Week 6 final project

1. ASYNCHRONOUS
FACILITATOR
TRAINING PROGRAM
Amy Benigno
December 1, 2014

2. Vital Information in the Facilitator Training
 Training Program Audience
 Higher Education Faculty Members
 Novice in Online Facilitation
 Technical Skillset is Basic Computer Knowledge
 No Online Facilitation Experiences
 Open to Online Teaching-Will need help with instruction delivery (Palloff & Pratt, 2011).
 Training Program Goals
 Learners will be able to get to know who their students are
 Learners will learn the online classroom mechanics
 Learners will provide substantive and positive feedback to their students
 Learners will be available and timely in responding to their students
 Learners will make the environment fun (Jones, 2013).

3. Vital Information in the Facilitator Training Continued
 Training Program Objectives
 Given the knowledge of importance in establishing relationships with students, the learner will be
able to create activities that engage the class to get to know each other.
 Given the appropriate training on the online learning system, the learner will be able to successfully
navigate the system and be able to show their students too.
 Given the knowledge of what positive and substantive feedback is, the learner will be able to
demonstrate positive and substantive feedback.
 Given the importance of timely feedback, learners will develop time management plans to provide
timely responses to their students creating availability.
 Given the knowledge that varying learning styles and methods create a richer learning environment,
learners will be able to create a variety in their learning activities.

4. Vital Information in the Facilitator Training Continued
 Summative Assessments
 The learners will post a variety of assignments that will help them measure progress of student
knowledge and skills.
 Assignment #1-Post an introduction about one’s self in the discussion forum. Include background
information, what your interest for teaching online classes, and one funny or unusual fact about yourself.
 Respond to at least one other person’s posting (Palloff & Pratt, 2011).
 Assignment #2-Learners will be assigned a project know as a scavenger hunt. They will have to complete the
following tasks and submit their assignment in the assignments tab.
 Create a PowerPoint presentation that includes why it is important to engage your students early in the
course.
 Discuss your background and what key skill(s) do you have that are strengths in the online
environment.
 How will the skill(s) help you instruct in the online classroom?
 Describe or show with pictures how to post a comment in the classroom discussion area, conduct a
private message, post attachments find assignments, present information such as reading materials or
videos, and where to provide feedback and grades (Palloff & Pratt, 2011).
 Assignment #3- Learners will choose between two scenarios of a mock assignment submitted to them for
grading. Grade the assignment with feedback that is specific with suggestions or examples on areas of
improvement and provide positive feedback on areas done well (Palloff & Pratt, 2011).

5. Vital Information in the Facilitator Training Continued
 Assignment #3 continued-You will submit this to an assigned classmate to review your work and provide you with
constructive feedback on your work. You will then submit your work and your teammate’s feedback as your
assignment in the assignments tab (Palloff & Pratt, 2011).
 Assignment #4- Group discussion on why it is important to respond frequently and timely to your students.
Include discussion on student motivation and conflict management. Once discussion is concluded past a short 2-
3 minute video on what you learned from your discussion in your assignments tab (Palloff & Pratt, 2011).
 Assignment #5- Develop a pictograph that addresses two types of learning styles and give an example on an
assignment that would appeal to each learning style. Post the pictograph in your assignments tab.
 Final day of training a review exam will be given and then discussed after results are collected.

6. Facilitator Skills and Instructional Materials
 Training Materials
 Needed Skills to Create Effective Distance Learning
 Communication-Key skill to learning and achieving the other skills required for oline facilitation (Palloff & Pratt, 2011).
 Visibility- Helps promote a sense of community, and encourages and supports students (Devine, 2012).
 Strategies
 Excellent communication is demonstrated when a faculty member frequently communicates. Providing feedback often to the
students is critical to their success (Devine, 2012).
 Visibility is created when faculty optimizes student introductions and creates a friendly online environment (Devine, 2012).
 Five Phases of Development
 Visitor-Integration of technology in face-to-face classroom (Palloff & Pratt, 2011).
 Novice-Consistently uses technology in face-to-face classroom to enhancing learning (Palloff & Pratt, 2011).
 Apprentice-Faculty has taught a few online classes and is developing skills to teach online (Palloff & Pratt, 2011).
 Insider-Faculty who has taught online classes for a semester and feels comfortable in the environment (Palloff & Pratt, 2011).
 Master-Faculty has taught online classes for multiple semesters and has been designing course instruction for several classes
(Palloff & Pratt, 2011).

7. Facilitator Skills and Instructional Materials Continued
 Four Transitional Phases
 Personal-Focuses on faculty as a person and helps establish a presence and developing confidence
to teach online classes (Palloff & Pratt, 2011).
 Pedagogy-Focuses on the skills needed to teach online classes and developing an online
community (Palloff & Pratt, 2011).
 Content-Focuses on the discipline and how to best distribute the information via the online format
(Palloff & Pratt, 2011).
 Technology-Focuses on the development of the course management system (Palloff & Pratt, 2011).
 Theories of Distance Learning
 Transactional Distance-it is not just a matter of geographic separation as it involves three variables;
the teacher & learners; dialog & program structure; and learner autonomy (Haythornthwaite &
Andrews, 2004).
 Digital Media Theory-This theory focuses on only one mode of communication and by doing so
learn the strength of that mode (Haythornthwaite & Andrews, 2004).

8. Facilitator Skills and Instructional Materials Continued
 Examples
 Transactional Distance Theory (Haythornthwaite & Andrews, 2011)
 Online posts showing engagement from students
 Creates co-learning pedagogy with other learners in team setting
 Digital Medial Theory (Haythornthwaite & Andrews, 2011)
 Working with hand held devices to complete work
 Watching video lectures
 Theories of Engaging Distance Learners
 Get to know your students-Make posting student introduction mandatory, and then personally respond to each student.
Learning to recognize key words or phrases that indicate a disability or potential problem helps you support these students.
Create a comfortable, safe learning environment from the beginning of class. Avoid intimidating the students from the outset
of the class. Establish the ground rules, but do so in a manner that does not cause students to worry at the thought of
needing to contact you (Jones, 2013).
 Know the class room mechanics-Knowing how to help your student navigate the online learning systems helps reduce the
frustration and stress of new online students (Jones, 2013).
 Be accessible and respond to the students-Establish a highly visible schedule for your students to contact you and include
email and phone numbers you can be reached at. Many times a quick phone call or email can help eliminate frustrations and
fears for your students (Jones, 2013).
 Provide substantive and positive feedback-Even when students require corrective feedback it can always be done so in a
positive manner (Jones, 2013).
 Create fun in the classroom-Learn the value of adding humor to your communications. Try a personal video, emotion icons or
picture, motivation video clips or pictures. There are many things available on the internet try adding some of them to make
your message personal and fun (Jones, 2013)

9. References
Devine, C. (2013, March). The Skills Both Online Students and Teachers Must Have. Edudemic.
Retrieved from http://www.edudemic.com
Jones, R. (2013, September). Keeping Students Engaged in the Online Classroom. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/keeping-students
engaged-in-the-online-classroom/
Palloff, R.M. & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco: Jossey-Bass. Retrieved
from https://portal.phoenix.edu/library.html
Haythornthwaite, C. & Andrews, R. (2011).E-learning Theory and Practice. Los Angeles: Sage Publications