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![ Audioboom. (n.d.). Retrieved from
http://audioboom.com/about/education.
DeCesare J. User Uploads and YouTube One Channels for Teaching,
Learning, and Research. Library Technology Reports
[serial online]. February 2014;50(2):12-20. Available from:
Professional Development Collection, Ipswich, MA. Accessed
November 22, 2014.
Glogster. (2014). Retrieved from http://edu.glogster.com/.
Got skills? 5 abilities every online facilitator should
develop. (2012). Retrieved from
http://www.moodlerooms.com/resources/blog/got-skills-5-
abilities-every-online-facilitator-should-develop
Harris, C. (2013). Instructor presence in an online course. Retrieved
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facilitator training program
- 1. Janet Bachman CUR532 December 1, 2014 Melinda Medina
- 2. This trainingprogram is for trainees with no previous experience necessary in online education.
- 3. Audience The audience will be 12 new asynchronous instructors. Current skill sets The participants are computer literate. Current experience Some participants have taken an online course of some kind.
- 4. The keyskills the facilitator needs to be successful as a distance facilitator: 1. Ability to establish presence. 2. Create and maintain a learning community. 3. Develop and facilitate online courses effectively.
- 5. The successfulinstructor also: 1. Gets to know his/her students. 2. Gets to know the mechanics of an online course. 3. Is accessible and respond to student inquiries in a timely manner. 4. Goes beyond the university requirement of posting a brief, weekly announcement. 5. Provides substantive feedback and positive critique. 6. Injects some fun into the classroom .
- 6. The traineeswill identify 3 ways that they can help establish an online presence in the online classroom. The trainees will identify 4 ways to create and maintain a sense of community in the online environment. The trainees will identify 5 strategies for creating and facilitating effective online courses in the online course environment.
- 7. Trainees willdiscuss 2 ways in which the mentor relationship benefits the mentor and/or the mentee. Trainees will share their favorite technology or media tool that engages and enhances student learning and discuss how it enhances learning in the online classroom.
- 8. Trainees willspend 1-2 hours experimenting with and learning one “new” collaborative technology tool and submit the results to the class discussion board. Trainees will write 100 words in response to a prompt which portrays either cyber-bullying, inappropriate posts, or lack of participation or engagement to address this behavior.
- 9. Trainee success The trainee will complete informal assessments at the end of each module, and at strategic points during each training module.
- 10. The traineeswill demonstrate their knowledge through sample posts, journal reflections, tentative goals and objectives for their own projected online course, and a short informal assessment at the end of each module. Each trainees will also be given a course evaluation. If each trainee notes that they have learned more about online facilitation and/or they are less anxious about online facilitating, that will be another measure of success.
- 11. Facilitator skills andinstructional materials
- 12. The skillsneeded for effective distance learning facilitators: -the skill to establish online presence -create and maintain an online learning community -develop and facilitate online courses effectively
- 13. Open andrespectful communication and self-disclosure Welcome messages and course information before the course begins Post instructor introduction video and course navigation videos Create an organized and easy to navigate site
- 14. Cont’d. Distribute important information in the announcement forum Establish expectations for how often the facilitator will check messages Give timely feedback Share expertise with students
- 15. Cont’d. Use students’ names Monitor student progress Problem solve with students
- 16. Post anintroduction in the discussion board and also share your favorite movie or book. In MyBinders or on another online journal source, discuss 3 ways an online instructor creates presence. Have you used any of these practices already?
- 17. Facilitator: Usegroup work Use open-ended questions on the discussion board Require students to participate in discussions
- 18. Students: Participatein online class discussions Read the posts of classmates Write thoughtful messages in response
- 19. In MyBindersor on another online journal source, describe 4 ways a sense of online community is promoted by either the facilitator or the student.
- 20. Use practicesto engage the student. Welcome the student to contact the facilitator if they need help. Use online materials that are organized and pleasing. Post the schedule and due dates. Create clear objectives.
- 21. Create activitiesthat reinforce objectives Create assignments that require students to use higher order thinking skills Use a conversational style to communicate with students while referencing learning materials Use graphics that download easily
- 22. 5 skillsthat every online educator should have: 1. Communication 2. Engagement 3. Classroom management 4. Feedback 5. Mentorship
- 23. Skills to createeffective distance learning: 1. The instructor posts course requirements. 2. The instructor establishes a learning community. 3. The instructor requires students to respond to content discussion questions. 4. The instructor responds to student postings. 5. The instructor gives feedback in a timely manner. 6. The instructor develops learning activities that encourage interaction between student and instructor, student and content, and student with student. 7. The instructor gives assessments soon after the learning activity has taken place. 8. The instructor gives assessments that reflect the needs of the individual learner. 9. The instructor documents student achievement and provides formal and informal feedback. 10. The instructor provides a rubric for grading. 11. The instructor provides opportunities for students to give feedback.
- 24. A goodstrategy to help facilitators learn these skills is Experiential Learning: Learn, Do, Reflect.
- 25. Teacher aslearner Teacher as adopter Teacher as co-learner Teacher as re-affirmer or rejector Teacher as leader
- 26. Connectivism Activity theory Transactional distance theory Transformative learning theory
- 27. What isengagement? Engagement is the extent to which a student in a course is interested, curious, attentive, optimistic and passionate during learning, which motivates the student to learn and achieve.
- 28. Get toknow the students Become familiar with the mechanics of an online course Be available and also respond to students within an appropriate time frame Post more than the weekly announcement Give substantive feedback and positive critique Create some fun in the class
- 29. Intellectual engagement Emotional engagement Behavioral engagement Physical engagement
- 30. Using MyBindersor another online journal, identify 5 strategies for creating and facilitating effective online courses in the online course environment. Post any questions that you have about this module in the discussion area or in a private message to the instructor.
- 31.
- 32. 1. Provideorientation to online faculty 2. Provide training and development 3. Retain faculty 4. Reduce professional isolation 5. Provide support and feedback on performance 6. Help mentees achieve greater levels of confidence in teaching
- 33. 1. Matchone or more experienced online faculty with a beginner for the length of the program for support and advice. 2. Provide vision for technology use 3. Individualize technology support 4. Break down hierarchal structure 5. Establish open dialogue and collaborative relationships 6. Provide mutual benefits for mentors and mentees 7. Emphasize the creation of a learning community
- 34. More experiencedonline instructor, usually older. Must have taught at least one online class successfully. New facilitators can work in a group to mentor each other, but it is not as effective.
- 35. Challenges 1. Online and distance education courses are mostly taught by adjunct instructors. What is the evaluation policy of the university for part-time faculty? 2. Are instructors properly trained and prepared to teach at a distance using technology? 3. Regarding student evaluations, has the dean or chairperson outlined rewards and evaluation expectations for facilitators teaching distance courses? 4. The effectiveness of the course can be hampered or enhanced by technology or by the skill of the facilitator. Is the effectiveness of the technology being assessed at the same time as the effectiveness of the facilitator?
- 36. 1. Communicationand community building 2. Training and mentoring 3. Faculty support
- 37. Mentors mayact as evaluators. Student evaluations of the online instructor may be taken into consideration. Administrators may know little about what an online facilitator actually does.
- 38. LMS- learningmanagement system CMS-course management system Present information, such as lectures or videos- LMS Conduct class discussions- LMS, CMS Conduct private discussions- LMS Receive assignments - LMS Provide assignment feedback and grades - LMS
- 39. Audio –Podcasts http://www.quickanddirtytips.com/education /grammar/words-that-arent-words Video –YouTube https://www.youtube.com/watch?v=DvJuzE-g7OM Visuals and infographics – Piktochart https://magic.piktochart.com/output/3413835 -faculty-development-models
- 40. In theonline discussion area, discuss 2 ways in which the mentor relationship benefits the mentor and/or the mentee. Respond to one post of another classmate. Also in the discussion area, trainees will share their favorite technology or media tool that engages and enhances student learning and discuss how it enhances learning in the online classroom. If you like, post a link to a project made with that tool. Respond to one post of another classmate.
- 41. Issues and classroommanagement
- 42. Glogster Voicethread Audioboom
- 43. Cultural Experiential Non-traditional
- 44. Asynchronous –allows learners the same information without having to be in the classroom at the same time as the teacher or other students, can’t perceive visual or auditory cues of students, no travel costs Synchronous – learners and teachers must be present, immediate feedback, pace is set by slowest learner, travel is expensive, easier to collaborate
- 45. Digital divide Non-users Delayed use
- 46. Messages Comments Audio
- 47. Cyber bullying Inappropriate posts Lack of participation or engagement
- 48. Trainees willspend 1-2 hours experimenting with and learning one “new” collaborative technology tool and submit the results to the class discussion board. Respond to one post of another classmate Trainees will write 100 words in response to a prompt which portrays either cyber-bullying, inappropriate posts, or lack of participation or engagement to address this behavior. Post in discussion board. Respond to 2 other classmates.
- 49. Audioboom. (n.d.).Retrieved from http://audioboom.com/about/education. DeCesare J. User Uploads and YouTube One Channels for Teaching, Learning, and Research. Library Technology Reports [serial online]. February 2014;50(2):12-20. Available from: Professional Development Collection, Ipswich, MA. Accessed November 22, 2014. Glogster. (2014). Retrieved from http://edu.glogster.com/. Got skills? 5 abilities every online facilitator should develop. (2012). Retrieved from http://www.moodlerooms.com/resources/blog/got-skills-5- abilities-every-online-facilitator-should-develop Harris, C. (2013). Instructor presence in an online course. Retrieved from https://www.purdue.edu/learning/blog/?p=6232
- 50. Haythornthwaite, C.(2011). E-learning theory and practice. Retrieved from The University of Phoenix eBook Collection database. Jones, R. C. (2014). Keeping students engaged in the online classroom. Retrieved from http://www.facultyfocus.com/articles/online-education/ keeping-students-engaged-in-the-online-classroom/ Junk, V., Deringer, N., & Junk, W. (2011). Techniques to engage the online learner. Research in Higher Education Journal, 10, 1-15. Retrieved from http://search.proquest.com/docview/847386660?accountid=45 Kelly, R. (2013, March). Managing controversy in the online classroom. Retrieved from http://www.facultyfocus.com/articles/online-education/ managing-controversy-in-the-online-classroom/
- 51. Malamed, C.(2014). Using podcasts for learning - Updated. Retrieved from http://theelearningcoach.com/elearning2-0/podcasts-for-elearning/ Nontraditional undergraduates: Definitions and data. (n.d.). Retrieved from http://nces.ed.gov/pubs/web/97578e.asp Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. Retrieved from The University of Phoenix eBook Collection database. Piktochart. (2014). Retrieved from http://piktochart.com/ Schneider, K. (n.d.). Choosing a global theory for distance education. Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheories/choosing-a- global-theory-for-distance-education.
- 52. Slatinsky, D.(2013). Synchronous or asynchronous? How to pick your training delivery method. Retrieved from http://www.learningsolutionsmag.com/articles/1197/sync hronous-or-asynchronous-how-to-pick-your-training-delivery- method The glossary of education reform: Student engagement. (2014). Retrieved from http://edglossary.org/student-engagement/
Editor's Notes
- #2 Welcome to the Online Facilitator Training Program! My name is Janet Bachman. I am working towards a Master’s Degree in Adult Education and Training. Feel free to ask questions at any time. (Icebreaker activity.)
- #3 These are asynchronous learning modules, which means you can access them anytime.
- #4 Audience: The audience will be 12 new asynchronous instructors of both genders with little to no experience with online instruction (novice/beginner). The group will consist of 2 tenured full time professors, 2 assistant professors, 7 part time instructors and 1 full time faculty instructor. Current skill sets: Through a pre-service interest survey, we know that all of the instructors have used e-mail, internet, and social media. Four have taken online classes, one has taken a hybrid class, and two have programming or other advanced computer skills. Current experience: Four have taken an online class, and 1 has taken a hybrid class. One student is enrolled in a MOOC. None of the participants have designed or taught an online class. Assumed level of current knowledge: The participants have all skills, equipment, and access necessary to negotiate the online classroom environment and participate fully. 7 of the 12 faculty hold a PhD in their area of expertise. The other 5 hold Master’s degrees or equivalent certifications. Only 2 have an Education Degree. They are all computer literate. They all have a background in classroom teaching.
- #5 Training Program Goals The key skills that a facilitator needs to be successful as a distance facilitator are the ability to establish presence as a facilitator, the ability to create and maintain a sense of community in the online environment, and the ability to develop and facilitate online courses effectively (Palloff & Pratt, 2011, Chapter 1).
- #6 Some more key skills and habits of a successful facilitator are: 1. Getting to know your students. 2. Getting to know the mechanics of an online course. 3. Be accessible and respond to student inquiries in a timely manner. 4. Go beyond the university requirement of posting a brief, weekly announcement. 5. Provide substantive feedback and positive critique 6. Inject some fun into the classroom (Jones, 2014).
- #7 Module 1 Objectives– Facilitator skills and instructional materials The trainees will identify 3 ways that they can help establish an online presence in the online classroom. The trainees will identify 4 ways to create and maintain a sense of community in the online environment. The trainees will identify 5 strategies for creating and facilitating effective online courses in the online course environment. Each of these objectives will be posted in an online journal program, such as MyBinders.
- #8 Module 2 Objectives – Management and technology tools Trainees will discuss 2 ways in which the mentor relationship benefits the mentor and the mentee in the online classroom discussion area. Trainees will share their favorite technology or media tool that engages and enhances student learning, such as Podcasting, and discuss how it enhances learning in the online classroom, also submitted on the discussion board.
- #9 Module 3 Objectives – Issues and classroom management Trainees will spend 1-2 hours experimenting with and learning one collaborative technology tool that they have not used before and submit the results to the class discussion board. Trainees must respond to one other student post to discuss how they used that tool or to give helpful suggestions. Examples are Glogster, Audioboom, and Voicethread. Trainees will write 100 words in response to a prompt in the online classroom discussion area which portrays either cyber-bullying, inappropriate posts, or lack of participation or engagement to address this behavior.
- #10 Trainee success The trainee will complete informal assessments at the end of each module, and at strategic points during each training module.
- #11 Program success The trainees will demonstrate their knowledge through sample posts, journal reflections, projects, tentative goals and objectives for their own projected online course, and a short informal assessment at the end of each module. Each trainees will also be given a course evaluation. If each trainee notes that they have learned more about online teaching and/or they are less anxious about online facilitating, that will be another measure of success.
- #13 The basic skills needed to be an effective distance learning facilitator (instructor) are the ability to establish presence, create and maintain a learning community, and effectively develop and facilitate online courses (Palloff & Pratt, 2011, Chapter 1). The online facilitator should be committed to teaching, organized, enthusiastic, motivated, creative, supportive of student-centered instruction, disciplined, skilled at time management, open to suggestions, a risk taker, flexible, sincere, able to communicate well in writing, and compassionate, among other qualities (Palloff & Pratt, 2011, Chapter 1).
- #14 Presence Because there is less opportunity for discussion and questions between the instructor and the student, it is imperative that the online facilitator establish an online presence that is available and welcoming. How does a facilitator create online presence? 1. Open and respectful communication and self-disclosure 2. Welcome messages and course information before the course begins 3. Post instructor introduction video and course navigation videos 4. Create an organized and easy to navigate site (Harris, 2013).
- #15 Creating presence, continued. 5. Distribute important information in the announcement forum 6. Establish expectations for how often the facilitator will check messages 7. Give timely feedback 8. Share expertise with students (Harris, 2013).
- #16 Creating presence, continued. 9. Use students’ names 10. Monitor student progress 11. Problem solve with students (Harris, 2013).
- #17 Introductions Informal assessment
- #18 Building a sense of community enhances learning and decreases strife in the classroom. What are some ways to create a sense of community? Both facilitators and students contribute to the community atmosphere. Facilitators can: 1. Use collaborative group work. 2. Use open-ended questions on the discussion board. 3. Require students to participate in discussions. (Junk, 2011)
- #19 Students also create a sense of community by: 1. Actively participating in online class discussions 2. Reading the posts of classmates 3. Writing thoughtful messages in response (Vilkas, 2014).
- #20 Informal assessment
- #21 At some educational institutions, the online courses are already laid out, the texts are chosen, and the objectives are assigned. This section will help those facilitators who are associated with those institutions by helping them with facilitation skills. For those facilitators who have to start from scratch, this section will also be helpful for building your course and implementing it. Key points for developing and facilitating online courses: 1. Use practices to engage the student. 2. Welcome the student to contact the facilitator if they need help. 3. Use online materials that are organized and pleasing. 4. Post the schedule and due dates. 5. Create clear objectives (Junk, 2011).
- #22 Facilitating key points, cont’d. 6. Create activities that reinforce objectives 7. Create assignments that require students to use higher order thinking skills 8. Use a conversational style to communicate with students while referencing learning materials 9. Use graphics that download easily (Junk, 2011) Other points to consider: “10. Include hyperlinks to websites students must access and a brief description of site content, verifying that links are active prior to student access. 11. Provide frequent and descriptive feedback to students” (Junk, 2011). “The following are additional items that were found to lead to success for the online learner (Junk and Culbertson, 2004). 12. Rather than just meet student expectations, exceed them. Wow the student with great "customer" service. Reply quickly, checking and responding to postings and e-mail at least once a day. 13. Provide a link for support with the online course software - this support is critical for the comfort level and confidence of those who have never taken an online course or program before. 14. Make the web pages easy to navigate, with each course or program by an instructor of similar layout so students will build comfort and confidence with the technology. 15. Prepare an online video welcome so the student can click on it and hear and see a short streaming video welcome by the professor. 16. Have students post a message about themselves so they can get to know each other and their professional background. 17. Provide a discussion board where students only have access. This way they can ask each other questions or make comments without worrying that the instructor will see their posting. 18. Clear assignment directions are particularly important for the online leaner since they do not have the opportunity to ask questions in person. Provide sample "good" assignments so students will know what to expect. 19. Find links to interactive questionnaires or audio or video clips that illustrated course concepts to "mix it up" a bit and relieve potential boredom with on-screen text, also appealing to a variety of learning styles. 20. Encourage students to complete an anonymous online evaluation of the course, and use that feedback to improve the course. Some of the questions should be open-ended. In addition, let students know that instructors appreciate hearing suggestions or telling how things are found confusing while the course is being taught, in addition to being told at the end of the course” (Junk, 2011).
- #23 In addition to having educational theory knowledge and the know-how to navigate the Learning Management System or Course Management System, these five skills are abilities that every online educator should acquire: 1. Communication 2. Engagement 3. Classroom management 4. Feedback 5. Mentorship ("Got Skills? 5 Abilities Every Online Facilitator Should Develop", 2012).
- #24 To create effective distance learning, the facilitator should consider these points when creating or facilitating the class: “1. The instructor posts course requirements. 2. The instructor establishes a learning community. 3. The instructor requires students to respond to content discussion questions. 4. The instructor responds to student postings. 5. The instructor gives feedback in a timely manner. 6. The instructor develops learning activities that encourage interaction between student and instructor, student and content, and student with student. 7. The instructor gives assessments soon after the learning activity has taken place. 8. The instructor gives assessments that reflect the needs of the individual learner. 9. The instructor documents student achievement and provides formal and informal feedback. 10. The instructor provides a rubric for grading. 11. The instructor provides opportunities for students to give feedback” (Palloff & Pratt, 2011, Chapter 1).
- #25 Using a cycle of Learn, Do, and Reflect will help the facilitators learn these skills. They will learn the skill or theory, practice it, incorporate it into their work, and reflect on the outcome.
- #26 The phases of development for an online facilitator usually follows this pattern: 1. Teacher as learner – gathers information and develops technology skills 2. Teacher as adopter – experiments with different forms of technology and shares his/her results. He is looking for ways to solve problems with technology and use it for instruction. 3. Teacher as co-learner –identifies the ties between technology and curriculum delivery. 4. Teacher as re-afffirmer or rejector – develops learning outcomes awareness as well as the ability to assess the effect of various technology uses on student learning. 5. Teacher as leader –researches and instructs new members, completing the cycle (Palloff & Pratt, 2011, Chapter 4).
- #27 There are 4 theories of distance learning. Theories of distance learning include connectivism, activity theory, Transactional Distance Theory (TDT), and Transformative learning theory. Connectivism suggests that we learn through our connections with people. Activity Theory depends on the interdependence of activity and the conscious thought of doing the activity. Transactional Distance Theory contains elements of general distance education theory, and Transformative learning theory says that learning is based on your frame of reference (Schneider, n.d.)
- #28 To enhance learning, we must engage learners. Many students today, especially Millennials, need their attention captured. Engaging a student in the online environment is important to motivate the student to continue. Engagement is the extent to which a student in a course is interested, curious, attentive, optimistic and passionate during learning, which motivates the student to learn and achieve ("The Glossary Of Education Reform: Student Engagement", 2014).
- #29 Engaging learners online is a natural thing for many instructors, yet some struggle with it. Communicating clearly and often is the key. 1. Get to know the students 2. Become familiar with the mechanics of an online course 3. Be available and also respond to students within an appropriate time frame 4. Post more than the weekly announcement 5. Give substantive feedback and positive critique 6. Create some fun in the class (Jones, 2014)
- #30 Several theories of engagement have been proposed. In what ways do these theories work to enhance learning? 1. Intellectual engagement – use projects that stimulate curiosity or appeal to students’ interests Ex: Let students choose the way that they will complete an assignment, such as doing a paper or creating a video or building a graphic organizer. 2. Emotional engagement-Use several strategies to encourage positive emotions in students that will help them learn, keep negative behavior to a minimum, and keep students from dropping out. Ex: One school representative should be in contact with each student regularly and show an interest in the student’s non-academic life. 3. Behavioral engagement – A routine, a consistent cue, or roles may be assigned help foster behaviors that help with learning. Ex: The facilitator may routinely assign a group to work on a more complex problem. 4. Physical engagement – Use physical activities or routines to promote interest and stimulate learning. Ex: Student may use a video to physically demonstrate a correct procedure. 5. Social engagement – Social interactions are used to stimulate engagement. Ex: A classroom game mixes learning and social interaction. 6. Cultural engagement – Actively ensure that students from other cultures feel welcome, safe, and valued. Ex: Students from culturally diverse backgrounds may be asked to relate some of their experiences as it pertains to the class ("The Glossary Of Education Reform: Student Engagement", 2014).
- #31 The Module One assessment will be posted in the Assignments section of the classroom.
- #33 The goals of the mentoring program are: 1. providing orientation to online faculty 2. providing training and development 3. retaining faculty 4. reduce professional isolation 5. provide support and feedback on performance 6. help mentees achieve greater levels of confidence in teaching (Palloff & Pratt, 2011, Chapter 5).
- #34 When a new instructor begins to create a course and start to facilitate it, a mentor is a welcome encouragement! The purpose of the mentor is to encourage the new instructor, as well as: 1. To match one or more experienced online faculty with a beginner for the length of the program for support and advice. 2. To provide vision for technology use 3. To individualize technology support 4. To break down hierarchal structure 5. To establish open dialogue and collaborative relationships 6. To provide mutual benefits for mentors and mentees 7. To emphasize the creation of a learning community (Palloff & Pratt, 2011, Chapter 5).
- #35 A mentor is usually a more experienced online instructor, and usually older. They must have taught at least one online class successfully, and ideally, more than one. New facilitators can work in a group to mentor each other in a learning community approach, but it is not as effective. How might the faculty learning community approach affect management? Without a mentor to assess the instructor’s viability, management may not know how suitable the instructor is for online education.
- #36 Because the distance education instructors are isolated and may not work on campus, it is a challenge for management to interact with them. Management sometimes does not understand the particular challenges of a distance educator. Management must find a way to communicate and evaluate online educators sometimes without meeting them. Challenges 1. Online and distance education courses are mostly taught by adjunct instructors. What is the evaluation policy of the university for part-time faculty? 2. Are instructors properly trained and prepared to teach at a distance using technology? 3. Regarding student evaluations, has the dean or chairperson outlined rewards and evaluation expectations for facilitators teaching distance courses? 4. The effectiveness of the course can be hampered or enhanced by technology or by the skill of the facilitator. Is the effectiveness of the technology being assessed at the same time as the effectiveness of the facilitator? (Palloff & Pratt, 2011, Chapter 7).
- #37 Strategies 1. Communication and community building. Exchange frequent, clear communication between faculty and management which builds a sense of connection and loyalty. 2. Training and mentoring. Provide opportunities for mentoring. Train faculty on the policies and expectations of distance faculty so that there are no surprises at evaluation time and the facilitator meets expectations. 3. Faculty support. If administrators participated in online instructor training or taught an online course themselves, they would understand some of the problems facing the distance educators and be more able to show support (Palloff & Pratt, 2011, Chapter 7).
- #39 Present information, such as lectures or videos- LMS Conduct class discussions- LMS, CMS Conduct private discussions- LMS Receive assignments - LMS Provide assignment feedback and grades -LMS
- #40 Audio Podcasts allow listeners to listen to information or entertainment almost anywhere on demand. They offer short segments of learning usually in episodes. (Malamed, 2014). Students can access it anytime and podcasts can be played on a variety of devices. You can “share” the podcasts through social media so it encourages shared learning. Video YouTube is a widely recognized video-based social network with entertainment as well as educational content from legitimate companies. There are a large variety of topics that can be seen, and they can be watched as often as needed. Playlists can be built. Students can comment on the video and discuss the content, enhancing learning (DeCesare, 2012). Visuals and infographics Piktochart allows the student to create visually pleasing, easy graphic organizers and visuals in a digital format using templates ("Piktochart", 2014). This enables the student to create a study aid or presentation in an organized, easily read format.
- #41 The Module Two formal assessment will be posted in the Assignments section of the online classroom.
- #43 To keep students engaged, variety plays a part. These technology tools offer more interesting ways to create projects and activities, and they foster collaborative learning. 1. Glogster – This application lets you create a “poster project” online and several students can use the application at once. They can also add other facets such as video ("Glogster", 2014). . 2. VoiceThread displays a video presentation with audio, but also lets the viewers comment either with voice or messages. This allows collaboration anytime, anywhere, with anyone ("Voicethread", 2014).. 3. Audioboom – combines static graphics with sound, and allows the viewer to post comments in text. The comments section allows classmates to critique, encourage, or just comment.("Audioboom", n.d.).
- #44 Online learning reaches many people and it is suitable for many. However, there are some people who have different learning styles or needs that online learning is still struggling to deal with. Three types of distance learners are discussed here because they all have different needs when it comes to online learning. Cultural - gender, socio-economic status, character and genetic as well as national and cultural differences Experiential - learning through doing, through experiencing Non-traditional – over age 24, and or any of the following characteristics: lives off campus, has family or work responsibilities, enrolled in occupational programs, or are classified as non-traditional based on race or gender ("Nontraditional Undergraduates: Definitions And Data", n.d.).
- #45 In either asynchronous or synchronous facilitation, the instructor needs communication skills! In synchronous facilitation, an instructor can defuse an argument as it happens. In asynchronous facilitation, the instructor may not catch a potential conflict right away, and communication may get tense or ugly. Asynchronous – allows learners the same information without having to be in the classroom at the same time as the teacher or other students, can’t perceive visual or auditory cues of students, no travel costs, more flexible. Synchronous – learners and teachers must be present, immediate feedback, pace is set by slowest learner, travel is expensive, easier to collaborate (Slatinsky, 2013).
- #46 Three issues in technology management are discussed here. The Digital Divide – the lack of access to computers. This can mean that a person does not have equipment but it is available, does not have access to equipment or internet, can not use it due to a physical or mental disability, does not want to use it due to disinterest or fear, or is not aware of access that can be available Non-users – either do not have access or do not want to use computers Delayed use – (digital lag) people who are slow adopters or are continually behind the latest technology (Haythornthwaite, 2011, Chapter 10).
- #47 Students can use any of these channels to provide feedback.
- #48 Distance and anonymity can act as a shield for some aggressive online participants, leading to cyber bullying and inappropriate posts. A strategy to resolve this is to anticipate conflict, set expectations, and establish your presence. Help them think through the stressful moments, and be supportive yet assertive (Kelly, 2013). Lack of participation also calls for support. Send a private message or reach out via the telephone or Skype.
- #49 The Module Three formal assessment will be posted in the Assignments section of the online classroom. The summative assessment will be posted in the Assignments section of the online classroom. It is due within 60 days of the beginning of this course. Thank you for participating in the Facilitator Training Program!