Asynchronous Facilitator Training Program

Editor's Notes

• #3: Welcome to the Distance Learning Training Program. This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
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• #5: Training Program Audience Higher Education Faculty Members Basic Computer/Technical Skills No Distance Learning Facilitation Experience Novice Distance Learning Facilitation Experience
• #6: Training Program Goals Learners will learn how to develop their presence when engaging in distance learning facilitation. Learners will learn various concepts and theories for facilitating distance learning classes or courses. Learners will learn how to provide positive feedback to students in a distance learning environment. Learners will learn how to manage their time efficiently and respond to distance learning participants in a timely manner. Learners will learn how to encourage learners to use their learning abilities/styles by developing fun and innovative methods for initiating discussion and interaction.
• #7: Training Program Objectives Learners will be actively presence and engage in distance learning facilitation. Learners will develop an understanding on various concepts and theories for facilitating distance learning classes or courses. Learners will provide positive and substantive feedback to students in a distance learning environment. Learners will develop a strategic plan for managing their time efficiently for facilitating distance learning classes and course. Learners will create a fun and invigorating distance learning environment by developing eccentric and engaging learning objectives.
• #8: Learners will submit a variety of course assignments that will be used to measure their knowledge and comprehension level for training program: Assignment 1: Post a biograph. Include your educational background, teaching experiences, and what your expectations are for your learners/students. Assignment 2: Create a PowerPoint Presentation explaining the importance of online presences. Include three strategies you will use to develop our online presence and initiate interaction with your learners/students. Assignment 3: Learners will be assigned to groups/learning teams, and given a case study to analyze and identify various technological tools and applications, which can be used as resources for facilitating distance learning programs. Each group will create a PowerPoint Presentation and present their findings during a 2 hour webinar session. The webinar will be manage by the instructor and time slots will be assigned by training program instructor. Assignment 4: Learners will identify one distance learning theory, and write a dissertation explaining why the identified theory best relate to their teaching practices. Assignment 5: Learners will complete an end-of-course assessment and course survey.
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• #11: Training Materials: Required Skills for Effective Distance Learning Facilitators Communication: Becoming an effective online facilitator requires discipline, practice, and guidance from a mentor. Effective online facilitators should have high expectations for themselves and students. Distance learning facilitators can demonstrate their expectations by explaining their positive expectations to their students and encourage their students that each individual should be responsible for their contributions and interactions in the online class or course environment. Positive expectations should be communicated with a welcoming demeanor. New online facilitators can begin this course of action by introducing themselves/post a biograph and include their expectations. Knowledge: Distance learning facilitators should be knowledgeable in their craft. Being knowledgeable fosters confidence. Also, distance learning facilitators should have the necessary skills for designing, developing, and implementing course curriculums or lessons. This skill enables facilitators to quickly respond to unexpected course material change or evaluate if the students are comprehending the course curriculum or lesson ("Etools4education ", 2015). Management: Not only do distance learning facilitators require skills to manage an online classroom or course, but also requires discipline and time management skills. It is very important for a distance learning facilitator to be presence. Being presence and responding to online students post or feedback is crucial. Online students need to feel a sense of support and empathy. Especially, if the physical presence is not available. Being available, flexible and presence is important in an online learning environment ("Etools4education ", 2015). Commitment: Distance learning facilitators have to be committed to helping students and doing the best job possible. Have Fun! Enthusiasm in the classroom. Encourage and motivate online students to partake in class discussions and challenges. Create a welcoming learning environment that is fun, but respectful and educational ("Etools4education ", 2015). Slide Reference: etools4Education . (2015). Retrieved from http://www.online-distance-learning-education.com/effective-teacher.html#.Vq6EyY-cGF4
• #12: Strategies for Effective Distance Learning Facilitators Communication is displayed when an online facilitator initiates an online class or course discussion relatable to course objectives. Distance learning facilitators can demonstrate class or course knowledge by tailor course objectives to students comprehension level per organization policy. Distance learning facilitators can demonstrate distance learning course management by being flexible, responsive and presence to their online students. Feedback should be given in a timely manner to promote educational and overall student support. Distance learning facilitators can task online students with assignments or projects that stimulates their learning abilities. Also, distance learning facilitators can use exciting and new technology applications that encourages student s to use their creativity and share their own subject related experiences and knowledge.
• #13: Visitor- Dibbles & Dabbles with technology in a face-to-face classroom environment (Palloff & Pratt, 2011). Novice-Faculty who consistently uses technology in a face-to-face classroom environment (Palloff & Pratt, 2011). Apprentice-Faculty who have taught online classes or course for two o three terms (Palloff & Pratt, 2011). Insider-Faculty who is comfortable with teaching online classes or courses, and have taught three or more course for more than two semester. An Insider is familiar with the management online technologies and have designed one or wo online courses (Palloff & Pratt, 2011). Master-Faculty who have taught online classes for more than two or three years and designed multiple course curriculums and instructions. Also, serves as mentors and supports their peers (Palloff & Pratt, 2011).
• #14: Theories for Distance Learners Connectivism: This theory explains how technology has created opportunities for people to learn and share information across the world using the web. Connectivism was originated by George Siemens and Stephen Downes. Connectivism core principles are an integrations of network, trails and errors, and complex self-organized theories based on the learners opinions, how learning connects to information sources, and the importance of maintaining those sources for facilitating learning (Siemens, 2005). Transactional Distance Learning: Transactional distance learning is a continuous learning process rather than a discrete variable, a relative rather than an absolute term. It is a psychological and communications space that is the transactional distance (Dewey & Bentley, 1949) . In other words, transactional learning is the theory of behavior and the communitive exchange between the instructor and learner. Source for Transitional Distance Learning: http://isites.harvard.edu/fs/docs/icb.topic541040.files/Moore%20Theory%20of%20Transactional%20Distance%20from%20Keegan%20Theoretical%20Principles%20of%20Distance%20Education.pdf Activity Theory: This theory is a descriptive tool for a system. It describes the core principles of why, what, and when learners are motivated to interact in a distance learning environment. Transformative Learning Theory: This theory is based on the learners physiological, behavioral, and convictional perspective. This theory originated by Jack Mezirow . Transformative learning core principles are all about learners reflection on themselves, past experiences, and how the new concepts have influenced their perspectives.
• #15: Theories for Engaging Distance Learners The distance learning theories general purpose is the provide a visual logical on how to engage and motivate distance learners. These theories for engaging distance learning students are common, but piratical. Introductions: Know your Learners Technology Mechanics & Course Knowledge: Be familiar with the distance learning program and learn the mechanics of how to use the software or applications. Be Presence: Time Management is a critical skill. Give Positive Feedback & Critiques: Communicate with your learners in a positive and constructive manner. Be Welcoming, Intriguing, and Interesting: Create a fun and respectful learning environment, which learners will feel welcomed to share their experiences and support to other course learners.
• #18: Mentor Program for Faculty Mentoring programs for faculty are beneficial to mentors, mentee, and the learners. Mentor programs for faculty is meant to help new members adjust to their new environment, and provide guidance for enhancing their teaching skills to fit the needs of that new environment. Mentor programs can be performed in a formal or informal environment. A good mentor does not have to be a CEO or a Director of a Fortune 500 Company or organization. The main goals and objectives for mentor programs for faculties are to enhance communication skills, provide a strong support system, and provide additional training in certain areas that require improvement such as technology, management, or communication skills. Also, the mentor will provide insightful information about the organizational procedures, policies, and benefits. Furthermore, the mentor will help the mentee with developing networking relationships internally and externally.
• #19: Mentor Identification Criteria A distance learning mentor should have at least three or more years of experience in facilitating a distance learning environment. A distance learning facilitator should have successfully taught six or more distance learning classes, courses, or training programs. A distance learning mentor does not have to be an expert in technology, but at least familiar with the educational institution’s technological software or applications, rules, policies, and overall mission when engaging in a distance learning mentorship program. Moreover, a distance learning mentor should have great communication skills and demonstrate online presences. These criteria's may vary depending on the educational institution’s requirements for their mentorship program.
• #20: Management and Evaluation Programs for Facilitators How might the faculty learning community approach affect management? The faculty learning community approach should be adjacent to the educational institution’s policies, regulations, goals, mission, and vision. The learning community should reflect the educational institutions mission in providing accessible and comprehensive education and learning environment to all learners. The community should not affect the institution’s management if the community’s goals are aligned with the institutions goals. However, there may be minor adjustments made to the faculty learning community approach to fit the need of its learners.
• #21: Management and Evaluation Programs for Facilitators Identify the specific challenges and strategies used to manage adjunct faculty from a distance. The following questions listed in this slide will address the challenges as questions faced by all educational institution’s management teams. Is this online class or course effective? Conduct evaluations to measure the effectiveness of each class or course. This strategy will provide critical information on how well the facilitator is performing as well as the learners. Are facilitators knowledgeable? Provide mentors and training to all new distance learning facilitators, which will provide facilitators with the tools needed to successfully facilitate their online class or course. Is the online instructors flexible or available? Emphasis the importance of developing a presence online. Provide facilitators with time management training to enhance their skills in managing distance learning program schedules. Do online facilitators have all the support they need to successfully facilitate a distance learning class or course? Provide distance learning facilitators with mentors and technical support.
• #22: Evaluation Strategies for Facilitators Three strategies that can be utilized to evaluate a facilitator’s performance are: Facilitators Performance Evaluation: The evaluation can be completed by the facilitator’s mentor, which the mentor measures the facilitator’s knowledge on the educational institution’s policies, course knowledge, and overall effect in facilitating their students. Student-Facilitator Evaluation: The evaluation is completed by the students, which they provide feedback on the facilitator’s performance and course objectives. End-of Year Performance Evaluation: The evaluation is completed by the educational institution’s management team, board members, and dean, which they collectively review and analyze the mentor’s and students feedback on the performance of the facilitator.
• #23: How will the evaluation and management strategies align with the identification of effective faculty skills and behaviors in Part I? The evaluation and management strategies will align with the identification of effective faculty skills and behaviors by: Analyzing Novice Facilitator’s Training Needs Ensuring Distance Learning Facilitators are knowledgeable in the educational institution’s policies and teaching practices. Providing a support system for distance learning facilitators. Offering a mentorship program to improve communication skills.
• #24: According to "Techtarget " (2016), “Learning Management Systems is software applications or web-based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. A learning management system may also provide students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums,” (Learning Management System (LMS). Course Management Systems is a collection of software tools used to provide an online environment for course interactions. However, CRM may be commonly used in a face-to-face educational setting to interact with students between face-to-face interactions.
• #25: Three Student Technology or Media Tools Audio: Distance Learning Facilitators can utilize podcast to record lectures or additional course references and upload to class forum for a reference tool. Video: Distance Learning Facilitators can use Google Hangouts as a live chat tool to connect with online students, which can minimize isolation online students often experience. Visual and Infographics: Distance Learning Facilitators can use presentation applications such as Prezi to deliver course content in an invigorating way. Games and Simulations: Distance Learning Facilitators can use online games and simulation approved by their educational institution to promote course concepts comprehension and present real-world experiences.
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• #28: Three technology tools for student collaboration recommended for facilitating distance learning program are mobile computing, webinar applications, Skype, or Face Time, and Learning Picture Reference: https://www.bing.com/images/search?q=People+Using+Technology+at+Work&view=detailv2&&id=1FE27065692D0700141E51AA0D69A6B65FD72831&selectedIndex=1&ccid=Xr4TehWi&simid=607991486788337763&thid=OIP.M5ebe137a15a290dbb5f598b89520ffe7o0&ajaxhist=0
• #30: In today’s distance learning environments, students can choose what type of learning platform meets their daily schedule. Some educational institutions will offer synchronous or asynchronous learning environments, and others may offer both combined. In the case of choosing which distance learning platform works, students need to know the difference between synchronous or asynchronous learning environments, which will help maximize their learning experience. Synchronous learning environments are facilitated through real-time applications by instructors (Smith, 2012). Most students will share learning spaces at the same time. Students are required to logon to certain web-based learning sites and participate in video or web conferencing, live chats, virtual learning environments, or podcasts (Haslam, 2016). Students who engage in synchronous learning are required to submit assignments on time when instructed by facilitators (Smith, 2012). Synchronous have the same advantages as being in a traditional classroom without the physical aspect of being in an actual classroom. However, students have to engage actively in their learning process and be responsible for their own feedback and assignments. Asynchronous learning environments are tailored to be flexible and self-paced. The facilitate will provide curriculum instructions and assignments with due dates, but minimum interaction is required (Smith, 2012). Asynchronous facilitators are available if their students have questions or concerns, but the majority of the students’ interaction will be self-motivated and driven. In other words, asynchronous students are in-charge of their own learning path. Asynchronous students and facilitators can interact using emails, discussion boards, or social networking sites (Haslam, 2016). However, the disadvantages of asynchronous learning environments are isolation and support. Depending on the facilitator’s time management skills and online presence, some students may feel isolated or alone in this environment.
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