Cider’s Educational Group Presents:
Ethics within a Distance Learning
Classroom Training
Welcome Trainees!
My name is Ashley Tillman, I will be your trainer throughout this Facilitation Training Program.
Today we will be discussing Ethics within a Distance Learning Classroom sponsored by Cider’s Educational Group.
Each Module will be 45 minutes to 1 hr. long per day (the training will be for 3 days). Please provide an email, we will send a scoring survey to
evaluate the training. Get comfortable and grab a few brain snacks to stay focused!
If have trouble assisting the training please contact me: Phone: (240) 204-3803
Email: [email protected]
Disclaimer: Cider’s Educational Group is not a real organization, it is made up for the purpose of the training. Thank you.
Table of Contents• 3 Module Model
• Module 1 1.1 Learning the Audience 1.2 Goals and Objectives 1.3 Create your own Checklist (Summative Assessment)
• Module 2• 2.1 Skills and
Strategies • 2.2 Are you a Visitor or
Master? (Phases of Development) • 2.3 Theories • 2.4 Mentoring
Facilitation Program
Table of Contents (con’t)• 3 Module Model
• Module 33.1 Management and Evaluation3.2 Our friend Blackboard (LMS)3.3 Technology Tools 3.4 Student Collaboration3.5 Student Conflict and Feedback 3.6 Resolving Issues
• Feedback and Additional Comments • Conclusion
Module 1:Day 1
• 1.1 Learning the Audience • 1.2 Goals and Objectives • 1.3 Checklist (Summative Assessment)
Module 1.1: The Audience
• Adult Distance Learning Facilitators• 3-4 years teaching lower level education• 1 or less year teaching in a online classroom• Traditional or Online classroom experience• Master’s Degree or Ph.D.
Module 1.2: Training Goals
• Goal 1 –Facilitators need the skill of focusing on student
individual needs in the classroom. • Goal 2 –
Facilitators will learn to develop ethical guidelines.• Goal 3 –
Facilitators will practice with technology tools.
Module 1.2 (con’t): Training Objectives
• Objective 1 –Facilitators will develop activities such as “Icebreakers” at the beginning of their courses to welcome students and establish a sense of community.
• Objective 2 –Facilitators will prepare a set of ethical guideline or standards at the beginning of
their courses in order to protect every student’s background.
• Objective 3 –Facilitators will be tasked to work daily with familiar and learn unfamiliar
tools throughout their courses to stay abreast with the latest technology and help students who may encounter issues with new technological tools.
Module 1.3: Checklist
Create a checklist that includes Ethical Practices to keep in mind in the classroom:
• Respect for all students and their ethical background • Avoid risk or harm (Royse, Thyer, & Padgett.. 2010 )
• Focus on good outcomes • Be open
• Provide fair justice• Well-considered procedures (Royse, Thyer, & Padgett.. 2010 )
Module 2: Day 2
• 2.1 Skills and Strategies • 2.2 Are you a Visitor or
Master? (Phases of Development) • 2.3 Theories • 2.4 Mentoring Facilitation
Program
Goal 1 Facilitators need the skill of
focusing on student individual needs in the classroom.
Objective 1 Facilitators will develop
activities such as “Icebreakers” at the beginning of their
courses to welcome students and establish a sense of
community.
Module 2.1: Facilitator Skills
• Skills –• Presence in the classroom • Flexibility (most students will
live and work in different time zone)
• Creativity• Approachability (if students have
questions, students need feel they can talk with you)
• Knowable of technological tools
Module 2.1 (con’t): Strategies
• Presenting Skills • Icebreakers • Cartoons (creativity) • Share contact information and “office hours”
(when you will be online) • Develop a method of communication (private
message or facilitator’s personal email) • Post messages about articles in the world of
technology, education, and helpful tips. (weekly)
Module 2.2: Are you a Visitor or Master?
Phases DescriptionVisitor Facilitator used ethical guidelines set by the state; has not created his or her own
for the classroom. Has little or no experience with technological tools.
Novice Facilitator has developed ethical guidelines and uses the state regulated guides. Has some experience with technological tools
Apprentice
Facilitator have set ethical guidelines and includes state as well. Has more experience with technological tools than Novice.
Insider Facilitator who has used ethical guidelines and state; very comfortable with the usage. Basic knowledge of technological tools.
Master Facilitator who has used ethical guidelines and state for years in courses. Set perfected skills and knowledge of technological tools. ()
(Palloff & Pratt, 2011)
Module 2.2 (con’t): Are you a Visitor or Master?
Phases TransitionVisitor Could easily have personal experience with technological tools yet not in a
classroom setting
Novice Similar to Visitor with more experience
Apprentice
Similar to Novice
Insider Similar to Apprentice
Master Similar to Insider with more experience.
Module 2.3:Theories
Cider’s Educational Group presents the following theories of learning:
Behavior – “We watch other people closely in the hope
that we can see what is regarded as
correct” (Javis, p.65). Peer to Peer
motivation and encouragement
Cognitive – “Influential learning” (Javis, p.71) Learning from one another in
the training. We come from a different
backgrounds and have different experiences.
Social – Learning from one’s
environment (cultural experiences). Sharing those experiences in
the training.
Module 2.4:Mentoring Program
• Goal 1 Build an effective peer to
peer program • Goal 2
Encourage relationship building among faculty
• Objective 1 Facilitators will learn to work
together by mixing and mingling with faculty that are new or tenure throughout the mentoring program
• Objective 2New or older Facilitators will
discuss ways to effective communicate with all faculty members outside the classroom for advice and support within their courses.
Module 2.4 (con’t)Mentoring Program
Experience Courses Success
Mentor has taught 5 – 10 years online. It an Insider or Master in profession.
Cider's Educational Group requires each Mentor to have experience mentoring 2 training program.
Mentor has taught 2 traditional courses and 3 online courses with little to no problems reported by students.
Mentor success is based on outcome of courses.
End of course survey
Training evaluation scoring survey
Mentor Performance Status
Module 3:Day 3
• 3.1 Management and Evaluation• 3.2 Our friend Blackboard (LMS)• 3.3 Technology Tools • 3.4 Resolving Issues
Goal 2 Facilitators will learn to develop ethical
guidelines.Goal 3
Facilitators will practice with technology tools.Objective 2 –
Facilitators will prepare a set of ethical guideline or standards at the beginning of their
courses in order to protect every student’s background. Objective 3 –
Facilitators will be tasked to work daily with familiar and learn unfamiliar tools throughout their
courses to stay abreast with the latest technology and help students who may encounter issues with new
technological tools.
Module 3.1: Management
• Cider's Educational Group belief and practice that management is knowledgeable of each facilitators needs:
Challenges• Scheduling conflicts • Disagreements with planning• Matching mentor with mentee
Strategies• Joint Planning (Sybille's and
courses) • Collaboration in assessments • Planning Meetings• Meet and Greet
Module 3.1 (con’t): Evaluation
Evaluation Strategies
Align with Management
Follow Trainee Handbook
CEG will create an trainee handbook for each facilitator to follow during training
Journals Facilitators will be given a free CEG journal to reflect, take notes during training, and provide feedback for training program
Module 3.2: Our Friend Blackboard
Cider's Educational Group will be using a LMS platform: Blackboard
• CEG can manage the training in real time.• Create discussions and chat.• CEG can select who can post on the discussion boards.• Mentors/Trainor can provide feedback either on a board post or
private message.• Facilitators can post assignment due dates and share grades with
each participant.
Module 3.3:Technological Tools
Cider’s Educational Group with include the following technological tools:
Video – YouTube: view different topics
regarding ethical guideline and how to use this properly in
the classroom
Visuals – Cartoons: politically correct images of what an
ethical and unethical situation looks like
Games – Crossword puzzles: definitions of ethical terms for
memorization.
Module 3.4:Student Collaboration
Cider’s Educational Group suggest the following for student collaboration:
Google Apps – Google Talk/Hangout:
students and facilitators can chat,
share video, and assignment on this
virtual interface
Go-to-Meeting: Similar to google
talk/hangout, allows students and
facilitator to chat and share video in a large
group setting or privately.
Twitter: An account can be created just for
the class and the facilitator can monitor and post tweets about assignments. A privacy blocker can be put in
place so only the students can view the page and added as a
follower.
Module 3.4 (con’t) Student Collaboration
Cultural Experiential Nontraditional• Respect Norms• Behaviors vary based
on background, gender, ethnicity
• Allow constructive feedback
• Be aware of language and tone in messages (online classroom)
• Adult learner • Has a family and full-
time job • Needs flexible hours to
complete school work
• Online classes only • Works has his or her
own pack• Needs less structural
environment
Types of Learners
Module 3.4 (con’t) Student Collaboration
Synchronous Asynchronous
In the synchronous environment, facilitators are able to typically see what a student is doing in his or her classroom. As well students interaction with other students.
In the asynchronous environment, facilitators will have to notice a pattern in a student’s discussion post, assignments, or group work.
Synchronous vs Asynchronous
Module 3.5:Student Conflict and Feedback
• Cider’s Educational Group recognizes that students many face conflict in the classroom. Here are a few ways to manage conflict:
Cyberbullying – “ask clarifying questions”
of parties responsible. (Johnson, 2011)
Encourage netiquette among students
(manners, message if you were speaking to
your boss).
Lack of engagement – private message the student and ask in the following manner. “Hi
Lisa, I noticed you haven’t posted lately. If you help with your
discussion please contact me as soon as you can. Thank you.”
Inappropriate post – provide feedback to
student. For example, I see your point,
others would value if you provide a better
explanation.
Module 3.6:Resolving Technology Issues
Training Technology Issues
Resolutions
• Training pauses without user pressing pause button
• Table will not load• CEG technological
support is not reachable
• Contact Trainor. Save work and close browser and reopen to pick where you let off
• Save place then refresh or contact Tech support
• Contact Trainor. Trainor will contact CEG management team.
Online Classroom Issues
Resolutions
• Messages • Comment• Audio
• Facilitator should response daily to feedback to any messages
• Constructive comments that are helpful and promote questions.
• Contact tech support and facilitator
Leaner Feedback
Training Feedback: Sample Scoring Survey
Questions Excellent Good Fair PoorHow well was this training constructed?
The training met all my expectations and more.
The training was constructed somewhat well, missed a few points
The training was barely constructed well
The training was not constructed well and I did not understand certain topics
How were the materials presented in the training?
The materials were understandable, retable, and exceeded my expectations
The materials were not up to par and confusing
How was trainer and mentor of the training program?
The trainer and mentor were somewhat lacking in skill sets,
The trainer and mentor were not available at there set “office hours”
Additional Comments
Conclusion
You have successfully completed the training!Please take time to reflect in journals on what you have
learned and share feedback and comments. Cider’s Educational Group would like to thank you for
participating in their Facilitation Training Program today. A survey and completion certificate will be emailed to you.
We hope to see you in the future!
References• Jarvis, P. (2010). Adult Education and Lifelong Learning: Theory and
Practice (4th ed.). New York, NY: Routledge: Taylor & Francis Group.• Johnson, B. (2011, November). How to Address Conflict in the Online
Classroom. Online College Courses, n.d(n.d), 1. Retrieved from http://www.onlinecollegecourses.com/2011/11/11/how-to-address-conflict-in-the-online-classroom/
• Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.
• Royse, D., Thyer, B., & Padgett, D. (2010). Program evaluation: An introduction (5th ed.). Belmont, CA: Cengage Learning.