CUR/532 Version 2 / 6
University of Phoenix Material
Facilitator Training Program*
Scenario: You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
Instructions: The two options below focus on either a synchronous or an asynchronous training program.
Note. For this assignment, choose Option 1 or Option 2, but not both.
The Facilitator Training Program consists of assignment development activities assigned in Weeks 2 through 5. Submit the complete Facilitator Training Program to your MAED/AET web-based professional portfolio in Week 6.
Option 1: Synchronous 3-Day Model
Create a training program for distance learning facilitator trainees. The training manual will be handed out to trainees and used by trainers in a 3-day, synchronous learning environment. Tables and graphics may be used in the training manual. You may choose to focus on training higher education facilitators or corporate trainers.
Include each of the following parts in your program.
Part I – Vital Information in the Facilitator Training
It is recommended that you begin this section of the Facilitator Training Program in Week 2.
· Training program audience
o Identify your audience clearly.
o What are the assumed current skill sets?
o What are the assumed current experiences?
o What is the assumed level of current knowledge?
· Training program goals
o What are the key skills the facilitator or corporate trainer needs to be successful as a distance facilitator?
o What key training elements will you focus on for this training?
· Training program objectives
o Clearly identify the objectives of the program.
o Ensure that you have enough objectives to fill the three days of training.
o Objectives must be measurable.
· Summative assessment of trainee learning
o How will you measure the success of the trainees?
o How will you measure the success of your program?
Part II – Facilitator Skills and Instructional Materials
It is recommended that you begin this section of the Facilitator Training Program in Week 3.
· Training materials
o Identify the skills needed for effective distance learning facilitators.
· What skills are needed to create effective distance learning?
· What strategies might you use to present these skills to facilitators?
o Describe the phases of development for distance learning facilitators.
· Clearly describe the phases of development.
· Identify transition between stages, where appropriate.
o Identify the theories of distance learning.
· Provide a clear description of theories of distance learning.
· Provide examples of how the different theories apply to different scenarios.
o Describe the theories for engaging distance learners.
· Provide a clear description of the theories of engagement.
· Provide several examples of the application of each theory.
Part III – Management and Technology Tools
It is recommended that you begin this section of the Facilitator Training Program in Week 4.
· Mentoring program for faculty
o Identify the goals and objectives of the mentoring program.
o Identification criteria
· The performance status of the mentor: current standing as a professional distance educator
· Experience with distance education
o How many years has he/she been in distance education?
o How many classes have been taught successfully?
o What is his/her criteria of success?
· Mentoring experience criteria: Must the mentor have had prior experience?
· Management and evaluation programs for facilitators
o How might the faculty learning community approach affect management?
o Identify the specific challenges and strategies used to manage adjunct faculty from a distance.
o What evaluation strategies will you use for facilitators?
o How will the evaluation and management strategies align with the identification of effective faculty skills and behaviors in Part I?
· Learning platform (LMS/CMS) used by the distance learning faculty for facilitating their classes
o Provide a clear definition of which system is used, LMS or CMS.
o Identify 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
· Include at least three different technology or media tools that engage and enhance student learning, such as the following:
o Audio
o Video
o Visuals and infographics
o Games and simulations
· Include a clear description of how each technology or media tool will engage and enhance student learning.
Part IV – Issues and Classroom Management
It is recommended that you begin this section of the Facilitator Training Program in Week 5.
· A minimum of three different technology tools for student collaboration, such as the following:
o Wikis
o Blogs
o The classroom learning platform to be used
o Skype, Apple® FaceTime®, or other teleconferencing tools
o Mobile computing
· A description of the different distance learners
o Cultural
o Experiential
o Prior learning experiences: nontraditional learners
· A description of the differences between synchronous and asynchronous facilitation skills
· A minimum of three technology management issues and resolutions
· Classroom management issues and resolutions
o Learner feedback
· Messages
· Comments
· Audio
o Challenging behaviors
· Cyber-bullying
· Inappropriate posts
· Lack of participation or engagement
o ADA learners and associated strategies
Include APA citations, where appropriate.
Option 2: Asynchronous 3-Module Model
You will create a training program for trainees. The training program is a distance learning program trainees attend in an asynchronous learning environment. Presentation software, graphics, audio, and video may be used for this training program. Using the Internet, find a free web hosting site and upload your training program. Send your facilitator the URL for the training site.
Include each of the following parts in your program.
Part I – Vital Information in the Facilitator Training
It is recommended that you begin this section of the Facilitator Training Program in Week 2.
· Training program audience
o Identify your audience clearly.
o What are the assumed current skill sets?
o What are the assumed current experiences?
o What is the assumed level of current knowledge?
· Training program goals
o What are the key skills the facilitator or corporate trainer needs to be successful as a distance facilitator?
o What key training elements will you focus on for this training?
· Training program objectives
o Clearly identify the objectives of the program.
o Ensure that you have enough objectives to fill the three modules of training.
o Objectives must be measurable.
· Summative assessment of trainee learning
o How will you measure the success of the trainees?
o How will you measure the success of your program?
Part II – Facilitator Skills and Instructional Materials
It is recommended that you begin this section of the Facilitator Training Program in Week 3.
· Training materials
o Identify the skills needed for effective distance learning facilitators.
· What skills are needed to create effective distance learning?
· What strategies might you use to present these skills to facilitators?
o Describe the phases of development for distance learning facilitators.
· Clearly describe the phases of development.
· Identify transition between stages, where appropriate.
o Identify the theories of distance learning.
· Provide a clear description of theories of distance learning.
· Provide examples of how the different theories apply to different scenarios.
o Describe the theories for engaging distance learners.
· Provide a clear description of the theories of engagement.
· Provide several examples of the application of each theory.
Part III – Management and Technology Tools
It is recommended that you begin this section of the Facilitator Training Program in Week 4.
· Mentoring program for faculty
o Identify the goals and objectives of the mentoring program.
o Identification criteria
· The performance status of the mentor: current standing as a professional distance educator
· Experience with distance education
o How many years has he/she been in distance education?
o How many classes have been taught successfully?
o What is his/her criteria of success?
· Mentoring experience criteria: Must the mentor have had prior experience?
· Management and evaluation programs for facilitators
o How might the faculty learning community approach affect management?
o Identify the specific challenges and strategies used to manage adjunct faculty from a distance.
o What evaluation strategies will you use for facilitators?
o How will the evaluation and management strategies align to the identification of effective faculty skills and behaviors in Part I?
· Learning platform (LMS/CMS) used by the distance learning faculty for facilitating their classes
o Provide a clear definition of which system is used, LMS or CMS.
o Identify processes facilitators you 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
· Include at least three different technology or media tools that engage and enhance student learning, such as the following:
o Audio
o Video
o Visuals and infographics
o Games and simulations
· Include a clear description of how each technology or media tool will engage and enhance student learning.
Part IV – Issues and Classroom Management
It is recommended that you begin this section of the Facilitator Training Program in Week 5.
· A minimum of three different technology tools for student collaboration, such as the following:
o Wikis
o Blogs
o The classroom learning platform to be used
o Skype, Apple® FaceTime®, or other teleconferencing tools
o Mobile computing
· A description of the different distance learners
o Cultural
o Experiential
o Prior learning experiences: nontraditional learners
· A description of the differences between synchronous and asynchronous facilitation skills
· A minimum of three technology management issues and resolutions
· Classroom management issues and resolutions
o Learner feedback
· Messages
· Comments
· Audio
o Challenging behaviors
· Cyber-bullying
· Inappropriate posts
· Lack of participation or engagement
o ADA learners and associated strategies
Include APA citations, where appropriate.
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