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FACILITATOR TRAINING
AN INSTRUCTIONAL MANUAL
Presented By
Kelly Sneed
TABLE OF CONTENTS
PREFACE
CHAPTER 1
5
FACILITATOR TRAINING PROGRAM
Program audience
Program goals & objectives
Program assessment
CHAPTER II
9
FACILITATOR SKILLS AND INSTRUCTIONAL MATERIALS
Effective skills
Phases of development
Distance learning theories
Engaging distance learners
CHAPTER III
17
MANAGEMENT AND TECHNOLOGY TOOLS
Mentoring program
Management and evaluation
Technology or media tools
CHAPTER IV
20
ISSUES AND CLASSROOM MANAGEMENT
Student collaboration technologies
Different in distance learners
CHAPTER V
22
PREFACE
ONLINE EDUCATION GROWTH
A major global trend influencing current adult learning is online
education. Online education offers ease and convenience for adult
learners balancing the responsibilities of family and work. This
educational phenomenon is spreading around the world with eight
countries leading the way: the United States, India, China, South Korea,
Malaysia, the United Kingdom, Australia, and South Africa (ICEF Monitor,
2012). Many factors have influenced this global trend in online education:
population growth, economic necessity, the need for continuing
education programs, and a rapidly changing job market (Howell, Williams,
& Lindsay, 2003).
Adult learners are the fastest-growing population in higher education
increasing 170% between 1970 and 2000 (Howell, Williams, & Lindsay,
2003). Online Nation conducted a study on student enrollment and online
enrollment between 2002 and 2006. The results show a dramatic
difference between the annual growth rate of total student enrollments
and total online student enrollments.
Total Enrollment
Online Enrollment
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15
10
5
0
2003
2004
2005
2005
CHAPTER I
FACILITATOR TRAINING PROGRAM
This three day synchronous training program is designed to prepare each
learner on how to be an effective online facilitator. Chapter 1 outlines the
basics of this facilitator training program and will cover the following
items:
PROGRAM AUDIENCE
Determining the learners approach to the instruction including
prerequisite knowledge, skills, and attitude toward the task is an
important part of effective design and development (Brown & Green,
2011, pg. 71). This training program is targeting current higher education
faculty members. These learners are assumed to have solid facilitator
skills in educating adults:
PROGRAM GOALS
The overall goal of this training program is to ensure that each higher
education faculty member receives the knowledge and skills necessary to
be effective online facilitators. These key skills and knowledge are broken
down into three sections (Chapters II, III, and IV), each to be covered over
the course of the three day training program.
PROGRAM OBJECTIVES
Training Objectives (Day 1)
PROGRAM ASSESSMENT
The assessment process has four steps:
1. Plan This step is focused on establishing and clearly outlining
the learning goals.
2. Implement This step is where the learning opportunities are
provided.
3. Assessment This step is where the students learning is
assessed.
4. Report/Revise This step is aimed at using the results to
improve the learning outcomes.
Each of these steps is necessary in order to drive instruction in an
institute. Think of knowledge as a house; planning forms the foundation,
implementation builds the walls, and assessment finishes it off as the
roof. Reporting/Revising would be viewing the completed home and
improving on the design for future homes.
Summative Assessment
To measure the success of the program it is first necessary to measure
the success of the students. Summative assessments identify whether
Excellent
Moderate
Weak
Knowledg
e
Each question is
answered fully and
demonstrates a
successful level of
understanding of
the topics learned.
Each question is
partially
answered and
demonstrates a
basic level of
understanding of
the topics
learned.
Each question is
incompletely
answered and
demonstrates a
lack of
understanding
of the topics
learned.
Content
Clearly written;
provides strong
ideas and
supporting
information.
Vaguely written;
ideas and
supporting
information
lacking.
Lacks a logical
or clear point;
does not provide
ideas and
supporting
information.
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CHAPTER II
FACILITATOR SKILLS
The role of the online facilitator is to be the model of effective teaching
but what makes an effective online facilitator? Identify the skills needed
for effective distance learning facilitators. Chapter 2 outlines the skills
and theories necessary for effective online facilitating and will cover the
following items:
EFFECTIVE SKILLS
Online facilitators need many skills in order to be effective; two of the
most important are: establishing presence and creating community. This
section will examine these two online facilitator skills, explore how they
are developed, and determine the forms of training necessary to support
these two skills.
Establishing Presence
Establishing presence is the first order of business in an online class
(Pallor & Pratt, 2011, pg. 7). Since online learning is devoid of face-toface contact the facilitator must make themselves visible, establish their
presence in the classroom. Without physical contact it can be easy for
students to feel distant from their teammates and teachers. Creating an
online presence means showing the students that the facilitator is here
in terms of availability, accountability, and dependability. Students need
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to know that the teacher cares and is paying attention, or they may lose
their care and attention for the learning. Students must feel they can turn
to the facilitator when they need assistance, something they cannot do if
the facilitator is not there.
The skill establishing presence is best mastered through personal
training. By focusing on the facilitator as a person it is easier to develop
his/her presences and confidence (Pallor & Pratt, 2011). This can include:
one-on-one training with more experienced facilitators on how to
establish ones presence, examples of other facilitators method or model
for establishing presence, and gaining confidence online through
experience and feedback. Technology training is also needed in order to
successfully master this skill. The first step is to orient the facilitator with
the online learning environment such: the computer platform and the
other technology medias used (i.e. Skype, email, etc.). Through repetitive
use of these technologies the facilitators knowledge and confidence will
grow, making him/her more comfortable using these.
Creating Community
Creating a friendly, social environment in which learning is promoted is
also essential (Berge, 1995, pg. 2). Online education lacks the physical
contact of classic classrooms; therefore a strong sense of community is
necessary. Online learners face a loss of connection, which in turn can
reflect in their learning. It is the facilitators responsibility to create three
things: communication, a sense of belonging, and a common focus.
Students must feel they are a part of the classroom so they can turn to
one another if they need help or for group assignments, something they
cannot do if there is no community to turn to.
The skill creating community is best mastered through personal
training. By focusing on the facilitators skills and techniques it is easier
to create a strong online community (Pallor & Pratt, 2011). This can
include: mentoring under another facilitator to discover their model for
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PHASES OF DEVELOPMENT
There are five developmental phases that educators go through as
outlined by Pallor and Pratt, 2011:
classroom.
Novice The facilitators are supplementing their face-to-face
V is to
r
i d
s
In
er
13
v ic e
o
N
A p re
t i
n
c e
Establishing Presence
Creating Community
Visitor
Novice
Apprentice
Insider
Master
14
Visitor
Novice
Apprentice
Insider
Master
15
16
Online
Traditional
Classroom
Classrooms
Theories
17
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Communication-Connection Technologies
Communication-connection technologies create a strong interactive
learning environment is key to any classroom and technologies such as
these can really enhance the communication skills of students, as well
as their problem solving, productivity, critical thinking, and collaboration
skills (Miller, 2014, pg. 1). Each of these tools can be used to encourage
engagement within online classrooms.
Example technology and media tools:
Skype
Facetime
Goggle Hangout
TutorClass
Dipity
Capzles
Audioboom
FotoBabble
VoiceThread
Animoto
Myhistro
Glogster
Mindmeister
classroom
Establishing a solid
connection
Creating a sense community.
Engaging Learners:
Helps overcome shyness
Allows learners to post after
reaction
Dismisses the need for turntaking
Offers simultaneous
responding
Available anywhere, anytime,
to anyone
These technologies greatly
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CHAPTER III
MANAGEMENT AND TECHNOLOGY TOOLS
Online education can be a challenge but there are many tools to assist
with this process. Chapter 3 outlines the management and technology
tools to use for effective online facilitating and will cover the following
items:
MENTORING PROGRAM
The mentoring program will be in place to better train facilitators on the
benefits, challenges, and experiences with online education. In order to
be a part of the online mentoring program a facilitator must meet the
following requirements:
20
21
Creates a practice
community to
support online
instruction
Less competitive
mentality with
online facilitating
Faculty more
willing to share
their success
Reflect and
transform
practices
Process
Purpose
Online faculty
Collegues
Academic support
staff
Online curriculum
designers
Students
People
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LEARNING PLATFORMS
Learning platform used by the distance learning faculty for facilitating
their classes will be a LMS. The facilitators will use the following
technologies to better present information and to engage and enhance
student learning.
CHAPTER IV
ISSUE AND CLASSROOM MANAGEMENT
All classrooms come with challenges but online classrooms can be both
easier and harder to manage. Chapter 4 focuses on the issues that can
be present in managing an online classroom including:
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skills
Classroom management issues and resolutions
from.
Mindmeister is an online brainstorming platform that creates a
place for students to communicate and share their ideas with one
another; allowing students to interact together in much the same
way as a traditional classroom setting. This platform is an
extremely useful tool that allows people to meet and collaborate
on ideas, thoughts, and experiences. Mindmeister creates an
interactive social learning environment by establishing another way
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Cyber-bullying
Inappropriate posts
Lack of participation or engagement
ADA learners and associated strategies
25
CHAPTER V
CONCLUDING THOUGHTS
The fact is that today online education is more than a fad or phase; it is a
rapidly growing reality. Adult learners are the fastest-growing population
in higher education increasing 170% between 1970 and 2000 (Howell,
Williams, & Lindsay, 2003). This growth is expected to continue, the US
Department of Education estimates that college enrollment will grow 16%
over the next 10 years creating an even higher demand for college
classes availability (Howell, Williams, & Lindsay, 2003). This means that
online facilitators need to develop their skills and train to be effective
online facilitators. Excellent online instructors rarely emerge out of the
box but develop their skills over time (Pallor & Pratt, 2011, pg. 16).
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REFERENCES
Berge, Zane L. (1995). The Role of the Online Instructor/Facilitator.
Educational Technology. 35(1) 22-30. Retrieved November 10, 2014
from: http://www.cordonline.net/mntutorial2/module_2/Reading
%202-1%20instructor%20role.pdf.
Brown, A., & Green, T. D. (2011). The essentials of instructional design:
Connecting fundamental principles with process and practice (2nd
ed.). Boston, MA: Allyn and Bacon.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011).The adult learner:
The definitive classic in adult education and human resource
development (7th Ed.). New York, NY: Taylor & Francis
Hanover Research. (August 2012). Trends in Online and Adult Education.
Retrieved November 10, 2013 from:
http://webcache.googleusercontent.com/search?
q=cache:CnMeTsLxor4J:www.hanoverresearch.com/wpcontent/uploads/2012/10/Trends-in-Online-and-AdultEducation.pdf+&cd=1&hl=en&ct=clnk&gl=us
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and
practice. Los Angeles, CA: Sage.
Hidden curriculum (2014, August 26). Summative Assessment. In S.
Abbott (Ed.), The glossary of education reform. Retrieved October
5, 2014 from: http://edglossary.org/hidden-curriculum
Howell, Scott L., Williams, Pere B., & Lindsay, Nathan K. (Fall 2003).
Thirty-two Trends Affecting Distance Education. Volume VI, Number
III. An Informed Foundation for Strategic Planning. Retrieved from
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