Facilitator Training Program

Facilitator Training Program

Jessica Hanfland
August 21, 2016
CUR 532
Melinda Medina

Table of Contents
Part I Vital Information
Training program audience4
Training program goals4
Training program objectives4-5
Summative assessment of trainee learning5
Part II Facilitator Skills and Instructions
Training materials6
Phases of development6-7
Theories of distance learning7-8
Theories of engaging distance learners8
Part III Management and Technology Tools
Mentoring program8-9
Management 9
Evaluation programs9
Learning platforms9
Media tools for engagement10
Part IV Issues and Classroom Management
Tools for collaborations10-11
Types of distance learners11
Synchronous/Asynchronous facilitation skills11-12
Technology issues/resolutions12
Classroom management issues/resolutions13

ADA learners and associated strategies13
References 14
Facilitator Training Program Part I (Day 1)
Training program audience

The Facilitator training program is focused toward corporate
trainers that have no experience or limited experience with
distance learning. The trainees have experience in
traditional face to face learning and are familiar with
general training methods such as curriculum and training
material creation, assessment, and evaluation of student
learning.
Training program goals

The goal of the training program is to prepare corporate
trainers to become successful online facilitators. By the
end of the training program, the trainees will
Have the understanding and skill set to maintain an

online learning environment.
Have the understanding and skill set to navigate online

learning classrooms and tools.
Have the understanding and skill set to create and

maintain an online presence with students.
Training program objectives

Part II
Ability to identify the skills needed for effective

distance learning facilitation.
Ability to describe the phases of development for

distance learning facilitation.
Ability to identify and describe theories of distance

learning and engaging distance learners.
Part III
Ability to identify goals and objectives for mentoring

and identify strengths and weaknesses for effective
mentoring programs.
Ability to identify how to manage and evaluate programs

for facilitators.
Ability to identify the proper learning platform to use

during facilitation.
Ability to identify different technology tools to

enhance student learning and engagement.
Part IV
Ability to identify and apply different technology

tools for student collaboration.
Ability to identify different distance learners.
Ability to describe differences between

synchronous/asynchronous facilitation skills.
Ability to identify technological and classroom

management issues and resolutions.
Ability to identify ADA learners and strategies.
Summative assessment of trainee learning

Trainees will be assessed through
Simulations to apply knowledge learned in a three-day

training environment
Group discussion
End of training quiz
Facilitator Training Program Part II (Day 1)
Training
Training must be focused on the online environment.

o They will be taught through a similar environment.
Trainees must learn how to navigate online classrooms and

tools that will be used in the classroom.
o They will be given exercises to apply what is being
taught and incorporate online tools.
Trainees must learn how to engage students into the

course and enhance their educational experience.
o They will be expected to engage with fellow trainees to
maintain quality discussions (Palloff & Pratt, 2011).
Trainees must learn how to give quality feedback to

students for successful completion of training and
proficient understanding of the subject.
o They will be expected to give peer reviews on some
activities given during training Palloff & Pratt,
2011).
Phases of development
o Stage 1 Teacher as learner
Information gathering stage where trainers develop

skills needed to perform instructional tasks in an
online environment (Palloff & Pratt, 2011).
o Stage 2 Teacher as adopter
Experimental stage where trainers work with

different types of technology and share their
experiences. Increases use of mentors and peers
(Palloff & Pratt, 2011).

o Stage 3 Teacher as co-learner
Understanding stage where trainers have a strong

association between technology and instruction
delivery. Trainers begin to use tools to enhance
the curriculum (Palloff & Pratt, 2011).
o Stage 4 Teacher as reaffirmer or rejecter
Greater understanding of learning outcomes is

identified by trainers and they are able to
comprehend what tool and methods have become
efficient to the learning process (Palloff &
Pratt, 2011).
o Stage 5 Teacher as leader
Trainers have become experienced in their

knowledge of online learning and are able to
expand their roles and become mentors in their
field (Palloff & Pratt, 2011).
Theories
o Distance learning
Communal Constructivism Learner will contribute

to a community while also benefiting from the life
repository of learning (Haythornthwaite & Andrews,
2011).
Transactional Distance Considered a pedagogical

concept of learning. Learning involves dialogue,
program structure, and learner autonomy between
the teacher and learner (Haythornthwaite &
Andrews, 2011).
Engaging distance learners
Beginning the course with clear goals and

objectives for learners to follow throughout the
course.
Maintaining online presence in the classroom and

interacting with students to continue quality
dialogue throughout course.
Creating a comfortable environment for students to

feel confident in engaging with other learners.
Facilitator Training Program Part III (Day 2)
Mentoring
o Mentoring is beneficial for the mentor and the mentee
allowing both parties to grow from the experience
(Palloff & Pratt, 2011). The goal of a mentorship
program is to utilize the skills of somebody with more
experience to better prepare a novice facilitator.
o Therefore, the mentor should have many years of
distance learning education experience with above

average success with their learners to qualify to be a
mentor.
Management
o Management of facilitators of distance learning will be
able to monitor and evaluate work through the course.
All discussions are posted and available for management
to review. Just as mentors can monitor the courses to
give feedback to their mentees, managers can do the
same.
Evaluation programs
o Further evaluations can be done through course audits
or end of course student surveys to stay informed about
the faculty and if their skills are growing as they
should have based on the original objectives and goals
of the program.
Learning platforms
o Learning Management System is a software application
that allows for interactive training to occur within
the platform. This system will let facilitators engage
with students by posting relevant information, keeping
track of work completed by students, and interacting
with students ("Content Management System Vs Learning
10
Management System", n.d.)

o Examples of systems that can be used are, but not
limited to, Moodle, Canvas, and Google Drive.
Media tools for engagement

o Audio/video can be used in the classroom through
podcasts to engage students in a lecture form or have
students present assignments in lecture form back to
the instructor. Software, such as Skype, can also be
used to bring learners and facilitators closer and
achieve a more personalized experience.
o Visuals can be used through the creation of
infographics, charts, and interactive presentations to
enhance the knowledge and understanding of different
digital tools.
Facilitator Training Program Part IV (Day 3)
Tools for collaborations

o Skype is an effective tool for facilitators to use
during the training so that they are able to have one
on one time with students, as needed per students
requests or to address any concerns the facilitator may
have regarding the student.
o Blogs are a great tool to have students use where they
are able to publish their work. This allows the
facilitator to view all the work in one organized
11
location and deliver feedback.

o Google Drive is useful tool that gives students the
opportunity to collaborate with other students and with
the facilitator by viewing and editing documents,
graphs, and presentations.
Types of distance learners

o Cultural distance learners have better learning
experiences with fellow students that have similar
cultural experiences. Facilitators will need to find
similarities between the students to engage this level
of learning.
o Experiential distance learners need to be to able to
apply and reflect on what they are learning to gain the
most understanding from the course.
o Nontraditional distance learners are ones that may be
older and that have been out of a traditional learning
environment for a few years. Many of these learns have
prior work experience that can help them in the
education they are obtaining through the course.
Synchronous/Asynchronous facilitation skills

o Synchronous skills are for facilitators that will
communicate actively in the classroom and participate
along with the student. The facilitator must be
available at the same time as the student.
12
o Asynchronous skills are for facilitators that do not

need to communicate actively in the classroom. Course
are set up to be conducted without a facilitator.
Technology issues/resolutions
o Issues with the Learning Management System
Resolutions can be made by contacting the

facilitator or viewing online tutorials for the
system that is being used.
o Issues with software and programs used in the course

o Tutorials are available for students to learn how
to use the software required. Facilitators should
also be available to help with software that they
have chosen to be used in their class.
o Issues with connectivity
o Contacting internet service provider is required.
Students should verify that their hardware is
prepared for any course that they agree to take in
an online environment.
Classroom management issues/resolutions
13
o Feedback is crucial to all online learning for a

student to be successful. Facilitators must be prepared
to invest time in giving feedback for all assignments
and give it quickly so students have the appropriate
time to understand the feedback and apply it to future
assignments.
o Challenging behaviors are an unavoidable part of the
process when putting a group of people together with
different cultures and experiences. Facilitators must
be prepared to engage quickly to any disruptive
behavior and encourage critical thinking from all
students so that they everybody feels prepared and
welcomed to participate in the course (Kelly, 2012).
ADA learners and associated strategies

o Facilitators must make sure they are aware of the
potential struggles some learners may experience and
offer material and assignments that are suitable for
all learning participants in the classroom.
References
14
Content Management System Vs Learning Management

System. (n.d.). Retrieved from
http://www.litmos.com/training-platform/content-managementsystem-vs-learning-management-system
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and

Practice . Thousand Oaks, CA: SAGE Publications Inc.
Kelly, R. (2012). Managing Controversy in the Online

Classroom. Retrieved from
http://www.facultyfocus.com/articles/onlineeducation/managing-controversy-in-the-online-classroom/
Palloff, R. M., & Pratt, K. (2011). The Excellent Online
Instructor . San Francisco, CA: Jossey-Bass.

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