Facilitator Training Program

Editor's Notes

• #12:  According to Palloff and Pratt (2011), an excellent online instructor should be: VOCAL, which stands for Visible, Organized, Compassionate, Analytical and Leader. For purpose of this training, we will focus on visible, analytical and leader by example.
• #13: Visible In online classrooms, where the instructor doesn’t face the students or communicate with them verbally, the dynamic is very different from face-to-face classrooms. Communication occurs via text and the instructor has to make an extra effort to show students his presence in the classroom. Some strategies to achieve presence are: -Providing students with a place to access to your personal and professional information to allow them to know you better. -Timely participation and answers from the instructor so that students know you are reading their messages. -General announcements or important contributions from any of the students should be shared in the Welcome page of the online classroom for everyone to see. -Updated calendar (“BE VOCAL: Characteristics of Successful Online Instructors,” 2005).
• #14: Analytical Online instructors should manage the learning environment in an efficient way to make sure the objectives and goals of the course are being met. Timely instructions for assessments and feedback are included in this characteristic. Some useful strategies for instructors to be analytic are: -Give the students clear instructions and expectations about how participation is going to be evaluated. -Use surveys for students to evaluate the course. -Specify the format and expectation for online assignments (“BE VOCAL: Characteristics of Successful Online Instructors,” 2005).
• #15: Leader by example Instructor sets the tone of the learning process and provides students with the tools without making it teacher-centered. Some strategies to be a leader by example are: -Introduce yourself and encourage students to do so via posts and threads in the e-classroom. -Fulfill your commitments by modeling your responsibilities. Examples: grade assignments on time; provide resources needed. -Provide feedback timely. -Stimulate thinking by starting threads about class subjects. -At the end of the course, reinforce learning and provide closure by acknowledging the contribution of the students to the class (“BE VOCAL: Characteristics of Successful Online Instructors,” 2005).
• #16: Visitor Most of us in this training are in this phase because we have no experience in teaching online course but we are curious to learn how to do it. Visitors have experience in using technology while teaching face-to-face classes, such as emails or blogs.   Novice These are the members of the faculty that might have or not, training in teaching online courses but are really interested in participating in this environment. In order to transition to this phase, it is important for faculty to get beginning level training, practice while experimenting and receive feedback from more experienced masters.   Apprentice Faculty that has a little experience teaching online courses and have overcome the fear belong in this phase. In order to move to the next level, apprentices need to improve their skills to increase participation from students, improve their teaching skills, continue to gain confidence and establish presence online.   Insider This is faculty that has taught several online courses but still needs feedback. They also focus on more advance skills development such as design and delivery of a course, online teaching methods and techniques. In order for insiders to move to the master level, trainings need to be more specific rather than general. Master Member of faculty that have a lot of experience on online teaching are masters. They can often act as mentors or trainers for peers in the faculty. They do research, presentations, and publish their work. They share their best practices for online teaching and encourage peers to take training (Palloff & Pratt, 2011).
• #18: Transactional Distance Named as it in 1980, this theory was looking deeply at the concept of transaction and refers to the interaction of environment, individuals and patterns of behaviors in a given situation (Moore, 1991). In distance education, there is more than only a geographical separation of learners and instructors, but also a distance in understanding and perception (caused by the geographical separation); from this, the transactional distance comes.   Application It promotes dialogue between student and instructor (communication). The course elements can be changed to meet the needs of the learner. It promotes learner’s autonomy to control learning activities and processes.
• #19: Multimodality The Multimodality theory of distance learning explains how most e-learning communication is via a computer, making those interfaces naturally multimodal. Transformation is a key concept on any learning theory because learning transforms a person’s knowledge. In e-learning, reading is necessary; and with it comes transformation by acquiring all of that information (Haythornthwaite & Andrews, 2011).     Application E-learning uses several mediums of communication, not only text, but videos and visuals too. Students in an e-learning environment have access to more modes of communication; therefore they value and feel comfortable with it. With all of the technological advances we are experiencing these days, it is important to take advantage of all the platforms and take e-learning to the next level (use of social media, for example).
• #23: The learning platform used in our adult education centers is the Learning Management System (LMS)   The LMS allows anyone to create, track, manage and distribute learning materials of any kind. Some components of LMS are:   Rosters: A digital roll call sheet for tracking attendance and for sending invitations to class participants. Registration Control: The ability to monitor and customize the registration processes of elearning curriculum. Multiple device access: Delivery of course content over web-based interfaces such as desktops, phones or tablets. Course calendars: Creation and publication of course schedules, deadlines and tests. Student Engagement: Interaction between and among students, such as instant messaging, email, and discussion forums. Grading and Scoring: Advanced tracking and charting of student performance over time ("Mindflash", 2017).
• #24: Processes facilitators will use to:   Present information, such as lectures or videos The facilitator will post files or link in class discussions. Conduct class discussion The facilitator will start threads about the different subjects learned weekly to promote student’s participation and engagement. Conduct private discussions The facilitator will communicate with students privately via private messages in the e-classroom or emails. Receive assignments The facilitator will receive assignments from students by these being submitted in the assignment tap of the designated week. Sometimes assignments will be delivered via student’s blog or email. Provide assignment feedback and grades The facilitator will share feedback via private messages and by completing assignment rubrics at the end of each week.
• #25: Processes facilitators will use to:   Present information, such as lectures or videos The facilitator will post files or link in class discussions. Conduct class discussion The facilitator will start threads about the different subjects learned weekly to promote student’s participation and engagement. Conduct private discussions The facilitator will communicate with students privately via private messages in the e-classroom or emails. Receive assignments The facilitator will receive assignments from students by these being submitted in the assignment tap of the designated week. Sometimes assignments will be delivered via student’s blog or email. Provide assignment feedback and grades The facilitator will share feedback via private messages and by completing assignment rubrics at the end of each week.
• #26: Technology or media tools that engage and enhance student learning Facebook It is a social media platform that allows users to connect with friends and the world. Facebook users can also post comments, share photographs and links to news, or other interesting content on the web, play games, chat live and even stream live video to a single person or a group. Learners will feel safe and secure in an environment they already know; most of the member will have and account already; it promotes participation; it can be manage by millennials and midlife learners too; and it allows group discussion and sharing, making it as interactive and engaging as possible (Facebook, 2017).   Youtube It is an extensive video sharing site accessible in almost any continent and in many languages, raging from full production movies to novice videos. Youtube videos can be used in the eclassroom to introduce a topic, explain and online activity, motivate learners, and provide course information. Its content can be seen on the go (Pappas, 2015).   Skype Using video conferencing technology such as Skype, can allow students to travel the world, speak with virtual lecturers or interviewers, make friends and interact with others in different locations. Skype can be also used for tutoring and to promote collaboration for group projects (Pappas, 2015).
• #27: Technology or media tools that engage and enhance student learning Facebook It is a social media platform that allows users to connect with friends and the world. Facebook users can also post comments, share photographs and links to news, or other interesting content on the web, play games, chat live and even stream live video to a single person or a group. Learners will feel safe and secure in an environment they already know; most of the member will have and account already; it promotes participation; it can be manage by millennials and midlife learners too; and it allows group discussion and sharing, making it as interactive and engaging as possible (Facebook, 2017).   Youtube It is an extensive video sharing site accessible in almost any continent and in many languages, raging from full production movies to novice videos. Youtube videos can be used in the eclassroom to introduce a topic, explain and online activity, motivate learners, and provide course information. Its content can be seen on the go (Pappas, 2015).   Skype Using video conferencing technology such as Skype, can allow students to travel the world, speak with virtual lecturers or interviewers, make friends and interact with others in different locations. Skype can be also used for tutoring and to promote collaboration for group projects (Pappas, 2015).
• #28: Technology or media tools that engage and enhance student learning Facebook It is a social media platform that allows users to connect with friends and the world. Facebook users can also post comments, share photographs and links to news, or other interesting content on the web, play games, chat live and even stream live video to a single person or a group. Learners will feel safe and secure in an environment they already know; most of the member will have and account already; it promotes participation; it can be manage by millennials and midlife learners too; and it allows group discussion and sharing, making it as interactive and engaging as possible (Facebook, 2017).   Youtube It is an extensive video sharing site accessible in almost any continent and in many languages, raging from full production movies to novice videos. Youtube videos can be used in the eclassroom to introduce a topic, explain and online activity, motivate learners, and provide course information. Its content can be seen on the go (Pappas, 2015).   Skype Using video conferencing technology such as Skype, can allow students to travel the world, speak with virtual lecturers or interviewers, make friends and interact with others in different locations. Skype can be also used for tutoring and to promote collaboration for group projects (Pappas, 2015).
• #29: Technology tools for student collaboration   Google Drive/ Docs It is a virtual cloud-based tool for storing data and files. It allows students access to documents saved in the cloud and to have access from a different computer, smart phone or a table PC. Use in distance learning classrooms: students can add information or make changes or suggestions to the same file and have it updated so that all members of the team will have the latest version.   Pixton It is a tool that could be used especially in our second language classes for creative story telling. Use in distance learning classrooms: students learning languages might use this tool to practice the language through comics. Students are able to read and make comments in other students’ work.   Dipity It is a free digital timeline generator where users can create and share timelines on a collaborative or engaging way integrating: audio, images, video, links, social media and location. Use in distance learning classrooms: for group assignments, students can create timelines of events and the rest of the students and the teacher can have access to it to make changes and add information or feedback (EmergingEdTech, n.d.).
• #30: Technology tools for student collaboration   Google Drive/ Docs It is a virtual cloud-based tool for storing data and files. It allows students access to documents saved in the cloud and to have access from a different computer, smart phone or a table PC. Use in distance learning classrooms: students can add information or make changes or suggestions to the same file and have it updated so that all members of the team will have the latest version.   Pixton It is a tool that could be used especially in our second language classes for creative story telling. Use in distance learning classrooms: students learning languages might use this tool to practice the language through comics. Students are able to read and make comments in other students’ work.   Dipity It is a free digital timeline generator where users can create and share timelines on a collaborative or engaging way integrating: audio, images, video, links, social media and location. Use in distance learning classrooms: for group assignments, students can create timelines of events and the rest of the students and the teacher can have access to it to make changes and add information or feedback (EmergingEdTech, n.d.).
• #32: Different distance learners   Cultural Learners in an online setting have many differences, such as: geography, time, setting and culture. Learners from diverse cultures learn in different ways and it is necessary that the instructor understand these unique differences using cultural sensitiveness.   Experiential An experiential learner likes to experience or try different learning methods. Problem-solving, critical-thinking, and decision-making are embraced by experiential learners.   Prior learning experiences: nontraditional learners These are learners that may or may not have college experience, such as adults or returning students. The reason that nontraditional learners may have to go back to school may vary and they may need some extra help with technology, for example ("Weebly", n.d.).   
• #33: Different distance learners   Cultural Learners in an online setting have many differences, such as: geography, time, setting and culture. Learners from diverse cultures learn in different ways and it is necessary that the instructor understand these unique differences using cultural sensitiveness.   Experiential An experiential learner likes to experience or try different learning methods. Problem-solving, critical-thinking, and decision-making are embraced by experiential learners.   Prior learning experiences: nontraditional learners These are learners that may or may not have college experience, such as adults or returning students. The reason that nontraditional learners may have to go back to school may vary and they may need some extra help with technology, for example ("Weebly", n.d.).   
• #34: Differences between synchronous and asynchronous facilitation skills Synchronous facilitation skills Teacher centered Real time learning (instructor and student online at the same time) Course pace is control by teacher   Asynchronous facilitation skills Learner centered Pacing and timing is individual for each students (on student’s own schedule) Control of own learning Discussion and collaboration between students Materials, lectures and information available for students to access it at any time
• #35: Technology management issues and resolutions Difficulties using the learning platform Have manuals with information about the learning platform in the eclassroom for studets to access it when needed. Encourage students to watch the walkthrough video at the beginning of the course. Encourage students to call the troubleshooting number if they have any inconveniences. Generational issues Be sensitive to differences between generations and make sure learning is adapted for everyone in the classroom. Assign learning teams based on generational groups so students can support each other. Frustrated users Sometimes using slow and updated systems makes it more difficult for students to be successful in the classroom. Always make sure that the platform is up to date and share webinars in technology usage with students.
• #39: Challenging behaviors   Cyber-bullying In the age of social media, people can connect and many more different ways than before. If any of your students uses cyber-bullying in the classroom, address it immediately and follow the right procedure according to your institution; remember cyber-bullying can be experienced by the instructor too. You can also keep an eye for cyber-bullying on other learning tools and set rules of moderation. Inappropriate posts All students are unique, and you may have some disruptive ones in your class too. When you or other students experienced disruptive posts from another student, refer it to a administrative authority. Make sure you share the code of conduct with the students. Refer to the post publicly for clarification and privately via email. Lack of participation or engagement Lack of participation or engagement from learners can be due several different reasons. Make sure you build that sense of community and collaboration for learners to support and engage with each other. Let your students know you are there to support them too. Answer questions or concerns timely and in a clear way (“Three Tips for Handling Disruptive Online Students,” 2010).