Running head: FACILITATOR TRAINING PROGRAM

Facilitator Training Program

Tim Hastings
CUR/532
March 31, 2015
Melinda Medina

FACILITATOR TRAINING PROGRAM

Facilitator Training Program

This manual is designed to help facilitate the training of new facilitators to the online
learning environment. Trainers and trainees will be able to work together incorporating the
knowledge and tasks located within this manual to help assist and prepare the new facilitators to
facilitate their first online course.
Part I Vital Information in the Facilitator Training
As with any teaching profession, the first steps to getting ready for any course is to
identify the audience, goals, objectives and assessments. These can be a little different from a
standard on ground course. Let us look at each of these areas.
Training Program Audience
Before a course even starts there are a few thing you as the instructor will need to look at
concerning your students. You will need to identify who your audience is going to be. This will
allow you to tailor the course to your audience. Depending on the type of students, you can
preplan or prepare how the course will play out. A course roster is provided one week prior to
the course start date.
Once you have identified the audience, can you determine their current skill sets? What
experiences will they be brining to the course? Depending on which course you will be
facilitating, the students may be brand new to the degree program or they could be well in to
their program. Anticipate these situations and have a way to cope with the changing dynamics.
Sometimes the students will post updates to their biography in the student portal. Take a few
minutes to review what each of them has posted. This can help in identifying the level as to
where the student is in their degree program.

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Finally, with respect to the audience what can you assume the level of knowledge is
concerning the course topic? In most aspects, the knowledge level may be low but there could
be the off chance a student has prior knowledge of the subject matter. This might be difficult to
determine or very easy to determine. It all depends on whether the student wants to let you
know. In an online setting, it will be harder to draw out the students so ensure you use openended questions. Sometimes you can use them to spark a conservation about the reading or you
may not need to depending on the students. Watch and observe within the first week of the
course. The students may surprise you. Be prepared.
Training Program Goals
Each course being taught has obtainable goals. As an online facilitator, you will need to
have certain skills to be successful. Here are a few skills as identified by Rena Palloff and Keith
Pratt in The Excellent Online Instructor: Strategies for Professional Development.

The excellent online instructor understands the differences between face-to face and
online teaching and can effectively implement them into development and facilitation
of online classes.

The excellent online instructor is committed to this form of teaching and uses the
online environment to his or her advantage in delivering an online class.

The excellent online instructor is able to establish presence early in the course and
encourages students to do the same.

The excellent online instructor is highly motivated and in turn is a good motivator for
students.

The excellent online instructor understands the importance of community building

and devotes time at the start of the class to that function.

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The excellent online instructor promotes interactivity between students through

development of good discussion questions that engage them and encourage them to
seek out response material on their own.

The excellent online instructor incorporates collaborative work into the design and
delivery of an online class.

The excellent online instructor respects students as partners in the learning process.

The excellent online instructor is active and engaged throughout the course, providing
timely, constructive feedback throughout.

The excellent online instructor is open, flexible, compassionate, responsive, and leads
by example.

Each of these skills identified by Palloff and Pratt (2011) are what you as an online
facilitator strive to obtain. The skills will come in time as you get more and more comfortable
with the online learning environment as well as getting more comfortable with the material you
will be teaching.
Training Program Objectives
Every course when it is created has objectives. Each one of the objectives should be
understandable and measureable. Look at the objectives of the course you will be facilitating.
Make sure you understand what the condition, behavior and standards are and how they are
addressed in the lesson.
Within the learning management system (LMS), the objectives for the week are listed at
the top of the page. Ensure the readings from the textbooks match and agree with the objectives
listed. When a course is created in the LMS, there is a chance the information is loaded
incorrectly by the Information Technology (IT) department. Verifying the information can help

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save student troubles down the road and it will also help keep them on track. Providing clear
objectives allows the students to understand and know what they will be learning for the specific
week.
Summative Assessment of Trainee Learning
In the normal pattern of course creation, formative and summative evaluations are created
along with the objectives. Depending on the style and format of the LMS, formative and
summative evaluations can be implemented in the online environment. Normally a rubric is
designed for assignment grading. In the online environment, selection or supply type tests are
not used. Papers and presentations show student understanding and allows them to complete and
submit them within the specified period. If a selection type test were to be administered within
the LMS, a specific time would need to be identified for proctoring. This takes away from the
current flexibility in the LMS for the students and the facilitator in completing the required items
identified in the objectives. Assessments such as papers and presentation work the best in this
type of learning environment. All assessments should be graded with a rubric that should be
provided to you as the facilitator.
Part II Facilitator Skills and Instructional Materials
As a facilitator of distance learning courses, there are skills you will need and want to
enhance in yourself. It is all right not to have developed these skills since you are still learning,
but you will be shown what the skills and that you will be able to adjust and enhance your skill
set.
Skills Needed for Effective Distance Learning Facilitators
As a newly identified distance learning facilitator, there are skills that will need to be
identified and worked on to help you become a great facilitator. Rena Palloff and Keith Pratt in

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The Excellent Online Instructor: Strategies for Professional Development. have identified
simple skills for a facilitator to work on to make them a great facilitator.

Visibilitythe excellent online instructor can establish presence and is present

frequently in the online environment. (Palloff & Pratt, 2011)

Compassiondefined by openness, concern, flexibility, fairness, and honesty

the excellent online instructor expresses sincere positive regard for students and
delivers student-focused, student-centered instruction. (Palloff & Pratt, 2011)

Communicationthe excellent online instructor communicates with students

frequently, provides substantive feedback, and communicates well using
technology. (Palloff & Pratt, 2011)

Commitmentthe excellent online instructor is not only a passionate and

committed teacher, but sees the value in teaching online and sees the facilitated
model of teaching as rigorous and powerful. The excellent online instructor is
motivated and a good motivator. (Palloff & Pratt, 2011)

Organizationthe excellent online instructor is organized and a good time

manager. (Palloff & Pratt, 2011)

Phases of Development for Distance Learning Facilitators

Phases of development in how a facilitator will progress through these stages of
personality. Using a self-assessment, determine at which point you will be starting in these
phases.

Visitorthose faculty who have toyed with the idea of technology integration in
their face-to-face classes and who may have posted a syllabus or assignments
online or used e-mail for assignment completion. (Palloff & Pratt, 2011)

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Novicethose faculty who have never taught online and who may or may not
have taken an online course as a student but have consistently posted a syllabus
online and have used some communications technologies to supplement their
face-to-face teaching. (Palloff & Pratt, 2011)

Apprenticethose faculty who have taught online for one or two terms. They
may have taught more than one course per term. They are developing an
understanding of the online environment and the skills required to teach online.
(Palloff & Pratt, 2011)

Insiderthose faculty who have taught more than two semesters online and have
taught more than one course per term. They feel comfortable in the online
environment, are proficient with course management technology, nd have basic
understanding of the skills needed for online teaching. They may have designed
one or more online courses. (Palloff & Pratt, 2011)

Masterthose faculty who have taught online for multiple terms and have
designed several online courses. They have mastered the technology required to
teach online and are likely to have integrated technology beyond the course
management system into their teaching. They feel extremely comfortable with the
skills required to teach online and can be called upon for peer support for newer
online faculty. (Palloff & Pratt, 2011)

Now that you have reviewed the different phases of a facilitator, how will you progress
through the different phases? Working through the different technologies and courses will help
you become more confident in facilitating online distance learning courses. Even if the courses
change, the skills you develop will stay with you and help you through our ever-changing world.

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Theories of Distance Learning

Most of us when asked about learning theories would start thinking about Behaviorist,
Cognitivist, Constructivist and Humanist theories just to name a few. We have grown through
our educational journey on each of these different types of learning theories. However, with
distance learning a few new theories have emerged.
Communal Constructivism: In communal constructivism, the individual contributes to
and benefits from a community that provides a living repository of learning (Haythornthwaite &
Andrews, 2011). By exploring this theory, the group working together with their shared
experiences learn from each others actions and situations.
Tranactional Distance The notion of transactional distance is a relative one, and
involves a set of three variables that operate in relation to the degree of transactional distance
between the teachers and learners: dialogue, program structure and learner autonomy
(Haythornthwaite & Andrews, 2011). In this theory, learners are able to produce more of a
dialogue due to the autonomy the distance provides. Most individuals will be more guarded in a
face-to-face situation but they will be able to open up more through the distance and there is less
of a chance for repercussion.
Multimodality Such a perspective is highly relevant because most e-learning
communication is via computer interface (whether on a desktop, laptop or handheld), and these
computer interfaces are multimodal in nature (Haythornthwaite & Andrews, 2011). In this everchanging world, advances in technology have assisted in creating a multimodality nature where
individuals are learning at younger ages to multitask using the technology. This type of learning
is increasing individuals chances of learning at a faster rate. Computing with the different

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interfaces because the learner has different items to be able to understand and incorporate into
their learning scenario.
Theories for Engaging Distance Learners
There are multitudes of different learning theories available to facilitators in working
with their own personality to get the message across to the students. A few of the newer theories
allow for online instruction. Here are a few theories that can help engage students in learning.
Constructionism. Constructionism can be the basis for learning for students in an online
environment. Students learn by sharing their experiences and hypotheses. This type of social
interaction helps bring experiences into the current situation. This type of learning allows the
student to relate experiences in the past to situations now to better understand what is being
taught.
Connectivism. Connectivism is a learning theory where students use internet
technologies to have new opportunities for learning experiences. As the facilitator, you can
guide the students to different learning venues to seek out information. You can also direct them
to the different massive open online courses (MOOCs) available to anyone who wants to enroll.
Training Materials
As a facilitator, you will need to know the different training materials associated with the
courses you will be facilitating. The textbooks designed to go with the lesson as well as possibly
other sites that can help enhance the students learning experience. In some instances, the
students may have to use a different site to complete assignments. For example, Prezi or
Piktochart software may be used to complete assignments designed to be presented instead of
using the old standard of PowerPoint. Learning these sites and how the tools are able to be used
can help you assist the students if they have any questions.

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Part III Management and Technology Tools

With facilitating courses, one thing that can help you get through is having a mentor.
Mentors are available and one will be assigned to you upon completion of your initial
orientation.
Mentoring Program for Faculty
As a new facilitator, you will be paired with a seasoned facilitator. The goal is to help
new facilitators through the process of their first course and help provide feedback on how to
improve in teaching the course.
Every mentor has at a minimum of 10 facilitated courses. They have been seasoned and
mentored in the same standard and style. Whether you are new to teaching or if you have been
teaching for years on-ground, the mentor program will help and guide you through your first few
courses. Your mentor will be available in your classes as well as available for questions. Once
you have enough courses taught, you may be asked to be a mentor.
Management and Evaluation Programs for Facilitators
Each facilitator will be evaluated after every course during their first year of facilitating.
Your mentor will give you feedback and advice before, during and after your courses. Your
supervisor will speak with you and your mentor to see how things are going. You will be given
an annual evaluation as well as a mid-term evaluation. Once you start your second year of
courses, the mentor will taper off in their feedback. They will still be around if you have any
questions to ask.
Learning platform (LMS/CMS)
The learning platform used here is the learning management system (LMS). Your mentor
will go over the steps one-on-one with you in how to setup the course to receive students and

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how the course progresses through the course. The IT department will load the course to the
server and you will be given access to tailor certain aspects of the course. This will match and
follow along with the lesson plans you will be provided prior to facilitating the course. You will
be able to set up discussion questions, present video files and receive the assignments. You will
also be able to provide feedback to the students on their posts and comments. Your mentor will
be available and will also have access to your first couple of courses to help in the facilitation of
the course.
Technology or media tools that engage and enhance student learning
With the LMS you will be working with you will have the option to use different types of
technology that can help engage your students in the learning process. By incorporating the
connectivim learning theory, you can add in blogs, MOOCs, videos, infographics and other types
of media to the learning experience. Each of these tools in their own way will help enhance your
students learning experience.
Description of how technology or media tools engage and enhance student learning.
The different tools available when used properly will augment the learning experience for
the students. They can provide more information on the topics being covered as well as a
different way to look at a given topic. Some students may need the different perspective to
understand the information being provided by the text and the discussion. The different media
tools are available for use. Use what you feel will get the correct information across to the
students, just be prepared if an explanation is needed.
Part IV Issues and Classroom Management
Within the classroom whether online or on-ground, there may be some issues you as the
facilitator may have to deal with concerning the students. This also goes for normal classroom

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management. Managing the posts or what the students are doing are standard situations, which
may arise.
Three different technology tools for student collaboration
There is different types of technology out there to allow students to talk back and forth.
In the LMS, the students can use the forums to make their posts in answering questions and for
their assigned learning teams. Students can also use email, telephone and other teleconferencing
tools as long as a full transcript is provided to the LMS to keep track of what was going on
outside of the LMS.
Description of the different distance learners
Students of all different types of backgrounds are a part of the distance learning area.
The original creation of distance learning was to allow individuals who hold jobs to be able to go
back to school to help enhance their careers with more knowledge in the area. Due to the rising
costs of college, more and more students are taking part in distance learning because they can
work and go to school when they have the chance. It is more convenient for the student to attend
when they have the time. It is also aligned so the students can use their prior learning experience
to help with learning of the new material.
Differences between synchronous and asynchronous facilitation skills
Remember since you have training as a teacher in an on-ground course synchronous
facilitation skills should already be in your skill set. Adding the asynchronous facilitation skills
and using the connectivism learning theory will help you in your facilitation if online courses.
Asynchronous facilitation will be the ability to steer discussion on to the right path to allow the
students to form their opinions as well as helping them learn the material being presented. All of
the skills have been identified in this manual. You will need to determine which style is best for

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you and your own personal teaching style. Your mentor will help you adjust from synchronous
to asynchronous.
Three technology management issues and resolutions
Technology issues can happen at any time. Scheduled maintenance of the servers can
affect a course. Make sure the students know there is going to be maintenance and have them
schedule around it.
At the beginning of the course, students are advised of the different scenarios that may
affect them on their courses. Ensure time management is used to get assignments in on time.
The final assignment cannot be turned in late. Prepare for any type of power outage or even
network interference.
Classroom management issues and resolutions
Learner Feedback. Learner feedback will come from the forums as well as private and
class messages. Answer these to the best of your ability and ask your mentor if you have any
questions.
Challenging behaviors. Make sure you address any type of cyber-bullying or
inappropriate posts right away. You have the power to remove a post and even remove a student
from the course. Make sure you inform your students this type of behavior will not be tolerated.
ADA learners and associated strategies. Normally a student will inform you of any
problems they might have. They should have already informed the school prior to the course as
well. Work with what they need within reason. Check with the school and your mentor if you
have any questions.

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Conclusion

This manual is designed to help facilitate the training of new facilitators to the online
learning environment. Trainers and trainees will be able to work together incorporating the
knowledge and tasks located within this manual to help assist and prepare the new facilitators to
facilitate their first online course. If you have any questions contact your mentor.

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15
References

Haythornthwaite, C & Andrews, R. (2011) E-learning theory and practice. Thousand Oaks, CA.
Sage.
Palloff, R & Pratt, K. (2011) The excellent online instructor: strategies for professional
development. San Francisco, CA. Jossey-Bass
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of
Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved March 29, 2015 from
website http://www.learning-theories.com/connectivism-siemens-downes.html