Part II: Facilitator Training Program

Mentoring Program

Rosa Romero

February 26, 2015

CUR/532

Todd Burke

Facilitator Skills and Instructional Materials

Part two of the Facilitator Training Manual describes the training materials needed to create an effective mentoring program for distance learning. It will identify the skills required for effective distance learning facilitators. The course will describe the phases of development for distance learning facilitators and the transition between stages. It will clearly explain the theories of distance learning and the theories used to engage distance learners.

Training Materials

During this course, facilitators conduct research and use technology in the creation of presentation slides, videos, tutorials, podcasts, live chat, social media, and wiki to engage in mentoring. The skills for effective novice facilitators:

Facilitator must be computer literate Possess the skills to keep up with the latest technology Two years of experience in teaching online

The strategies used during the course of the three-day training, expose facilitators:

Creating a presentation explaining mentoring concepts Creating a mentoring video Creating a mentoring tutorial Using a wiki to post about mentoring activities on a daily basis The course capstone is to create a website and upload

o Mentoring program presentationo Mentoring videoo Mentoring tutorialo Shared the website with various social media

Phases of Development for Distance Learning Facilitators

Faculty development happens at various stages. The development stages for faculty are a process that includes personal growth. Five development phases are vital to faculty,

Visitor Novice Apprentice Insider Master

Visitor phase; the faculty teach face-to-face and never taught online before. Faculty believe in the idea of using technology for assignments, email, and collaborative learning but never used it before.

Novice phase; the novice never taught an online course before but consistently uses technology for assignments, emailing the syllabus, and communicating with students.

Apprentice phase, the apprentice is new to teaching online courses and is in the process of enhancing skills and use of technology.

Insider phase, the insider, taught two semesters online and were familiar with the online environment. The inside is still improving skill levels and have designed a couple of courses.

Master phase, the master faculty, taught many online courses and were experts at incorporating technology into online courses. They can mentor novice faculty.For more information on Faculty Development, please login to:

https://www.smore.com/u6spj-job-corps-enrollment-process

Theories of Distance Learning

The theories of distant learning are critical in creating an effective mentoring program. The theories of distance learning support using technologies for learning and teaching include;

“Transactional Distance Multimodality Intrinsic Motivation Social Informatics

Digital Media Theory” (Haythornthwaite & Andrews, 2011, p. 45-48)

Transactional Distance is based on three variables, “Distance education is not just a matter of geographical separation, but is instead a pedagogical concept” (Haythornthwaite & Andrews, 2011, p. 49). An example of this theory is teleconferencing where learners are allowed to have a conversation simultaneously with the instructor. E-learning empowers collaborative class work between learners by using computers to access forums for communicating and collaborating.

Multimodality describes the many technologies used for learning such as computers, laptops, iPads, and smartphones. "Such a perspective is highly relevant because most e-learning communication is via computer interface. Computer interfaces are multimodal in nature". (Haythornthwaite & Andrews, 2011, p. 50). An example is the ability to use the computer to post assignments, collaborate on team assignments, send messages via email, access videos, and conduct research.

Intrinsic motivation, benefits e-learners in contributing to projects and in remaining engaged in distant learning. The theory addresses the level of self-motivation of learners and the drive to communicate, participate. An example is the motivation to attend class that comes from within the learner. “It is not clear why e-learning should require more motivation that other forms of learning in school-based, work-based, and voluntary-driven” (Haythornthwaite & Andrews, 2011, p. 53).

Social informatics includes a larger multi-media communication methods. In e-learning technology changes the ways of social interaction. Interacting via technology is affecting the social relationships and the communication. An example includes texting and communicating in chat forums.

Digital media theory, focuses on visual aid, materials, videos, and emerging technologies. This includes, "The variety of media that are available for learning, from hand-held devices to desktop computers and their screens, and from interactive television to portable radio and recording devices” (Haythornthwaite & Andrews, 2011, p. 55).

Theories for Engaging Distance Learners

AndragogyMalcolm Knowles first presented the concepts of Andragogy. Adult students learn differently than children. First they are self-directed learners and possess learning goals. They are oriented to learning what they need. Adult learners gain knowledge from life experiences and work-related training. Most are self-motivated that provides intrinsic value. “Developmental model for faculty development where technology is concerned,

Stage I: Teacher as a Learner: An example of faculty at visitor phase needs to develop skills to perform instructional tasks using technology. At this phase, the faculty has not taught an online course.

Stage II: Teacher as adopter:Faculty as a novice, experimenting with various forms of technology with emailing instructions and syllabus.

Stage III: Teacher as co-learner:The example of faculty as an apprentice, try out various forms of technology and share their experiences.

Stage IV: Teacher as reaffirmer or rejector: Inside PhaseFaculty has high awareness of learning outcomes. For example, faculty applies various technological approaches to student learning

Stage V: Teacher as Leader: Master PhaseExperienced instructors are encouraged to expand their roles. An example of faculty in the master phase are those who lead workshops and work as mentors" (Palloff, & Pratt, 2010, p. 49).

References

Palloff, R., & Pratt, K. (2010). Excellent Online Instructor: Strategies for Professional

Development. San Francisco, CA. Jossey-Bass

Haythornthwaite, C., & Andrews, R. (2011). E-learning Theory and Practice. Sage

Publications, Ltd.