Signature Assignment: Facilitator Training Program

1. Signature Assignment: Facilitator Training Program Sean Banks CUR/532 Melinda Medina

2. Vital Information in the Facilitator Training Part I

3. Training program audience

4. Identifying the Audience The audience are the Training Specialist at the Staff Training Academy for the Nebraska Department of Correctional Services. All participants are at least 21 years in age and current residence of Nebraska.

5. Current Skill Sets The Training Specialist at the Staff Training Academy for the Nebraska Department of Correctional Services all have one year of experience working in a correctional facility in order to be able to teach at the Staff Training Academy.

6. Current Experiences The Training Specialist at the Staff Training Academy for the Nebraska Department of Correctional Services must have a minimum of one-year teaching experience in a traditional face to face classrooms. No online experience for any of the Training Specialists.

7. Level of Current Knowledge The Training Specialist at the Staff Training Academy for the Nebraska Department of Correctional Services all have a bachelor's degree in Education or higher. This is a minimum requirement to work at the Staff Training Academy.

8. The Training Program Goals The training program goal is to understand the teaching process through the use of distance learning technology and to be able to successfully teach in a distance learning environment.  

9. The Measurable Objectives For the Training Program The measurable objectives for the training program objectives is a thirty-question written exam and practical demonstration test using the distance learning technology.

10. summative assessment for the trainees AND PROGRAM

11. Measurements For the Success of the Trainees The Training Specialists at the Staff Training Academy for the Nebraska Department of Correctional Services must earn a score of 80% or higher on the written exam for the training program audience. A simulated distance course covering in-service material to demonstrate mastery of distance learning technology will be conducted as well on a pass/fail bases.

12. Measurements For the Success of the Program  The program will be considered successful upon the completion of in-service training that takes place using distance learning classes where 80% of students complete the class with a PASS grade on a Pass/Fail scoring.

13. Facilitator Skills and Instructional Materials Part II

14. the skills needed for effective distance learning facilitators

15. What skills are needed to create effective distance learning? Visibility—An online facilitator needs to be present making regular posts in an online environment. Compassion—An online facilitator must express sincere concern and flexibility with their students. The students must feel that the focus is on them. Communication—An online facilitator has regular communication with their students. This includes instructions on how to use technology and substantive responses to questions/assignments. Commitment—An online facilitator must buy into the online education process. They must see their role as more than just an instructor but a motivator for students who are using the online process. Organization—An online facilitator must be able to manage their time and account for the needs of their students. (Paloff & Pratt, 2011)

16. What Strategies Might Be Used to Present These Skills to Facilitators? The Training Specialist at the Staff Training Academy for the Nebraska Department of Correctional Services can insure a strong visibility by having a minimum number of posts in the online classes. The Training Specialist can use their own personal experiences as examples when they address the students needs. This will show both their communication and commitment to the process because the Training Specialist are willing to open up and share with the class what they have gone through. The Training Specialist will be able to relate to any concerns students may have by drawing from these personal experiences from prison. This will show their compassion and understanding. The Training Specialists can use outlines and check points/progress for their online classes just like face to face classes. This will ensure they are well organized in both environments.

17. the phases of development for distance learning facilitators

18. The Phases of Development Learner: This is the information gathering stage, where instructors began to develop the skills needed in order to be and online instructor. In this stage it is best to learn from an instructor who is in the Leader phase. Adopter: This is the trail and error stage when instructors try to figure out the best methods to use in online instruction. A support system of peers and guidance from a Leader should be used. Co-Learner: This is the stage where the instructor begins to feel comfortable with the technology being used for the online classroom. The instructor can now began to take advanced courses to improve their technology knowledge. Reaffirmer: This is the stage where the instructor gains a greater awareness of learning outcomes is. They also now understand the many methods that can be used when working with students. Leader: This is the stage where the instructor is experienced and can expand their roles as an active teacher. The instructor can now be a mentor to those instructors in the Learner stage. (Paloff & Pratt, 2011)

19. Transition Between Stages Learner to Adopter: Once the Training Specialist learns their basic skills for online instruction, they can start to experiment with different types of teaching. Adopter to Co-Learner: The Training Specialist no longer has to the need to conduct trail and error instruction and begins to feel comfortable with the technology being used. Co-Learner to Reaffirmer: The Training Specialist starts to expand on their basic knowledge of online instruction. Reaffirmer to Leader: After gaining greater knowledge of online instruction, the Training Specialist will now master their skills they have learned.

20. the theories of distance learning

21. Descriptions of Theories of Distance Learning Transactional Distance-The theory of transactional distance “involves three variables that operate in relation to the degree of transactional distance between the teachers and learners: dialogue, program structure and learner autonomy” (Haythornthwaite & Andrews, 2011). Intrinsic Motivation-This theory states that the user must make an extra effort when contributing to an online community. It requires more motivation to be successful in an online environment. Social Informatics-Social informatics theory addresses the design and use of information technology, including those associated with social media. Digital Media Theory-This theory addresses the visual component of communication. (Haythornthwaite & Andrews, 2011)

22. Examples of How the Theories Apply to Different Scenarios Transactional Distance-The Training Specialists can form a community by interacting with staff at various prison facilities at the same time. Intrinsic Motivation-Since the Training Specialists are not at the same location as the online students, they must project both confidence and energy into their presentations and interactions to ensure the students stay engaged in the material. Social Informatics-The Training Specialists must be willing to use technology, including social media like Facebook as a way to interact with students and communicate the material. Digital Media Theory-The Training Specialists must ensure the layout of PowerPoint presentations as well as other learning material is aesthetically pleasing.

23. theories for engaging distance learners

24. Descriptions of Theories of Engagement Intellectual-a theory that suggest that student engagement will improve is the material being taught is at their appropriate level. Emotional-a theory that promotes a positive emotions setting that encourages students to learn in a safe space. Behavioral-a theory that suggests that the facilitator will be able to control behavioral issues by following a set retune with clear guidelines. Physical-a theory that suggests physical activities will stimulate an interest in learning from students that would otherwise be immobile in a class. Social-a theory that suggests social interactions with other students will stimulate the learning process. (Abbott, 2014)

25. Examples of the Application of Each Theory Intellectual-Training specialists will teach material that is relevant to the current level of experience of the correctional staff. Emotional-Training Specialists will ensure that all opinions of students are heard and prevent any negative comments in the classroom. Behavioral-Training Specialists will follow a set daily schedule as the Staff Training Academy that includes start and stop times for each subject and breaks. Physical-Training Specialists will ensure that hands on physical practice will occur when applicable to the material being taught. Social-Training Specialists will set up group projects that will be presented to the class that reflect the material being taught.

26. Technology Tools Part III

27. Learning platform LMS used by the distance learning faculty for facilitating their classes

28. What is LMS? LMS stands for Learning Management System. As learning is something that can occur anywhere, LMS is a platform for all types of eLearning. It is possible to organize and develop material faster with LMS than CMS. LMS encourages a more active involvement with the learning processes. This process is followed at the Staff Training Academy when the Training Specialists use a uniform creation process that is a blend of lecture and interactive events. (EASY LMS, 2018)

29. The Processes Facilitators Use • Present information, such as lectures or videos-All lectures at the Staff Training Academy will utilize the PowerPoint format to present lectures. Any video will be uploaded and streamed through YouTube. • Conduct class discussions- Class discussions will be lead by the Training Specialists and they will post any key points in the class discussion board. • Conduct private discussions- Utilizing the State email system, for the online classroom have all private messages setup to go to each students individual State email. • Receive assignments- Utilizing OCIO, which monitors all course completion for Nebraska state employees, have the assignments posted in the Employee Development Center site. • Provide assignment feedback and grades- All assignment feedback will continue to be conducted by the Training Specialists at the Staff Training Academy and promptly given after grading. Grades will be posted in the Employee Development Center for the students to see.

30. Different Technology/Media Tools That Engage and Enhance Student Learning • Video- YouTube allows students to watch videos posted by classmates as well as upload their own videos for review. • Visuals and infographics- Students can create infographic assignments for class by utilizing sites like Piktochart. • Games and simulations-Second Life is an example of Virtual Based learning. It is an online virtual world designed for real time content creation and can be worked on in online groups.

31. Different Technology Tools for Student Collaboration • Wikis- This is a website were students can collaboratively edit and update content about a specific topic. • Blogs- This is a website where a small group of students can create a written conversation in an informal setting. • Skype- This is an Internet site that allows for face to face conversations with people all over the world. This technology usually incorporates a webcam.

32. How Each Technology/Media Tool Will Engage Students and Enhance Their Learning • Wikis- The students at the Staff Training Academy will be able to create a database that describes their jobs and the responsibilities that they will have. • Blogs- The Staff Training Academy students will be able to break up into small groups based on their specific new job and discuss their experiences openly. • Skype-The employees at the 10 correctional facilities in Nebraska can utilize the online face to face element of Skype to cooperate with each other at the same time to complete required training for the Staff Training Academy.

33. Issues and Classroom Management Part IV

34. Different Types of Distance Learners • Cultural- ”Culture affects distance and online learning. Not only are distance and online learners apart in geography, time, and setting, they are also distributed by culture. E-Learning is a new culture of learning that requires cultural sensitivity” (Haythornthwaite & Andrews, 2011). • Experiential- “Many distance learners prefer experiential learning. Experiential learning allows a learner to experience or try a variety of methods to learn, specifically reflective learning” (Haythornthwaite & Andrews, 2011). • Nontraditional Learners- “Many distance learners are adults who may not have been able to attend college classes in their early twenties and who are now returning to the classroom” (Haythornthwaite & Andrews, 2011). A technology learning curve may occur with these older students as they adjust to an online environment. (Haythornthwaite & Andrews, 2011)

35. The Differences Between Synchronous and Asynchronous The difference between synchronous and asynchronous learning comes down to immediate feedback. Synchronous learning allows for immediate feedback from the teacher as well as other students. This is usually seen in Face to Face classrooms. Asynchronous learning is self-paced and involves assignments posted online. Students in an asynchronous class will usually have to wait up to twenty four hours to receive a response from their teacher. (EASY LMS, 2018)

36. Technology Management Issues and Resolutions Resolutions Watch tutorials on YouTube to improve skills Update security to latest versions of anti-virus Refresh links and have alternative versions of material available. Issues Difficulty with LMS Computer Viruses Broken Links

37. Incorporating classroom management issues and resolutions

38. Learner Feedback • Messages- A student that is new to online classes may feel overwhelmed and send messages to the Training Specialist as often as text messages. The solution is to take the time and write a supportive but detailed explanation of how messages are suppose to work. • Comments- In an online classroom there is the possibility of one student dominating the conversation with comments. These comments can also become abusive if left uncheck. The solution is that the Training Specialist explains to the student that everyone can see the comments and to allow other students to participate in the conversation. • Audio- The issue with text based communication is that inflection is not always shared in the words and things can be misinterpreted. The same thing can happen with audio files. Someone could think a comment was meant to be serious but their facial expressions show that it was supposed to be a joke. The solution is that if the Training Specialist is using audio files to also utilize sites like Skype so facial expressions can be understood within the context.

39. Challenging Behaviors • Cyber-bullying- This can occur for a variety of reasons, however in an education environment it should never be tolerated. In an online classroom it is very possible for someone to read something they don’t like and decide to harass the other student for their comments. The solution is to have the Training Specialist lay out clear guidelines of policy at the beginning of class when it comes to online behavior. • Inappropriate posts- Similar to cyber bulling, a students post may be viewed as inappropriate especially if the content is sexual, racist, or offensive in nature. The solution to this is that the Training Specialist explain what types of posts will be allowed and that if the posts get out of control the student will lose credit for their participation. • Lack of participation or engagement- Even when the Training Specialist starts a comment post, students still may not interact and participate. It is up to the Training Specialist to make sure to find out why the students aren’t participating. It could be something as simple as technical issues where the post is not seen or they cannot access the site. The Training Specialist should regularly check in with the students about any technical issues.

40. References Abbott, S. (2014, August 26). Hidden curriculum. Retrieved from http://edglossary.org/hidden-curriculum EASY LMS. (2018, Spring). LMS Knowledge Center. Retrieved from https://www.easy-lms.com/knowledge-center/lms-knowledge-center/cms-vs-lms/item10405 Haythornthwaite, C. & Andrews, R. (2011). E-learning Theory and Practice. Thousand Oaks, CA: Safe Publications. Paloff, R., & Pratt, K. (2011). The Excellent Online Instructor. San Francisco, CA: Jossey-Bass.