online facilitator training (1)

Online Facilitator TrainingNeil Farrell

CUR/532 Facilitating Online LearningFebruary 15, 2016

Professor Melinda Medina

Introduction

- This Online Facilitator Training course is a three-day synchronous training course. The purpose of this program is to provide experienced university police officers that have taken instructional development training but have no online facilitator training experience.

- All audience members have experience instructing law enforcement personnel in various in-service training courses in a traditional face-to-face environment.

- All audience members are proficient in department rules and regulations along with applicable state laws

Who am I?

• Course Facilitator: Assistant Chief Neil Farrell, Stony Brook University Police Department• Available: 24/7 via email- [email protected]

- Will respond immediately during traditional business hours and asap off-hours

- Cellphone 631 774 6442

- Office 631 632-3957

- Please feel free to contact me at any time

mailto:[email protected]

Training Program Goals• The audience members will be able to transfer the skills they already have in the face-to-

face environment and utilize them to create an effective online learning environment as follows:

• 1. Creating Presence- Instructors must continuously keep the learner engaged; must model the behavior to the audience

• 2 Communicating Effectively- Instructors must communicate clearly and pay attention to detail; must also be open to various forms of communication ie: facebook, skype, twitter

• 3. Providing Constructive Feedback- Instructors must capture teachable moments; include positive feedback along with negative (sandwich)

• 4. Ability to Manage Learners- Instructors must provide the audience with validation and confidence; respond publicly to posts; reprimand via private message

Training Program Objectives• At the conclusion of this course audience members will be able to:

• The audience participants will gain the knowledge and skills of effective online instruction and demonstrate those skills by the conclusion of the course- Presence, sense of community, communication

• The audience participants will gain knowledge of available online tools for instruction and demonstrate the ability to utilize those tools effectively by the end of the course

• The audience participants will gain knowledge of distance learning theories and apply those theories at the conclusion of the course


• The audience participants will be able to identify the phases of development for distance learners by the conclusion of the course

• The audience participants will be able to identify the goals and objectives of a mentoring program

• The audience participants will gain knowledge on the various learning management platforms and demonstrate the ability to utilize those platforms


• The audience participants will be able to identify three different technology tools for student collaboration and demonstrate ability to effectively utilize technology

• The audience participants will be able to identify the various types of distance learners

• The audience participants will gain knowledge and skills on effective online classroom management skills

Summative Assessment• At the conclusion of this course audience members will be assessed in

the following manner:

• The audience participants will be given assessments at the conclusion of each module; objective tests, multiple choice, true/false

• The audience participants will be required to demonstrate their newly acquired knowledge by providing sample posts and simulations

• The audience participants will be provided with a pre-test and a post test to measure their success

Module IIFacilitator Skills and Instructional Materials

• Training Materials for Effective Distance Learning Facilitators

• Phases of Development for Distance Learning Facilitators

• Theories of Distance Learning

• Theories for Engaging Distance Learners

Module II• Training Materials for Effective Distance Learning Facilitators

• Facilitators must:

• Establish an online presence

• Build an online community

• Communicate clearly and concisely

• Assess progress and provide feedback

Module II• Establish an Online Presence

- Post welcome message to the audience with personal biography included and contact information

- Actively participate in discussions and encourage student participation

- Ask open-ended questions that encourage discussion

Module II• Build an online community

- Have students post opening messages to include their own biographies (videos, if possible)

- Create learning teams where students collaborate on assignments

- Encourage discussion and exchange of different ideas

Module II• Communicate clearly and concisely

- Post clearly defined expectations of the audience

- Utilize various forms of communication (Facebook, Google, Podcasts)

- Attention to detail

- Respond to all communication within 24 hours of posting

Module II• Assess Progress and Provide Feedback

- Provide timely constructive feedback

- Utilize sandwich approach (positive/negative/positive)

- Provide grading rubric to audience

- Be personable and use first names when providing feedback

Module II• Phases of Development for Distance Learning Facilitators

• 1. Stage 1- Teacher as Learner

• 2. Stage 2- Teacher as Adopter

• 3. Stage 3- Teacher as Co-Learner

• 4. Stage 4- Teacher as re-affirmer or rejector

• 5. Stage 5- Teacher as Leader

Module II•Stage 1- Teacher as Learner• Information gathering stage

• Instructors seek to develop the skills needed to perform instructional tasks using technology

• Training includes:• Demonstrations• Best practices• Peer educators

Module II•Stage 2- Teacher as Adopter

• Experimental stage

• Instructors experiment performing tasks using various technology

• Training includes:• Use of Mentors• Lab Practice• Knowledgeable Peer Education

Module II•Stage 3- Teacher as Co-Learner

• Instructors discover a clear relationship between technology and the delivery of curriculum

• Training includes:• Workshops enhancing the use of technology

• Sharing of lesson plans and assessment ideas

Module II•Stage 4- Teacher as Reaffirmer or Rejector

• Instructors gain awareness of learning outcomes

• Determine impact of technological approaches

• Training includes:• Incentive Systems

• Encouragement and display of exemplary work

• Impact of technology on student progress

Module II•Stage 5- Teacher as Leader

• Experienced instructors encouraged to expand role to become active researchers and teach new instructors

• Encouraged to:

• Lead workshops

• Act as a mentor to others

Module II• Theories of Distance Learning

- Transactional Distance

- Multimodality

- Communal Constructivism

- Intrinsic Motivation

Module II• Transactional Distance

- Pedagogical concept

- Learner Autonomy/Learner Agency- pathways to learning

-Dialogue is essential between student and instructor

Module II•Multimodality

- Most e-learning is done through computer interface

- Various modes of communication- differentiated learning audio/visual

- Transformation- knowledge from one stage to the next

- Transduction- from one mode to another

Module II• Communal Constructivism

- Students contributes and benefits from the learning community

- Community identification

- Learn from others’ experiences/knowledge

Module II• Intrinsic Motivation

- Engagement and contribution

- Learning is not passive

- E-learning requires greater motivation

Module II• Theories for Engaging Distance Learners:

- Adult Learners are self motivated

- Adult Learners are active learners

- Adult Learners want their experience and skills acknowledged

- Scaffolding- build upon the knowledge and skills they already have

Module II• Theories for Engaging Distance Learners

- Build a learning community

- Provide feedback often

- Create discussion

- Make learning fun (games, simulations)

Module IIIManagement and Technology Tools

Mentoring Program Faculty:

- experienced online instructor provides support and encouragement to new instructors

- assist new instructors to be successful online facilitators

- help new instructors gain confidence

- helps overall organization

- mentors should be volunteers with significant amount of online instructor experience

Module IIIManagement and Technology Tools

Mentoring Program Faculty:

Mentors should:

- have significant experience teaching in the online learning environment; at least three years of instruction

- be willing participants in the mentoring program

- should have mentoring experience

- must have significant experience with various e-learning technologies

Module IIIManagement and Evaluation ProgramsLearning Community Approach:

- Online facilitator learning community- share information- provide feedback based on experience

- required for new faculty and mentors

- help new instructors to have a place to turn for assistance

- helps overall organization with information sharing

Module IIIManagement and Evaluation ProgramsStrategies:

- Communication and community building

- Training and Mentoring

- Faculty Support

Module IIIManagement and Evaluation ProgramsEvaluation Strategies:

- Student evaluations of instructor and course

- Design of Course

- Teacher/Student Interactions

- Quality of Student Learning

- Instructor efforts to improve over time

Module IIIManagement and Evaluation ProgramsLearning Management Systems:

- software platforms that store and deliver training content and track students’ participation

Content Management System:

- create the framework in which content may be stored and displayed on a website. Images and audio files are two examples.

This course will utilize blackboard which has evolved from a simple LMS to an inclusive suite of education technologies and make the experience interactive.

Module IIIManagement and Evaluation Programs

Course Technology:

- Audio – Differentiated Learning - Audioboo(m)

- Video- Differentiated Learning- Fotobabble

- Visuals and Inforgraphics- Mindmeister


Course Technology:

Audioboo(m) Features:

Web-based and Mobile Platform

Create and share audio clips

Can be used on many portable devices (PCs, MACs)

Can be shared via social media;Facebook and Twitter or I-Tunes


Course Technology:

How Audioboo(m) can be used in distance learning?

- Differentiated Learning – Auditory Learners

- Create lesson specific library of audio clips to be accessed

- Create audio clips of classroom lessons (main points)

- Students can create audio clips to share with class and teacher

- Promotes communication and creativity


Course Technology:

Fotobabble Features:

Web-Based and Mobile Platform

Uses Photos and Audio to create stories

Can be run over Facebook

Can be utilized by students or instructors


Course Technology:

How Fotobabble can be used in distance learning?

- Differentiated Learning – Visual and Auditory Learners

- Introductions of audience and instructor

- Create picture and audio projects to share with class

- Promotes creativity and collaboration


Course Technology:

Mindmeister Features:

Web-Based and mobile platforms

Can be used on various platforms; Windows, MAC or Linux

Ability to:Take notesSend messages Share informationPlan and organize projects/meetings


Course Technology:

How MindMeister can be used in Distance Education?

- Ability to share ideas

- Promotes teamwork and collaboration

- Ability to create presentations

- Promotes creativity

- Ability to use:- icons, images and videos

Module IVIssues and Classroom Management

Tools for student collaboration:

- Virtual Learning Environment-Integrated set of Internet tools; promotes discussion; supports communication in many formats; supports collaboration; provides assessment and instant feedback

-Cellphones and various computer apps-Promotes fun and excitement for students by making Instant mobile communication tools compatible: apps such as twitter, Instagram, snapchat, KiK allows students to not have to rely on emailing and can create groups and instant messaging;

-Laptops/Tablets/Presentation Media- Promotes instant connection between learners and instructors; interactive communication such as Skype; Facetime provide live communication

Module IVIssues and Classroom ManagementTypes of Distance Learners:

- Cultural- learn from their peers with similar backgrounds

- Experiential- Learn by doing; Plan do act reflect

- Prior Learning Experiences- bring depth of personal and professional experiences and can truly contribute to the learning community


Synchronous vs Asynchronous:

- Synchronous- the facilitator and the audience must be present at the same time. Feedback is instant and collaboration is easy

- Asynchronous- allows for anytime learning. Information is provided to the class for their review at anytime. Affords the audience great flexibility to learn when most convenient for them


Technology Management Issues:

- Digital Divide- Large of availability of internet/technology- community based organizations can set up locations with internet use for community member

- Non-Users- Percentage of society does not use computers/social media/technology- local school districts can offer basic computer skills training and make computer labs available to school district members; tutorials can be offered

- Ubiquity- newcomers to e-learning might be overwhelmed that the information is everywhere at all times. Its important in the beginning to discuss ubiquity with the audience and help them be aware and to set boundaries


Learner Feedback:

- Messages

- Comments

- Audio

- All learner feedback should done in a personal and professional manner. The feedback should be written clearly and concisely. Any negative feedback should be sandwiched between positive feedback. Never provide negative feedback for all to see and never take more than 24 hours to respond.


Challenging Behaviors:

- Cyber-Bullying- because e-learning is anonymous people may post inappropriate statements directed at individuals or specific groups.

- facilitators must establish clear guidelines from the outset and intervene when appropriate.

- Inappropriate posts- similar to cyber-bullying, rules must be established and inappropriate posts addressed immediately. However, facilitator should advise everyone that e-learning is a safe space and openness is important in the academic arena

- Lack of participation or engagement- this issue rests squarely on the facilitator!! Facilitator must create a presence and must engage and provide thought provoking questions for the class to answer. If an individual is not engaging address directly in a private chat.

Module IVIssues and Classroom ManagementChallenging Behaviors:

- ADA Learners- the instructor has an obligation to know their audience and to find out if anyone requires additional accessibility related accommodations. As part of being audience- centered it is essential that accommodations be made by providing video, audio or a transcript of the course material, if necessary to audience members requiring such accommodations.

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from http://go.edc.org/07xd• Byrne, R. (2010, June 4). Fotobabble-Turn Pictures into Audio Stories. Retrieved January 29, 2016,

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• Giacomantonio, L. (2013, August 13). 5 Ways to Use Audioboo in your classroom. Retrieved January 29, 2016, from https://blog.edmodo.com/2013/08/13/5-ways-to-use-audioboo-in-your-classroom/

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https://www.alt.ac.uk• The Evolution of Social Media Use Among College Students. (2014, Feb). CampusQuad, ().

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the course “The Tutor in Distance Education” – Phase 1 of the NKI sub-project of the EULeonardo Project 'From e-learning to m-learning.' July 2002. Retrieved June 26, 2006 from: http://learning.ericsson.net/mlearning2/project_one/NKI2001m-learningevaluationFinal.doc

• Rekkedal, T. (2002c). Trying Out a Learning Environment for Mobile Learners II Evaluation of the course "Online Teaching and Learning" – Phase 2 of the NKI sub-project of the EU Leonardo Project 'From e-learning to m-learning.' Retrieved June 26 2006 from: http://learning.ericsson.net/mlearning2/project_one/student_use_year_2_nki.doc

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