CUR/532 Signature Assignment

1. Adult Education
Online Facilitator
Training
Andrea Kuzniar
CUR/532
Oct 30, 2017
Garth Beerman

2. Training Program Audience
 This training program is designed for Adult Education GED Adjunct
Instructors who are interested in facilitating a online e-learning course
through our new online e-learning platform D2L.
 Instructors who are interested in this course should have:
 3 years of face to face teaching experience
 Be comfortable using technology in a classroom setting
 Have excellent communication skills
 And a commitment to learning.

3. Program Goals
Online instruction requires different methods of teaching to help students
learn. This course is designed to help Adult Education GED Instructors update
their skill sets so that they can teach successfully online.
In this course participants will learn how to effectively engage students, be
able to provide efficient and effective feedback, know how to use technology
tools that will enhance their course, and be able to successfully facilitate their
course online.

4. Objectives
 At the end of this course participants should be able to:
 Create a culture of learning and collaboration in an e-learning
environment.
 Maintain an online presence and communicate with students.
 Know the phases of development for effective distance learning
 Know the theories of distance learning
 Be knowledgeable of technology and media tools to improve
student learning.
 Establish rapport with your students.
 Foster student to instructor communication.
 Provide effective and constructive feedback to students.

5. Summative Assessment
To show success in the course participants will have
the following assessments:
End of course quiz
Simulations to see how the teacher will
respond in different situations.
End of course evaluation

6. Skills Needed for Effective Distance Learning
 Be comfortable with technology.
 Organizational Skills
 Time Management
 Online communication skills- good writing skills
 Ability to motivate and engage students

7. Technology
 As an online facilitator you will be uploading documents
and files to an online platform. It is important to be
comfortable with the online platform you will be using.
 Using different internet sites to enhance your online
course.
 Communicating online to run your classroom.
 You will be the go to person when students may have
issues with their own technology to access the course.

8. Organizational Skills
You want to make your course as organized and
user friendly as possible.
Having your online classroom well organized
makes for easy navigation for your students.

9. Time Management
 Be available to your students at different times
throughout the day.
 Let your students know when you will be available for
them.
 Perform feedback regularly and participate in class
discussions to keep the class motivated and engaged.

10. Communication Skills
Picture from: ("Use Of Synchronous
Communication In Online Learning ", 2014).

11. Communication Skills Cont…
 When communicating with your students in an online learning
environment be sure to set clear expectations for all
communication.
 Communicate with your students often and establish a presence at
the start of your course.
 Offer students multiple ways to communicate with you
Phone
Email
Virtual office hours

12. Communication Skills Cont…
 Communicate with your students by posting reminders about
upcoming assignments and due dates.
 Provide constructive feedback to your students often so they know
how they are doing in class.
 Grade papers and assignments in a timely manner so students are
not waiting to see how they did on an assignment.

13. Motivate & Engage Students
(photo from Florent, 2016)

14. Phases of Development for Distance
Learning
There are 5 Phases of Development that online instructors typically go through when learning how to facilitate
an online course.
 Visitor— Faculty who have tried to integrate technology in their face-to-face classrooms and who may
have posted a syllabus or assignments online or used e-mail for assignment completion.
 Novice— Faculty who have never taught online and may or may not have taken an online course as a
student, but have experience in posting a syllabus online and have used communication technology to
supplement their face-to-face classes.
 Apprentice— Faculty who have taught online for one or two terms. They are developing an
understanding of the online environment and the skills required to teach online.
 Insider— Faculty who have taught more than two semesters online and have taught more than one
course per term. They are comfortable in the online learning environment, proficient with course
management technology, and have basic understanding of the skills needed for online teaching. They may
have also designed one or more online courses.
 Master—Faculty who have taught online for multiple terms and have designed several online courses.
They have mastered the technology required to teach online and are likely to have incorporated
technology beyond the course management system. They feel very comfortable with the skills required to
teach online and can be called upon for peer support or mentorship for new online faculty.
(Palloff & Pratt, 2011)

15. Phases of Development for Distance
Learning Cont…
Four categories that are present in each phase and go beyond the focus on
time management and the use of technology. They are:
Personal—focusing on the instructor as a person and including
establishing presence and developing confidence in teaching in an online
environment.
Pedagogy—focusing on the skills and techniques involved with teaching
online and the ability to develop an online learning community.
Content—focusing on the information the faculty member needs to present
and how that content is best dispersed online.
Technology—focusing on the development of skill with the course
management system, being able to choose technology systems that meet
learning objectives, as well as technologies that might be included into the
development of an online course.
(Palloff & Pratt, 2011)

16. Theories of Distance Learning
 Transformation- When a change in understanding occurs causing a shift in cognitive behavior. This
learning can occur in personal, social and political learning.
 Framing-Is the rules and experiences we use in learning and what the learner brings into the learning
experience.
 Emergence- Is expansive learning that leads to new understanding through a learning community
process,
All three of these theories help to support the process of learning in an online learning environment.
In an adult learning program adults rely heavily on past learning experiences as well as learning for the
benefit of themselves, this is part of the transformation. In the online learning environment a frame is
built through the use of technology providing an online platform. Rules and guidelines are set by the
instructor and embraced by the learning community. The learning community then emerges themselves
into the online learning environment, understanding and become accustomed to the new rules and
guidelines and they begin to go along with the new learning experience and environment.
(Haythornthwalte & Andrews, 2011).

17. Theories for Engaging Distance Learners
 Online learning often requires more motivation than other learning environments. A lot
of times the student will need to learn how to self motivate themselves to get through an
online class. Unlike a face to face classroom the student has to take the initiative to log
into the learning platform and participate in class discussions and complete their
assignments.
 The Engaged Learning Theory was developed by Greg Kearsley & Ben Shneiderman
 The theory states that engaged learning occurs when active cognitive processes, such as
problem-solving, decision-making and evaluating, are involved. It is a model for learning in e-
learning environments
 Students must be actively engaged in learning activities through worthwhile
interactions with others. Some components of Engagement Theory are based upon
creating collaborative teams, solving real-world problems, which builds up to an overall
project the group is working on (Isaacson, 2009).

18. Three components of Engaged Learning
Theory
 Collaboration- Prepares students for the workplace because it forces them to explain and
express their problems and figure out solutions, which increases their motivation to learn.
 Project Orientation- A dynamic approach to teaching that lets students explore realistic
problems. Students have feel a sense of control over their learning because they get to create
their own project giving them the opportunity to be creative, use there own time management,
apply key concepts to show what they have learned, and be able to incorporate learning into
something they can relate to.
 Authentic Focus-Stresses how important it is that students feel like they are making a
valuable contribution while at the same time learning. Students make connections to what
they are learning which increases intrinsic and extrinsic motivation.
(Isaacson, 2009).

19. The Learning Platform
 For this course we will be using the Learning Management System
(LMS).
 LMS is a software application for the administration, documentation,
tracking, reporting and delivery of online educational courses or
training programs. This learning platform helps the instructor
deliver material to the students, administer tests and other
assignments, track student progress, and keep track of student
records.
 LMS is focused on online learning delivery but also supports a range
of other uses such as acting as a platform for fully online courses,
hybrid classes and can be complemented by other learning
technologies such as a training management systems to manage
instructor-led training.
("Wikipedia", 2017).

20. The Learning Platform
 With our Learning Management System D2L you will be able to:
 Present information to your students through online presentations.
 Incorporating and upload videos pertaining to your subject matter.
 Conduct active class discussions with your online students.
 Conduct private discussions.
 Receive assignments from students
 Provide assignment feedback and grades.
("D2l", 2017)

21. Tools to Engage and Enhance Student
Learning
Audio Tools to Engage and Enhance Student Learning
 Podcast can be utilized to liven up instruction and so your students can actually “hear”
from you!
 Incorporate audio books into your curriculum.
These types of tools will help enhance your students listening skills.

22. Tools to Engage and Enhance Student
Learning Cont…
Video Tools to Engage and Enhance Student Learning
 TED Talks are great videos that can help engage and enhance student learning. TED
Talks are always so interesting and allow for great classroom discussion.
 YouTube can be used to search virtually any topic. You just have to make sure that the
information you are getting is accurate and from a reliable source.

23. Tools to Engage and Enhance Student
Learning Cont…
Visuals and infographics to Engage and Enhance Student Learning
 Creatly (www.creatly.com) is a great online tool for creating info graphs, diagrams,
flowcharts etc. You can create and download your chart into a jpg or pdf file.
 Piktochart (https://piktochart.com/) is another great online tool for creating info
graphs that you can share online and download.

24. Tools to Engage and Enhance Student
Learning Cont…
Games and Simulations to Engage and Enhance Student Learning
 Quizlet Live is a collaborative classroom game that helps quiz students on key terms.
Your students can also use Quizlet to create flashcards online and play different learning
games. (https://quizlet.com/)
 www.GED.com has GED practice test so that students can practice and review their
skills before the big test.

25. Technology Tools for Student
Collaboration
 Google Docs is a great online tool that helps student to collaborate on team assignments.
Students can share information virtually with other teammates, interact with each other
through an online messaging system and allow others to edit documents at the same
time.
 Google Docs works great for team projects as students who may live throughout the country
can work on a single document from virtually anywhere, which allows for better
communication with online learning teams as they can collaborate and accomplish
assignments together.
 Skype is another great online tool where students can actually see each other in real
time and discuss class questions, plan projects, and hold virtual meetings with an entire
group or team.
 Students can also utilize D2L to collaborate with their classmates. They can interact
through class discussion, and separate team pages where they can post questions that
only their team can see.

26. Technology Tools for Student
Collaboration
 Using technology and media tools will help engage your students in your e-learning
classroom.
 With all of the web tools available, students will feel less frustrated as they are able to
easily collaborate with their classmates in a virtual environment.
 They also have web tools at their fingertips helping them to turn in assignments that are
creative, and professional looking, which will help them in their future careers.

27. Classroom Management
Cultural Learners
 Culture affects online learning in many ways. Students who are taking online courses
from other countries are separated in geography, time zones, and setting, they are also
separated by their culture and their learning styles may vary.
 Students who come from diverse cultures learn in different ways. Instructors need to be
sensitive and understand cultural differences that may come into their online classroom.
(Haythornthwaite & Andrews, 2011)

28. Experiential Learning
According to "Experiential Learning - Northern Illinois
University" (n.d.), Experiential learning is learning through
action, learning by doing, learning through experience, and
learning through discovery and exploration.
 In experiential learning, the instructor guides rather than
directs the learning process. The instructor assumes the role
of facilitator.
 Experiential learning experiences help prepare students for
their chosen careers which supports the course content and
theories they are learning.
 Through these experiences students develop communication
skills and self-confidence and gain and strengthen their
decision making skills by responding to and solving real
world problems and processes (Experiential Learning ).

29. Non-Traditional Distance Learners
 The National Center for Education Statistics defines nontraditional students as meeting one
of seven characteristics:
 Delayed enrollment into postsecondary education
 Attends college part-time
 Works full time
 Financially independent for financial aid purposes
 Has dependents other than a spouse
 Is a single parent
 Does not have a high school diploma
(Pelletier, 2010).
Online facilitators need to take into consideration that some non-traditional students may not have
grown up with immediate access to the Internet and may not fully understand how to use online
platforms or programs as quickly as younger students. Instructors need to keep in mind when teaching
and facilitating online classes is that non-traditional students may need extra assistance in
understanding and using the technology when taking online classes (Curran, 2014).

30. Synchronous vs. Asynchronous
 Synchronous learning is when classes occur at the same time. Students and instructors
are online at the same time as lectures, discussions, and presentations take place
at during specific times. All students must be online at that exact time in order to
participate in the class and get credit.
 In Asynchronous classes students can complete their work on their own time. Students
are given a timeframe to get assignment’s completed, usually a one-week window in
which they need to connect and participate in their class. In asynchronous courses, you
can participate at any time of day and fit it in your own schedule.
("E-Learners", 1999-2017).

31. Synchronous Facilitating
If you are facilitating a synchronous learning environment you may utilize the following web
tools in your online classroom:
 Online Chat: Chat rooms allow multiple users to log in and interact. This allows students to
ask questions, share resources and insights. Many online learning platforms have chat
interfaces built in, so you could interact with your students right from your browser.
 Voice (telephone or voice-over IP): Some courses might give you the ability to conference
call with your students using your computer or phone.
 Video or web conferencing: This type of feature can be a great option, especially if you want
to mirror a face to face classroom environment. Using a webcam, you could talk to your
students face to face, share media like documents, presentations, and poll questions. Your
students may also be able to save the video or web conference to review again later for
studying.
 Live Streaming: Go live to your students teaching the content as if you were teaching in a
face to face classroom setting.
("E-Learners", 1999-2017).

32. Asynchronous Facilitating
If you are facilitating a synchronous learning environment you may utilize the following web tools in
your online classroom:
 Digital Curriculum Materials: Digital materials supplement the curriculum. This could be
uploaded PowerPoint presentations, document sharing, podcasts and video streaming. These
types of materials could be distributed through the online course module, helping your students
stay organized by keeping everything in one place.
 Discussion Boards: Discussion boards are normally built into an online learning platform. They
can be used to facilitate class discussion, have your students collaborate on topics and discuss
course content.
 Social Networking: Many online courses now include social networking to enhance teamwork
and student interaction. Learning management systems might even include social networking
platforms into the course module, making it easier for students to connect with their classmates
and the instructor.
 Wikis and Collaborative Documents: Wikis can be a great way for online courses to build and
maintain class notes and references. Wikis and other collaborative documents also facilitate
group work, creating a central hub for you and your classmates to work together on a shared
project.
("E-Learners", 1999-2017).

33. Technology Management
Issues/Resolutions
Technology Issues Solutions
• D2L System goes down. • Contact school website or IT manager. Let
students know of the issue through email
and allow them extra time if need be to
complete assignments.
• Computer Virus • Anti-virus management system. Contact
IT. Change passwords frequently.
• Difficulty learning D2L Learning Platform • Online tutorials. Review of the online
platform prior to class or the first day of
class.

34. How to Provide Learner Feedback
Messages
• D2L provides ways to
private message your
students and provide
feedback in a more
private manner.
• You can also send out a
class message that will
be seen on the learning
platform for all students
to see.
Comments
• Comments can be
inserted in Microsoft
Word documents.
Instructors can use this
tool to suggest
corrections and leave
comments on the
students graded paper.
• Comments can also be
provided on D2L in the
comment section after
you provide the student
grade.
Audio
• Instructors can utilize
podcast, or record a
video to provide
feedback to their class
as a whole. Audio
feedback can be
uploaded to the
learning platform for all
students to see.
Always be consistent and provide feedback to your students in a timely manner that shows that
you are professional and care about the success of your students.

35. Challenging Behaviors
Cyber-bullying
 Cyber bullying happens when electronic communications such as text messages, emails,
instant messages, and social media updates are used to intimidate or degrade someone. Its
consequences can be just as severe as the effects of bullying that takes place in person
("Learners Edge", 2016).
Kelly (2013), “Controversy is inevitable and sometimes productive. The key is to know how to
manage it effectively” (Managing Controversy in the Online Classroom).
 Anticipate controversy in your classroom and set expectations:
 If you will be discussing topics or issues that may become controversial let your
students know ahead of time. Tell your students not to bring in stereotypes and be
mindful and respectful to others at all times.
 Incorporate icebreakers so that your students can get to know each other and the
learning environment becomes a more comfortable place.
(Kelly, 2013)

36. Challenging Behaviors
 Be aware of signs of conflict or unease in your students:
 Signs can be changes in the quality or quantity of post from a student.
 Students may come to you for advice or assistance.
 Always be supportive and be available to your students:
 Be available to a student who may need to talk in a more personal level i.e.: Skype, a
phone call, Face Time.
 Directly address interpersonal conflict:
 Acknowledge conflict as soon as possible.
 Ask students to take a break from the discussion before conflict escalates.
 Take the initiative to turn the discussion around to something positive or into a learning
experience.
(Kelly, 2013)

37. Challenging Behaviors Cont…
Lack of Participation or Engagement in the Online Classroom Environment
 Provide practice post or a get to know you post in the beginning of the course so that
students become familiar with the online learning platform.
 Associate a grade with discussion question contributions so that it is a class
requirement.
 Provide a course rubric with set class expectations.
 Develop open-ended questions that stimulate on going questions and thought.
 Become involved in the class discussions, encouraging input and asking follow up
questions.
(Morrison, 2012).

38. Thank You For Your Participation!
It is my hope that this course has provided you with the tools and confidence you
will need to be a excellent online facilitator.
Remember the more online courses you teach the more comfortable
you will become.
Utilize online resources and get hooked up with a mentor who can share best
practices with you and who you feel comfortable asking questions with.
Andrea Kuzniar
CUR/532

39. References
Curran, S. (2014, February). Traditional and Non-Traditional Learners in Online Education. The
Evolution a Destiny Solutions Illumination, Retrieved from https://evolllution.com/revenue-
streams/distance_online_learning/traditional-non-traditional-learners-online-education/
D2L. (2017). Retrieved from https://www.d2l.com/products/learning-environment/features/
E-learners. (1999-2017). Retrieved from
https://www.elearners.com/education-resources/degrees-and-programs/synchronous-vs- asynchronous-
classes/
Experiential Learning - Northern Illinois University. (n.d.). Retrieved from
https://www.niu.edu/facdev/_pdf/guide/strategies/experiential_learning.pdf

40. References Cont…
Florent, J. (2016). Engaging Students in eLearning. Retrieved from
https://cat.xula.edu/food/engaging-students-in elearning/
Haythornthwaite, C., & Andrews, R. (2011). E-Learning Theory & Practice. Thousand Oaks, CA: SAGE
Publications Inc.
Isaacson, C. (2009). Theoretical Foundations of Educational Technology (FALL 2009). Retrieved from
https://sites.google.com/a/u.boisestate.edu/theory_fall2009/final-synthesis-papers/engagement-theory-
laying-the-foundation-for-technology-based-learning-environments
Kelly, R. (2013). Faculty Focus. Retrieved from
https://www.facultyfocus.com/articles/online-education/managing-controversy-in-the-online-classroom/
Learners Edge. (2016). Retrieved from
http://www.learnersedgeinc.com/blog/how-to-prevent-cyberbullying

41. References Cont…
Morrison, D. (2012). Online Learning Insights A place for learning about online education.
Retrieved from: https://onlinelearninginsights.wordpress.com/2012/09/03/3-reasons-why-students-
dont-participate-in-online-discussions/
Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor STRATEGIES FOR PROFESSIONAL
DEVELOPMENT. San Francisco John Wiley & Sons.
Pelletier, S. G. (2010, Fall). Success for Adult Students. Public Purpose, (10), 1.
Retrieved from http://www.aascu.org/uploadedFiles/AASCU/Content/Root/MediaAndPublicati
ons/PublicPurposeMagazines/Issue/10fall_adultstudents.pdf
Quizlet. (2017). Retrieved from https://quizlet.com
Use of Synchronous Communication in Online Learning. (2014). Retrieved from
https://www.slideshare.net/trupts123/use-of-synchronous-communication-in-online-learning-
trupti-gawde-43013368
Wikipedia. (2017). Retrieved from https://en.wikipedia.org/wiki/Learning_management_system