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Facilitator Training
Vicky Moss
CUR 532
November 21, 2015
Melinda Medina
University of Phoenix

Table of Contents
Introduction
Part I: Program Information
Training Program Audience
Training Program Goals
Training Program Objectives
Summative Assessment of Trainee Learning
Part II: Facilitator Skills and Materials
Training Materials
Phases of Development for Distance Learning Facilitators
Theories of Distance Learning
o Examples of how these theories apply to different scenarios
Theories for Engaging Distance Learners
o Description
o Examples of application
Part III: Management and Technology Tools
Mentoring Program
o Goals and Objectives
o Identification Criteria
Management and Evaluation Programs for Facilitators
Learning Platform
Technology/Media Tools to Engage Learners
Part IV: Issues and Classroom Management
Technology Tools for Student Management
Different Distance Learners
Synchronous and Asynchronous Facilitation Skills
Technology Management Issues and Resolutions
Classroom Management Issues and Resolutions
Learner Feedback
Challenging Behaviors
ADA Learners and Associated Strategies

Introduction

Welcome to this three day face to face training. With the continued growth of online learning
the need for online facilitators is at an all-time high. Universities and beyond need to
understand this growing populations and the exclusive characteristics, backgrounds and needs
that they all require. You will learn the foundation and skill sets needed to develop, design and
facilitate online courses in the next three days.
Day one will include parts one and two as laid out in the table of contents. Program
information in part one will include how to identify your audience, set goals and objectives and
discussions of summative assessments. Part two will go into more detail of the skills needed to
become an online instructor and then the learning theories that you will incorporate into the
classroom. The knowledge and skill sets that you already have will continue to grow as new
skills are learned throughout the course.
Day two will include management and technology tools. This will include a mentoring
program for new faculty. Learning platforms and technology tools to use in the classroom to
enhance the learning environment will be covered along with classroom management for the
distant learner. Faculty evaluations will be discussed along with the best format to present them
in order to have a high response rate.
The final day of our training will include a program overview and wrap up, as well as
question and answer time. The last half of the day will be utilized for mock online practice
sessions and peer feedback.

Day One Part I: Program Information

The purpose of this training is to provide new online facilitators the knowledge and skills
needed to becoming an online facilitator. After completion of this training you will be able to
apply these new skills in your own online classroom. This course will serve only as a guide for
the new online facilitator and with time will allow you the success you will work for.
There are some assumed level of experiences that the instructor should already have to
include having participated in at least one online course themselves in the past year and to have
facilitated a minimum of two face to face courses in the past two years. The level of knowledge
is at the Visitor level-those faculty who have thought about the idea of technology integration in
their face to face classes and who may have posted a syllabus or assignments online or used
email for assignment completion.

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Training Program Goals:
Organized
Committed to Teaching
Support student-centered learning
Responsive to learners needs
Creative
Takes risks
Online instructors should be able to exhibit the following attributes:
Visibilitythe excellent online instructor can establish presence and is present frequently in
the online environment.
Compassiondefined by openness, concern, flexibility, fairness, and honestythe excellent
online instructor expresses sincere positive regard for students and delivers student-focused,
student-centered instruction.
Communicationthe excellent online instructor communicates with students frequently,
provides substantive feedback, and communicates well using technology.
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.
Organizationthe excellent online instructor is organized and a good time manager.
(Palloff & Pratt, 2011, p. 19)
Training Program Objectives

Example characteristics of effective online facilitation by Palloff & Pratt:

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.

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.
(Palloff & Pratt, 2011.)

Summative Assessment of Trainee Learning:

Day Two Part 11 Facilitator Skills and Materials
Phases of Development:
o

clearly communicate student course requirements

Build a learning community online

Manage online discussions

Establish guidelines and manage student expectations for instructor

feedback

Develop learning activities that support student-student and instructorstudent interaction with each other and the material

Assess student learning

Design assessments, including alternative assessments

Document student achievement of learning outcomes

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Provide both formal and informal feedback to students and encourage

student-to-student feedback

Develop and apply rubrics

o Seek feedback on instructor and course performance and make

adjustments as necessary
o Commitment, communication, and organization, visibility, compassion

Visitor: new to online teaching, need to know why it is important to do online teaching before
they commit.
Training needed for the Visitor includes:
Personal-Workshops, seminars, individualized instruction
Pedagogy-Show relationship between the technology and outcome
Content-Use of technology with discipline
Technology-Technology to enhance the face to face instruction
Novice-interested in teaching online, but still apprehensive of committing, need assistance in
setting up and delivery
Training needed for the Novice includes:
Personal-overcome fears and gain confidence
Pedagogy-offer support and be a mentor
Content-Explore teaching techniques
Technology-Become a master of the course
Apprentice-Instructors that have some experience, new fears of if they are doing the instructing
correct, and how to move to the next level
Training needed for the Apprentice:
Personal-gaining more confidence
Pedagogy-collaboration in teaching skills
Content-encourage involvement in communities
Technology-Increase student involvement with technologies (blogs, social
networking)
Insider-Have taught several online courses several times, ready to move to the next level, and
skill development
Training needed for the Insider:
Personal-continued confidence building
Pedagogy-empowering learners
Content-best practices in delivering content
Technology-Advanced training in course development
Identify transition between stages, where appropriate.
Master-Most experienced and willing to experiment with new technology and techniques, looked
to as mentor.
Training needed for the Master:
Personal-Presenting to peers
Pedagogy-Encourage development for peer training

Content-Encourage research
Technology-New technologies, new approaches

Theories of Distance Learning:

The theories of distance learning, while many are out there, can all be roped back to one person.
Malcolm Knowles. Knowles' theory can be stated with six assumptions related to motivation of
adult learning:
1. Need to Know: Adults need to know the reason for learning something.
2. Foundation: Experience (including error) provides the basis for learning activities.
3. Self-Concept: Adults need to be responsible for their decisions on education;
involvement in the planning and evaluation of their instruction.
4. Readiness: Adults are most interested in learning subjects having
immediate relevance to their work and/or personal lives.
5. Orientation: Adult learning is problem-centered rather than content-oriented.
6. Motivation: Adults respond better to internal versus external motivators.
("Andragogy", 2014).
Examples of Theories:

Need to Know: Distance learners must know why they are learning what they
are. They must be able to make connections to what they are learning from life
experiences and previous knowledge.

Foundation: Students use past experiences to build their learning. Using the
past to help make connections to their learning.

Self-Concept: Distance learners want to learn. They are in control of their

education. Outside factors such as job requirements, wanting to advance in
their career, and even an inborn need for growth and knowledge.

Readiness: Students want to learn when it is something they can use to

further their lives, either socially or with work.

Orientation: A problem-based approach develops the problem solving skills

of the participants while giving them insights into their current knowledge and
the knowledge they need to develop.

Motivation: Adult learners are more motivated from within. They want to
learn a thirst for knowledge.