Running head: THREE DAY TRAINING

Training Online
Cheryl Fox
CUR/532
November 2, 2015
Garth Beerman

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Part One
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
o
o
o

Identify your audience clearly.

What are the assumed current skill sets?
What are the assumed current experiences?
What is the assumed level of current knowledge?

The training course will be for provided for new hire workshop facilitators, and those who
have a need for further training and evaluation. Previous facilitator experience, degree in
social, human services, preferred, excellent written and oral communication skills. Ability to
control classroom. Previous classroom, workshop, or presentation facilitator experience.
Novice.

Training program goals

o
o

What are the key skills the facilitator or corporate trainer needs to be successful as a distance
facilitator?
What key training elements will you focus on for this training?
Facilitators need to possess basic computer/internet skills. Have the ability to work with diverse
groups, possess the ability to enhance assignments with extracurricular research. Key elements
of training will be delivery of core curriculum and assignments, Ability to demonstrate subject
knowledge, Ability to manage class time well.

Training program objectives

o
o
o

Clearly identify the objectives of the program.

Ensure that you have enough objectives to fill the three days of training.
Objectives must be measurable.
Goal: teach facilitator to use CMC system to communicate with students including web tools for
presentations. Facilitators will demonstrate ability to transform assignments to web tool.

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Goal: Teach facilitators core curriculum components and assignments. Facilitators will be able to
deliver curriculum modules and enhance assignments with extracurricular assignments and
research.
Goal: Create class schedule and manage time.
Facilitator will facilitate mock workshop to include main elements of training.

Summative assessment of trainee learning

o
o

How will you measure the success of the trainees?

How will you measure the success of your program?
Success of the trainees will be measured by an evaluation of the mock assignment and
facilitators will receive a number score, participants must score 75 percent or higher to pass the
training. Continuing evaluation of classes through a probation period. Success of the program
will be measured by facilitators needing less recurring training.

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.

Describe the phases of development for distance learning facilitators.

Clearly describe the phases of development.

Identify transition between stages, where appropriate.
Novice to Master.

Identify the theories of distance learning.

What skills are needed to create effective distance learning?

What strategies might you use to present these skills to facilitators?
Facilitators need to possess good communication skills, ability to communicate through
different forms of CMC. Ability to manage online classroom. Mentor program

Provide a clear description of theories of distance learning.

Provide examples of how the different theories apply to different scenarios.
Phased approach starts with teacher as a learner ends with teacher as a teacher. Long-term
from 1-3 years in length. Community approach allows students to have group support.
Individualized, allows student to work at own pace.

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.
Using a community based approach allows for facilitators to have support from each other
and develop a network moving forward.

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References
The Excellent Online Instructor. Strategies for Professional Development, Rena M. Palloff ,
Keith Pratt, Chapter 2: Copyright John Wiley & Sons Inc. (2011)

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goals is key.