Signature Assignment: Facilitator Training Program

Mark Rumph

CUR/532

October 15, 2018

Dr. Gregory Jackson

Signature Assignment: Facilitator Training Program

The purpose of this course is to provide training for facilitators who will be conducting

distance learning classes for upgrade training of deployed Air Force personnel. Currently each

combat wing has an established aircraft maintenance training flight that provides upgrade skill

training so that aircraft maintenance technicians can progress in their skill level from novice to

expert. However, with so much time now being spent in a deployed environment, airmen are

having to wait for formal training while they are deployed. It is critical that aircraft maintain

instructors become expert distance learning facilitators. This course will provide the training

necessary for them to become expert distance learning facilitators.

Part I—Vital information for the Facilitator Training

Targeted Audience

The training program audience will consist of fully qualified aircraft maintenance

instructors. Aircraft maintenance instructors are certified and teach courses that are accredited

by the Southern Association of Colleges and Schools. These instructors’ expertise lies in the

teaching skills for the traditional classroom setting. They are also technical experts in their

designated field of work and possesses the highest technical skill level in their career field.

While they are content experts for their core curriculum, they have little if any experience at

being a distance learner facilitator. They are also very skilled at classroom teaching and

classroom management.

Training Program Goals and Objectives

Goal 1: Understand Facilitator skills and development

Objective 1: Identify skills required to be a distance learning facilitator

Objective 2: Identify the phases of development for the distance learning

facilitator

Objective 3: Describe the phases of development of distance learning

facilitators

Objectives 4: Identify the theories of distance learning

Objective 5: Describe the theories for engaging distance learners

Goal 2: Be able to describe and utilize different technologies important to distance

learning facilitating

Objective 1: Understand the Learning Management System

Objective 2: Understand the processes facilitators will use to do the

following:

-Present information, such as lectures or videos-Conduct class discussions-Conduct private discussions-Receive assignments-Provide assignment feedback and grades

Objectives 3: Demonstrate proficiency in at least three media tools that

engage and enhance student learning

Objective 4: Demonstrate proficiency in at least three technology tools for

student collaboration

Goal 3: Understanding the factors affecting classroom management in the distance

learning environment

Objective 1: Describe the different distance learners

Objective 2: Describe the difference between synchronous and asynchronous

facilitation skills

Objective 3: Provide a minimum of three technology management issues and

provide resolutions and be able to incorporate into classroom

management

Summative assessment

Trainees will be evaluated on each of the goals and objectives as they progress through

the course. They will be given written assignments at the end of discussion on each goal and

objective. The assignments will include papers, test questions and oral examinations to

demonstrate the grasp of the knowledge required. At the end of the course, each facilitator will

be required to conduct a week long distance learning class with course instructors acting as the

students. This hands on demonstration will be rated pass/fail and students will be provide

feedback from instructor acting as students.

The success of the program will be measured by the graduation rate and follow up

questionnaires for commanders and students of the distance learning classes. The graduation rate

will be determined by the pass/fail classroom activity and performance on other written and oral

evaluations. To determine adequacy of this course, detailed questionnaires will be sent to

commanders of the students that complete this course and to the commanders of students that are

taught by the new facilitators. The result of the surveys and the graduation rates will be

reviewed every six months and corrective action take to correct and deficiencies.

Part II—Facilitator Skills and Instructional Materials

Facilitator Skills

It is essential that distance learning facilitators possess the skills required to be successful

facilitators. There are five top skills for facilitators to master: Content knowledge; Blend of

pedagogy, technology and content; online presence; effective communication skills and the

ability to manage online classes (Burns, 2014).

Content knowledge: As in any teaching environment, the teacher must be the

expert in the area of study. Students in their course are already qualified

instructors and technical experts in their career field. Students in this course need

to understand that content knowledge is equally important in the distance learning

environment.

Blending Pedagogy, technology and content: Successful distance learning

facilitators must be able to modify instructional practices and pedagogical

techniques used in fact to face settings for the online environment. The online

environment is more dependent on technology and instructors must be proficient

in technology to reach students in geographically separated locations.

Online presence: Distance learning requires the instructor to create and maintain

an online presence. This presence is important so the student can count on the

facilitator being available when needed. The timeliness of facilitator responses to

student’s questions is critical to maintain the relationship between facilitator and

student.

Effective communication skills: The facilitator must be able to communicate in

the online environment to ensure students are understanding the information

required. In addition, establishing a learning community is critical to online

learning and the responsibility for establishing this community falls on the

facilitator. Discussion groups and how the facilitator responds to these groups

will be critical to how well these groups elicit learner’s beliefs and encourage

participation in discussion.

Management of online classes: Facilitators must be able to assist students stay

focused and develop the discipline required to successfully participate and learn

in the online environment. Instructors must devote time to assisting learners by

motivating them, counseling them, providing just in time support, monitoring

their performance and providing one-on-one and differentiated tutoring (Burns,

2014).

Phases of Development

There are five phases of development for the distance learning facilitator. The

phases are not sequential and facilitators may move back and forth in phases based on the

circumstances. The five phases are as follows;

Visitor—those faculty that have only used technology in a minor way such

as email or posting assignments online

Novice: those faculty that have never taught online and have not taken an

online course; but have used technology to supplement their face to face

teaching

Apprentice: those faculty who have taight online classes for 1 or 2 terms.

Still developing an understanding of online environment and the skills to

teach online.

Insider: faculty who have taught more than 2 semesters and more than

one course per term. They are comfortable in the online environmental

and are proficient with course management technology.

Master: taught online for several terms and have designed several online

courses. They have mastered the technology and are comfortable with the

skills require to teach on line and peers seek out their inputs.

(Palloff & Pratt, 2011)

Theories of Distance Learning

Many theories of distance learning exists, the student will be expected to understand the

five discussed by Andrews, R., & Haythornthwaite, C in their book E-learning Theory and

Practice. The five are: Transactional Distance; Multimodality; Intrinsic Motivation; Social

Informatics and Digital Media Theory.

Transactional Distance: This theory looked at the transactional distance between

the student and the facilitator in relation to dialogue, program structure and

learner autonomy. The dialogue all happens online and there is no face to face

communication. The structure for the program must take into account the

distances between the facilitator and the student. Students tend to have more

autonomy, again due to the distance and lack of face to face interaction

Multimodality: The modality in distance learning takes into account the

multimodal nature of today’s communication. Most e-learning communication is

done through computer interface and these computers by their nature are

multimodal.

Intrinsic Motivation: In the e-learning environment, learners must have an

intrinsic motivation to learn. This internal motivation is essential for online

leaners because of the lack of face to face interaction and the dependence on

communication through technology.

Social Informatics: Addresses the ways new technology and communication

mediums change the patterns of social interactions.

Digital Media Theory: Focuses on the use of visuals and their impact on e-

learning. Communication technology makes visual learning a powerful tool in

distance learning.

Theories for Engaging Distance Learners

Keeping students engaged in a distance learning environment is much different than

keeping them engaged in a traditional classroom setting. Methods to keep them engaged are as

follows: Get to know your students; know the classroom mechanics of an online class; be

accessible and be responsive and timely to student inquiries; go beyond university requirements

for contact; provide substantive feedback and positive critique; and inject some fun into the

classroom (Jones, 2013). While the methods are similar to the methods used in traditional

classrooms, the method of delivery make the approach to them different.

Technology use by Facilitators in the Distance Learning Environment

Understand the Learning Management System (LMS)

A LMS will utilized in this course. It encompasses some aspects of a Course

Management System but is used to facilitate online discussions and learning. It acts as a secure

place to store and launch training. It allows students and facilitators to view course material and

allows interface with course material, fellow students and the facilitator. It will allow the student

to complete assignments, interact with fellow students and facilitator, receive feedback from the

facilitator and allow the student to provide feedback to the instructor (Ferriman, 2012).

LMS Processes

The LMS will facilitate several processes for the facilitator. It will allow the facilitator to

present information to the students through lectures and videos. These lectures and videos will

be able to be posted in the LMS and be made available to the students. The LMS will also

facilitate classroom discussion by utilizing posting sites and video interfaces and allow for Skype

connections. Private discussion will be available through email connections and telephone

contact information. Assignments will be posted in the syllabus and also be in the weekly

classroom section. The facilitator will be able to provide feedback to the student through posts,

assignment evaluations and email. The students will be able to provide course and facilitator

feedback through a survey supported by the LMS.

Media Tools

Video: Will be used to conduct hand on training simulation allowing technicians to

demonstrate task proficiency. Facilitators will be proficient at using videos to demonstrate tasks

at critical points in the course.

Visual and infographics: Facilitators will incorporate visuals and infographics to make

lessons more visually pleasing and thus increase student’s focus. The visuals can be used to

replace words and demonstrate the facilitator’s ability to capture the student’s attention in the

distance learning environment.

Games and Simulations: Use of games and simulations are highly encouraged. They

provide a different learning experience and serve to motivate the student to further their research

and encourages them to engage in learning activities.

Technology Tools

Student collaboration is extremely important in the distance learning environment.

Technology tools can play a key role in helping students collaborate in a learning community.

The following technology tools will be mastered to help students collaborate.

Drive/Docs.

Animoto

Animoto combines academia and elements of entertainment. It provides teachers and

students a platform where they can upload videos, pictures and audio clips for a project (Rowan,

2013). It supports an interactive learning community by allowing the students and teachers

contribute to the project and immediately see each other’s inputs and provide a medium for

feedback.

Dipity

Dipity is an excellent tool for projects dealing with Geography, History and Social

Sciences. It enables students to collaborate on projects that require the use of timelines. It is

superb for displaying dates of events and invites collaboration between the students and teachers.

Google Drive/Docs

Google Drive/Docs enable you to take your hard drive on the go, giving you access to all

of your files from anywhere you have internet connection. It is a cloud based tool that enable

students to access all of their documents and enables others to view their documents and provide

inputs to the documents. It invites collaboration and creates a learning community by giving

students the ability to make suggestions and edit each other’s work.

Classroom Management in the Distance Learning Environment

Different Distance Learners

Facilitators need to be aware that students are influenced by various factors that will

impact how they interact in the distance learning environment. Despite the lack of face to face

interaction, personalities and personal life experiences will impact the interactions in the class.

Facilitators need to be aware of the key diversities that affect the classroom.

Cultural: Students will come from various cultures and backgrounds. It is

incumbent of the facilitator to reach out to the students to learn as much as

possible about the individuals in their class. Facilitators need to be able to tap

into the strengths that come from so many different cultures. The facilitator’s

ability to use the different culture as a learning opportunity is key. Facilitators

also need to be aware of potential biases that may exist between different cultures.

They must be constantly aware of potentially detrimental communication that

could suppress communication instead of encouraging it.

Experiential: Facilitators need to leverage the life experiences of the students.

This allows the students to feel included and places value on their life experiences

and inputs to the class. Being aware of the students’ life experiences will allow

the facilitator to leverage the experiences for class enlightenment.

Prior learning experience—nontraditional learners: There are numerous learning

experiences that place a student into the nontraditional category. Factors such as

delayed enrollment, working full time or part time, financial independence,

dependents other than spouse or a single parent. All of these factor will influence

the student and this especially true the demographic of this courses’ students.

Asynchronous vs Synchronous Facilitation Skills

Asynchronous is learning does not require facilitator and the student be in the same

location. Synchronous learning requires the student and the facilitator to be in the same location

(Slatinsky, 2013). The graphic below provides a great description of asynchronous and

synchronous learns and provides recommend tools to reach the students in each environment.

(Slatinsky, 2013)

Technology Management Issues/Resolutions

There are many technology issues that could hamper the student and the facilitator’s

ability to interact and complete/evaluate coures work. Three of them are discussed below.

Loss of Internet: Students may have periods when they are unable to access the

internet. The facilitator should be prepared to offer work around for the student.

Students a deployed environment may have limited access to the internet. They

should be encouraged to seek access outside of their normal channels and to plan

ahead so they are not up against deadlines when internet is not available. They

should also be made aware of alternate internet source that may be available to

them.

Software compatibility: the ability to share, download and upload assignments

may be hampered by software incompatibility. Facilitators should reach out to

students to determine software requirements and the student’s ability to get the

needed software. Ensuring everyone understand the software requirements should

prevent confusion when communicating assignments and turning in assignments.

Website is down: If the website used to access the LMS is down, students should

be made aware of workarounds to complete assignments. The facilitator should

communicate scheduled downtimes and encourage students to work around the

down times.

Classroom Management Issues and Resolutions

There are many classroom management issues the facilitator may have to deal with.

Facilitators should always handle issues with professionalism and understanding. They should

avoid being judgmental in all circumstances. Facilitators will be expected to give feedback

through various mediums. Messages are a great way to provide feedback too the students. They

can be in private or shared for the class to benefit from them. Facilitators should always keep

negative feedback private. Comments on assignments should be clear and concise and provide

constructive feedback to the student. Audio tools can also be used to reach students.

Challenging behaviors will need to be addressed and resolved by the facilitator. Some of

these behaviors that the facilitator must be prepared to deal with are listed below.

Cyber-bullying: Facilitators should be on the lookout for cyber bullying and be

prepared to intervene immediately. The facilitator should also provide clear

guidelines for what is considered to by bullying and procedures to report cyber

bullying.

Inappropriate posts: Facilitators need to be aware of the communication

environment in the distance learning environment. There is little to no face to

face interaction and as a result, communication can become emotional. It is much

easier to become emotional in text than it is in person and often times frustrations

lead to inappropriate comments online. People will put things in text that they

would never say in person. Facilitators need be ready to interject themselves into

conversations to ease tensions and diffuse conflict.

Lack of participation: This should not be a problem, since participation in the

class will be required. However, facilitators need to be aware of any personal

issues a student may be experiencing and be prepared to help the student deal with

any issues that are preventing them from engaging in the class. They also need to

encourage participation by making everyone feel like they are part of the team.

References

Andrews, R., & Haythornthwaite, C. (2011). E-learning Theory and Practice. Los Angeles, CA:

Sage Publications Ltd.

Burns, M. (2014). Top 5 online Learning Skills that Online Instructors Should Have. Retrieved from:

https://elearningindustry.com

Ferriman, J. (2012). Course Management System vs Learning Management System. Retrieved

from: https://www.learndash.com

Jones, R. C. (2013). Keeping Students Engaged in the Online Classroom.

Retrieved from Faculty Focus: http://www.facultyfocus.com

Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor:Strategies for Professional

Development . San Francisco , CA: Jossey-Bass

Slatinsky, P. (2013). Synchronous or Asynchronous? How to Pick Your Training Delivery Method.

Retreived from: https://learningsolutionsmag.com

10 Traits of a Successful Online Learner. (2018). Online Colleg.org. Retrieved from:

https://www.onlinecollege.org

Vilkas, B. & McCabe, C. (2014). Promoting Students’ Self-Efficacy in the Online Classroom.

Retrieved from: https://www.facultyfocus.com