able to

comment in class or team forums

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Challenging Behaviors Cyber-bullying - be present during

discussions to intervene inappropriate

comments, inappropriate comments

should be on-going.

Inappropriate post - Make expectations

and rules known early in the course,

provide examples of a great post during

discussion. It helps to prevent

inappropriate post from students.

Lack of participation or engagement -

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Reference

Palloff, R.M., Pratt, K. The Excellent Online Instructor: Strategies for Professional

Development. [University of Phoenix]. Retrieved from

http://phoenix.vitalsource.com/#/books/9781118000908/

Pappas, Christopher. 7 Tips to Use Blogs in e-Learning Course Design. Retrieved May

29, 2019 from https://elearningindustry.com/7-tips-use-blogs-in-elearning-course-

design

Webex. (n.d.). Team Collaboration App, File Sharing, Messaging| Cisco Webex.

Retrieved May 19, 2019, from https://www.webex.com/team-collaboration.html