Facilitator training program

1 DISTANCE LEARNING FACILITATOR TRAINING PROGRAM

Michael HardingProfessor JacksonCurriculum 532Signature Assignment

DISTANCE LEARNING FACILITATOR TRAINING PROGRAM VIA VIRTUAL

CLASSROOM

FOR

FACULTY OF CONTINUING EDUCATION: WORKFORCE DEVELOPMENT

COMMUNITY COLLEGE OF BALTIMORE COUTY

DUNDALK CAMPUS

ADJUNCT INSTRUCTOR FACULTY FOR THE WORKFORCE DEVELOPMENT CCBC


PART ONE

AUDIENCE

The Continuing Education; Workforce development Programs of the Community

College of Baltimore County is accredited by the Mid-Atlantic Region of Higher Education

Institution Accreditation Board. The college has received approval by the accreditation

board and State Education Administration to provide “Distance Education” for the adult

student population. It is the goals of the college to offer; (1) quality online courses and

curriculum for registered students seeking a degree curriculum, career enhancement, or

continuing educational units and or life-long learning satisfaction and (2) to development

competent faculty facilitators to deliver effective qualitative instruction in all adjunct

discipline-specific areas. Faculty instructors who have not been trained as a distance

education facilitator will be requested to participate in the training. The following

discipline areas to be included for training are:

Academic; Math and Science related curriculum courses Adjunct: Leadership I Adjunct: Basic Blueprint and Drawing Interpretation/ with Computer-Aided Drafting

(CAD} Adjunct: Construction Management I and II

Assumed current skill sets and levels of instructors

Instructors should at least have basic computer literacy skills with confident use of



Microsoft word, excel, and PowerPoint processes. Also instructors should be confident

to use browsers, emails, and library resource links to databases of the college.

Instruction content delivery of pedagogical activities (with limited or minimal

knowledge and experience) and practices and or mastery experience level in discipline

area equal to several schedule semester course teaching is preferred. Instructors need to

have at least a “novice” knowledgeable approach and experience or willingness to

develop institutional tools for distance education such as the use of blackboard

institutional website or external educational lab workshops and assessments afforded in

pass curriculums at the college. Most important, instructors must have a personal and

intrinsic desire and interest in moving beyond traditional instruction and a willingness

to transitions in the distance learning field.

PROGRAM GOALS

Competent ability to transition instruction from face-to-face learning

environment to online virtual classroom environment.

Develop effective interactive skills for student engagement.

Measurable Objectives

Personal: Gain reassurance and overcome fear about online teaching; gaining

confidence through training process.

Pedagogical: Explore initial techniques to support best practices in online teaching;

gain support and critique development in instructor’s first-time online course.



Content: Explore appropriate instructional techniques for discipline by developing

other activities besides lectures.

Technology: Master competency in course management systems; master

appropriate use of e-mail and chat boxes and gain support in the development of

word processes and presentation technologies; also the use of appropriate tools.

Summative measurable assessment of training

A mixture of quantitative and qualitative assessments will be conducted to measure the

effectiveness of facilitator training and course effectiveness for a first trial facilitation of

student engagement through survey questionnaires for each group for interactive activities,

course content and learning outcomes as follows;

Facilitator survey: Self-assessment questionnaire ability to understand theory and

processes in practice and development towards reasonable successful learning

outcomes and confidence in transitioning to online facilitating first course;

considered reference to course system management and technology navigation

setup.

End of course student survey: students will respond to questions pertaining to how

effective was facilitator presence and engagement; communication skills and tools,

offering of helpful feedback and request for reflection on topics.

Scores are calculated for response ratings of 1-5 statistically for each categorical area to

determine were the processes are strengthen or have some weaknesses for a summative

program evaluation.



PART TWO

SKILL NEEDED IN DISTANCE LEARING FACILITATION

Skill building for online faculty instruction (Reilly et al., Journal of Asynchronous

networks) can be designed around the readiness level. Wilson and Stacey reference the

process as “staging,” or strategies need to match the type of instructor. In the case of a

“novice” (who are aware of innovations in technology, but have varying interest in

applying these) can benefit most from activities such as “show and tell,” guest speakers,

and short seminars describing current activities in their own institutions (Reilly et al.).

Progressing to an “advance beginner” instructors place value of instruction focused

On instructional design skills, pedagogy, role play, and reflective activities, and then

advancing to a more skillfully advance online instructor that can appreciate new

strategies in the online learning environment (Reilly et al. Journal of Asynchronous

Networks). Skill development for the adjunct novice instructor leads to these

competencies building through a virtual online classroom;

Develop the use of the concepts of engagement and integrating them into the

course.

Develop of set of learning activities for implementation in an online course.

Promote participation and plan for student collaborative activities.

Create activities that promote reflection and transformational learning.



Developing assignments and research projects. Developing assessments and

feedback for student; elements of assessment are; learner-centered, teacher

directed, content-specific, and formative.

Strategy: In a virtual classroom strategy the instructor becomes the online student and

transition to a perspective of learning-centered curriculum mode for receiving the learning

content. In this case, the instructor student will receive course direction through a syllabus

created by trainer. The course will be delivered in a 4 week schedule asynchronous CMS

platform. The instructional design implements the course into four units of topic and

objectives that are delineated to direct specific learning outcomes, through discussions,

reflections, collaboration of groups, assignments and research. It is also suggested that

instructor-students participate in a virtual learning community where they receive

mentoring, and sharing of technology skills for technology aligning with their mutual

interest. The phases of development “distance learning faculty” are shown in figure A

below;

PHASES OF FACULTY DEVELOPMENT

Figure A

1. STAGE # 1 : Teacher as learner: information gathering stage. Instructors

embark on developing the skills needed in order to perform tasks using

technology. Suggested training should include demonstrations of best

practices of technology delivered by peers who have already experience.

Transitioning strategy: Between transitioning from stage 1 to stage 2 teachers should begin exploring resources for mentoring and online learning communities such as “community of practice” (COP).

2. STAGE # 2 : Teacher as adopter: This is an experimental stage in which

instructors try out new technology with focus on task management and



sharing their experience while enlisting the knowledge of peers and or

mentors. Also suggested the utilization of labs in this process.

3. STAGE # 3: Teacher as co-learner: A clear relationship between technology

and curriculum is forming and at this point is where enhancing of skills is

suited in workshops along with collegial sharing of lesson and assessment

concepts are suggested with peers.

Transitioning strategy: During and after stage 3 instructors should collaborate with other discipline instructors to compare and discuss course discipline technologies

4. STAGE # 4: Teacher as reaffirmer or rejector: Greater awareness of learner

outcomes is developing along with the ability to determine the impact of

various technological approaches on student learning.

Transitioning strategy: Instructors enlist the feedback of trainers, experts and learning communities.

5. STAGE # 5: Teacher as leader: Experience instructors are encouraged to

broaden their roles becoming researchers and teachers of newer instructors.

Suggested at this stage they are leaders in the workshop activities.

THEORIES OF DISTANCE LEARIN

Development of the Transactional Theory

Peters 1993; the industrial model (revised); approach to distance education

to include transactional elements and to think more in pedagogical terms rather

than industrial terms. Originally, he thought of distance education as having

compartmentalized elements that could be optimized if divisions of labor approach

were utilized. According to Peters, distance education was a product of the

industrial society.

[Reference from: Jayne Crawford, Boise State University April, 2009]



Holmberg 1989-1993: Revised position; core view encompass distance

education is effective if centered around and carried out through “guided didactic

conversation” (in essence, a more friendly approach) fostered by a well-developed

self-instructed materials that carry feelings of personal relations ……… intellectual

pleasure and study motivation. This theory was practice within the industrial

paradigm. But later in 1993, Holmberg also carried element of transactional

distance education respective of the principle of Moore’s transactional theory.

Moore’s transactional theory 1993: “All arrangements for providing

instruction through print and electronic communication media to persons engaged

in planned learning from a place or time different from instructor or instructors (as

cited in Jonassen, Davidson, Collins, Campbell, & Haag, 1995) Crawford” (2009.

This theory later development led to a focus of technology in a more teacher/learner

developed relationship and emphasis on independent study efficacy of students. The

ultimate result is the creation of the persistent autonomous learner (Gokool-

Ramdoo, 3008).

Scenario: In the fall of 2006, almost 3.5 million students were enrolled in at least one

online course. Learners were involved in various ranges of distance education, but

encompass adult learning, K-12 education, disability and homebound, second

language speakers. There has also been a paradigm shift from the industrial to the

international service sector economy (Crawford, 2008).





LEARNING THEORIES

The Constructivist Theory

The Workforce Development programs of CCBC are based on the practical

applications in this model to afford effective learning of faculty and students.

Constructivist belief that knowledge is a function of how an individual creates

meaning from his/her experience; it is not a function of what someone else says is

true (Jonassen et al., 1995). Consequently, they are in contrast with Behaviorist and

Cognitivist who build on the premise that knowledge can be mapped onto a learner.

When developing a distance education program according to constructivist,

designers must create stimulating environment that captures learners and enable

them to formulate knowledge and derive meaning for themselves (Crawford, 2009).

[Reference from: Jayne Crawford, Boise State University, 2009]



CONSTRUCTIVISM LEARNING SUPPORT GRAPH



THE BEHAVIORAL AND COGNITIVE LEARNING THEORIES

Behaviorism:

Behaviorist believe that external factors shape formulate learning contrast to the

belief that it is characteristics of the learner. They believe learning is sequential,

hierarchical and it accumulates the elemental building blocks. The critical factor

(Ertmer & Newbie, 1993) that affect learning is “how the association between

stimulus and response is made, strengthened, and maintained.”

Behaviorism is favored around the 1950s during the advent of (ID)

Instructional Design and was used as a basis for creating many audio-visual

materials as well as Skinner’s teaching machines. Scenario; during the progressing

industrial era many young potential engineers avidly sought out the institutions that

taught the innovative technology known as “Computer-aided drafting” CAD

(Crawford, 2008).

COGNITIVISM:

A shift occurred in the late 50s (Jayne Crawford, 2008) and towards learning

theories and models from the cognitive sciences. Education placed less emphasis on

overt, observable behavior. They began to focus more on complex cognitive

processes and internal processes, such as acquisition, processing storage, and

memory, which are vital to learning. Cognitivist focus lies in how information is

received, organized, stored, and received by mental processes. The concern is not



what learners do, but rather what they know and how they come to know as cited in

Ertmer and Newbie (1993). The main approach of cognitivist is to encourage

learners to use appropriately aligned learning strategies. Scenario: Instructional

designers in this model include activities involving factors of organizing and

sequencing information to facilitate optimal processing and creating learning

environments that allow and encourage students to make connections with previously

learned material (Crawford, 2008).



PART THREE

THE LCMS LEARNING PLATFORM AND TECHNOLOGY TOOLS

The Continuing Education Dept.; Workforce Development Program uses a

Learning Content Management system (LCMS) online learning platform that has

capabilities of a content management system similar to the “Spiral Connect” an

LMS also providing content delivery. Originally develop by the University Lyon 1

elearning environment (2003). As being a LMS. The “Spiral Connect” system

focuses on delivering online courses or training, but also, managing students while

keeping track of their progress and performance across different types of training

activities. This simulation of Spiral Connect goes beyond possibilities that fit the

description of Content Management Systems such as placement and management of

materials and resources used for learning online associated with students and

student groups (Tsavdaris et al., 2016). The difference between the Continuing

Education (CE) model LCMS and model of Spiral Connect is that the CE model can

be considered as a LCMS, in that the target is not just the instructors and learning

managers who also give classroom instructor-led training. The CE system is

adaptive for presenting content learning platform elements.



Infograph: Learning Management System

PROCESSES IDENTIFICATION: FACILITATOR UTILIZATION

Presenting information; the workforce adjunct instructors delivering

technical discipline-specific content normally through a variety of

professional or expert text materials. Some of the text are made into

software and supplied through the campus library or the online

blackboard. Another source frequently used are the “How to” web

videos online offered by such as “YouTube” technical and trade

applications which can be embedded into course integration. And lastly,

infographs are a viable tool presentation to illustrate course-specific

information and guides asynchronously delivered.

Conducting class discussions: Instructors will provide weekly course

objectives relating to topics or learning activities posted. Students will be

required to post discussions their understanding of content, reflect on

pass learning perspectives related to learning objectives and respond to

other classmates post appropriately in the asynchronous platform.



Conducting private discussion: This is an area where instructors need to

employ humanistic skills to being considerate of student situations and

issues and to offer positive solutions or strategies for problem-solving.

The link provided shall be confidential between student and instructor-

facilitator and administrative faculty under the policy of the institution.

Instructor are encouraged to respond to students in a timely fashion and

reference in syllabus for committed time frames.

Receiving Assignments: Each week the facilitator will post assignments(s)

under the weekly assignment link. These assignments relative to the

week’s objectives and may be in the form of research paper or activities

such as presentations, and or infographic visuals. Assignment must be

posted within the syllabus time frame (normally by course week end).

Students will click on the assignment file link in order to post individual

or group assignments.

Assignment feedback: Feedback communications for student or group

work is essential in order for students to gain a critical perspective

critique by the knowledge of instructor offering expertly delivered

comments in an appropriate and positive manner.

Three technology tools to enhance student learning

A. Podcasts: Are viable audio tools that serves well a course content review

and stressing major points in learning goals and objectives and also

preparing for student assessments.

B. PowerPoint: A powerful presentation tool where instructors can express

creativity producing a “slide show” imputing text information, images

from files or online images from Bing or Google, embedding videos, and

creating infographs. A multitude of editing tools such as format

arrangement, color text and background and sections are afforded in this

tool. Offers visualization for the diversity of student learning preferences

and styles.

C. Youtube Instructional Videos: Has an enormous variety of “hands-on”

and “how to” videos for almost every skillset involving industry



workforce development. These videos are quite detail and cover mastery

applications for accomplishing construction, maintenance, and innovative

developments. This tool is extremely helpful and can be integrated into

the management system.

Technologies for student collaboration

A. Blackboard: The Community College of Baltimore County offers a

blackboard management systems that is available to all students seeking

tutorials in writing (APA guidelines), math tutorials and other academics.

This also has a link for learning technology tools tutorials. Students can

collaborate with other student in academics. There will be a link in which

instructors will strongly suggest that students explore the blackboard site.

B. Skype app: This app which can be integrated in the learning management system is

an effective means in which students collaborate through video calls synchronously

that is particularly useful for group projects, sharing information, and scheduling

group activities. This is a Microsoft product adaptive to any computer systems

including MAC and mobile devices.

C. Blogs : Are weblogs where individual student can post learning diaries about their

learning experiences. Weblogs have the ability to accommodate text, photos, and

narratives with stories, events, and opinions in publications. This technology is

effective in education as an extension that includes their use as “learning logs.” Blog

are interface into the learning platform on the campus webstie.



PART FOUR

ISSUES AND CLASSROOM MANAGEMENT SYSTEMS

CULTURAL DIFFERENCES

Recent works extends critique to consider whose knowledge and identity are represented

online, including how information online follows social-economical lines (Crutcher & Zooks,

2009), the presentation of gender (Herring et al., 2006a), race and racially charged subjects

online (Brocks, 2005, 2007; Kolko et al., 2000; Nakamura in press, a), how search engines

results portray particular populations (Noble in press), and how standard, so-called generic,

templates for presentation limits the expression for race, gender, and ethnicity (Haythornthwaite

et al., 2011). Even though modern communications technologies has afford flexibility

increasingly that can be used to conduct transactional course design and delivery, concerns

exist regarding the social and cultural dimensions of task design (Mcloughlin & Oliver,

2008. Therefore, instructors are encouraged to have flexibility and structure in

assignments, incorporate features that accommodate different cultural pedagogies and

balance the use of synchronous and asynchronous communications.



EXPERINTIAL LEARNING

While experiential learning is often associated with synchronous learning such as in

the development of a “Hands-on” classroom environment, it is considerably difficult in

application for online students particularly with workforce development curriculums. In

such cases, blended learning with students spending time in a lab course or workshop can

really gain advantage from experiential learning.

Experience

While it is to the advantage of students having relevant prior

experience related to subject matter discussion in the course leaning, which

evidence –based research analysis concludes that adult learners engage more

building on previous experiences that creates a learning cycle. The issue of

finding a balance of delivery to include those of lessor or very limited

experience with onine or novice assertion. Instructors need to enlist critical

mentoring or expert consultancy with teaching and learning strategies (Palloff

et al., 2011).

ASYNCHROUS VS. SYNCHROUS LEARNING ISSUES

Synchronous online classes are those requiring students and

instructors to be present online at the same time. Lectures, discussions, and presentations

occur at a specific hour. All student are required to be online at that specific time.

Asynchronous classes are just the opposite direction. Instructors provide materials,

lectures, test, assignment an activities that can be accessed by the student at their


Michael Harding, 12/24/16,


determination within a time frame designated by course design. Both designs are attributed

with benefits and drawbacks. Some students need to feel involved in synchronous (real-

time) courses because of more immediate feedback on comments and inquiries. For other

real-time communications allow for more inspiring discussions. Contrasting, some

students feel asynchronous allow them more time to collect thoughts and understanding of

concepts before commenting or responding to feedback. But frustratingly, synchronous

users can be overshadowed by those in the class who are more skillful typers and

responders leaving less participating avenues for other students (josepf Haslem),

TECHNOLOGIES AFFECTING COMMUNICATIONS

The instructor’s choice of communication technologies can have an advantageous or

adverse effects on the behavior in which students engage each other and responses to

instructor comments, assignments and feedback. Such digital ecologies also play out at the

personal level. Studies by Haythornthwaite and Wellman (1998), and Haythornthwaite, (2001,

2002a) found that strongly tied pairs use more media to communicate with each other than

weekly tied pairs (referred to as media multiplexity). Moreover, the way media were added to a

pair’s repertoire followed a common pattern within groups. This meant that the medium chosen

by instructors as the main communication channel became the only medium in which students

get to know each other (Haythornwaite, 2011).

A Feedback Solution : Clicker Assessment and Feedback (CAF) is

an instructional assessment and feedback strategy that is incorporated with interactive

technologies, often referred to as clickers. It is used by thousands of colleges and

universities across Europe and North America. Clickers have been shown in studies to

have proven effectiveness for student engagement and interactive communications (Han



& Finkelstein 2013).

CLASSROOM MANAGEMENT ISSUES AND

SOLUTIONS.

Classroom management: behaviors; Expectations of student academic

entitlement (AE) and Teacher’s misbehavior (TM): theoretically, TM

research in the discipline of communication is often discussed in terms of

EV theory (Burgoon, 1978; Burgoon & Hale, 1988). EV holds that when

expectations (or norms) are violated, cognitive-evaluative processes are

triggered and the evaluation has our initially full attention (Burgoon &

Hale, 1988). ``

Academically entitled (AE) students bring with them a certain

set of expectations. According to Greenbery, Lessard, Chen, and

Farruggia (2008) is “a construct that includes expectations of higher

grades for effort and demanding attitudes towards teachers.” It can

include feeling of hostility or impatience when students are not satisfied.

Student may also expect more class flexibility of rules, extending

provision of lecture notes, and more immediate individualize responses

(Crandall et al., 2012).

AE solutions: Teacher clarity in terms of timeline and



responsiveness is one strategy for effectively communicate with students

with high AE who come to the online environment (Crandall et al., 2012).

Explicit discussions about expectations is another good strategy. Building

norms of learning in a community should be a final strategy (Crandall et

al., 2012). Cyberbullying: Cyber-bullying is a social problem, and

it requires social or people solutions. Until the legislative and judicial

system provides clear constitutional guidelines on how schools, colleges,

and institutions may regulate online speech, education is the most

effective way to respond. These include:



1. Educate students to what cyber-bullying is, as well as cost and consequences

to the perpetrators, the targets and learning institution as a whole. Students

are in the better position to see, hear, and know who perpetrators are.

2. Train administrators and staff to recognize and respond.

3. Educate parents; inform them of district policies and state laws and provide

them with tips and tools for preventing, recognizing and responding.



REFERENCES

Haythornthwaite, C., & Andrew R. (2011). E-learning theory and practice. Los Angeles, CA; Sage.

Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

Boulos, M. N. K., Maramba, I., & Wheeler, S. Wikkis, blogs, and podcast: A new generation of web-based tools for virtual collaborative clinical practice and education. Published: 15 August 2006, doi: 10.1186/1472-6920-6-41.

Crawford, Jayne (2009). Learning theories that encompass distance education, Bois State University.

Hsu, Jeffrey (2008). Innovative technologies for education and learning: Education and knowledge-oriented application of wikkis, podcast, and more. Fairleigh Dickinson University, USA.

Tsavdaris, P., Deuff, O. L., & Batier, C. Importance of a content management tool inside a learning management system. SHS web of conferences 26, 01109 (2016) DOI: 10.1051/shsconf/20162601109.

Gokool-Ramdoo, S. (2008). Beyond the theoretical impasses: Extending the applications of Transactional Distance. International Review of Research in Open and Distance Learning, Volume 9, number 3, ISSN: 1492-3831.

Han, J. H., & Finkelstein, Adam. Understanding the effects of Professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on student engagement and learning in higher education. http://dx.doi.org/10.1016/j.compedu.2013.02.002


http://dx.doi.org/10.1016/j.compedu.2013.02.002


Crandall, Heather M., Hazel, Mike, & Caputo, John S. What do they expect? Academically entitled students and perceptions of teacher misbehaviors in the online classroom. Misbehavior online higher education, Volume 5, 43-51, Copyright © 2012 by Emerald Group Publishing Limited, ISSN: 2044-9968/doi 10.1108/S2044-9968(2012)0000005006.


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