DISTANCE LEARNING TRAINING PROGRAM3 DAYS
• OASIS HAS BEEN AN INDUSTRY LEADER IN THE CONSULTATION OF ELECTRONIC
HEALTH RECORD SOFTWARE
• TODAY BEGINS THE NEXT PHASE……..THE INTRODUCTION OF DISTANCE
LEARNING
• PHYSICAL BARRIERS, TRAVEL, AND DELAYS WILL NO LONGER STOP OUR CAUSE
• WEBEX WILL PROVIDE A NEW PLATFORM FOR OASIS TO GROW
DISTANCE LEARNING TRAINING PLATFORM
• OASIS WILL UTILIZE WEBEX TO RECORD DEMONSTRATIONS OF LEARNING MODULES
• MODULES WILL BE CREATED AND EDITED BY SME’S
• A CONTENT MANAGEMENT SYSTEM WILL BE USED TO ARRANGE THE MODULES INTO CURRICULUM
• THE CMS SYSTEM WILL CREATE A CENTRALIZED LEARNING PORTAL THAT SUPPORTS:
Modules
Discussion
Boards
Surveys
Training
Materials
Assessments
AGENDA
• PART 1- VITAL INFORMATION
• PART 2- FACILITATOR SKILLS
• PART 3- MANAGEMENT AND TECHNOLOGY TOOLS
• PART 4- ISSUES AND CLASSROOM MANAGEMENT
1.1 AUDIENCE
AUDIENCE
ASSUMMED SKILL SET
ASSUMMED CURRENT EXPERIENCES
ASSUMMED CURRENT KNOWLEDGE
1.1 AUDIENCE
Attendee
Age
Donna
42
Michael
38
Mary
36
•
THIS TRAINING PROGRAM IS FOR SUBJECT MATTER
EXPERTS (SME’S) AT OASIS
•
SME’S PROVIDE TRAINING VIA A TRADITIONAL TRAINING
PLATFORM
Chris
41
Michelle
26
DELIVERING TRAINING REQUIRES OVERNIGHT TRAVEL
THAT IS COSTLY IN $$$ AND PRODUCTIVITY
Mitch
31
Jamie
29
Jeff
32
Laura
36
Sheila
39
•
• OASIS IS ADOPTING A REMOTE TRAINING
PLATFORM TO DELIVER DISTANCE LEARNING!
1.1 ASSUMED SKILL SET
Accountable
Communicate
technical
concepts
Excellent
written, verbal,
listening skills
Positive
attitude,
engaging
Ability to lead
Exceptional
customer
service
Multitasking
Comfortable
using
Microsoft
tools
Communicate
non-technical
concepts
Active
listening
Troubleshooting
Critical
Thinking
“Experience is not a skill, it’s
an attitude”
-Ralph Marston
1.1 ASSUMED
CURRENT
EXPERIENCES
OASIS’S CLIENT
LOCATIONS
• OASIS PROVIDES UNMATCHED EXPERTISE IN ELECTRONIC
HEALTH RECORDS
• SERVICES PROVIDED
•
•
•
•
•
•
ONSITE CONSULTING
REGULATION ATTESTATION
UPGRADES
BEST PRACTICE ADVICE
DOCUMENT BUILDING
ONSITE END USER TRAINING
• GOVERNMENT REGULATIONS ARE CONSTANTLY CHANGING,
THIS REQUIRES ONGOING AND CONTINUOUS TRAINING
• OASIS SME’S HELP CLIENTS UNDERSTAND AND IMPLEMENT
THESE CHANGES……..THE PROBLEM IS DISTANCE!!!!
1.1 ASSUMED LEVEL OF CURRENT
KNOWLEDGE
•
•
OASIS SME’S ARE ALL REQUIRED TO HAVE A HIGH LEVEL OF COMPUTER LITERACY
TOOLS REQUIRED TO UNDERSTAND:
•
•
MICROSOFT TOOLS INCLUDING-
•
•
•
•
•
WORD
ACCESS
POWERPOINT
EXCEL
ONENOTE
ADDITIONAL:
•
•
•
SHAREPOINT
NEXTGEN WEBSITE
WEBEX- ATTENDEE
1.2 TRAINING PROGRAM GOALS
1.
MASTER THE TOOLS OF WEBEX, FOCUSING ON
THE ABILITY TO DEVELOP LEARNING MODULES
2. UNDERSTAND THE ROLE OF THE FACILITATOR
3. AUDIENCE ENGAGEMENT TECHNIQUES
4. ESTABLISHING PRESENCE
5. DISASTER RECOVERY SKILLS
1.2 KEY SKILLS OF THE FACILITATOR IN
DISTANCE LEARNING
Motivation
Engagement
(Study.com, 2015)
Coaching
Access Prior
Knowledge
Plan
Listen
Patience
1.2 KEY TRAINING ELEMENTS
• TECHNICAL- LEARNING THE SKILLS OF WEBEX
TECHNOLOGY
• BECOMING A FACILITATOR
Instructor Vs. Facilitator Video Hyperlink
• LEARNING HOW TO INCORPORATE LEARNERS
INTO THE TRAINING
• ESTABLISH PRESENCE
• ENGAGING LEARNERS
• PLANNING
• PLAN FOR TECHNICAL ISSUES
• BE FLEXIBLE
• CREATE A DISASTER PLAN
(Wilder, 2009)
URL:
https://www.youtube.com/watch?v=J3IUyZiXAQo&list=PLHV
D__F6HUFo2noRsKhQW4pnMASFIU0-z&index=1
1.3 TRAINING PROGRAM OBJECTIVES
Webex
•
•
•
•
•
•
•
Learn WebEx technology
Application login
Preferences
Audio setup
Host privileges
Practice hosting
Pair with a WebEx expert
(Harris, 2013)
Role of the Facilitator
•
•
•
•
•
Group discussion
Personal experience
Audience participation
Scenario-based learning
Develop tactile, visual, and
audio content
Audience Engagement
• Energize the learners
• Retain focus and keep the
class on track
• Craft questions that draw
responses
• Learn how to determine
audience clues without a
visual reference
1.3 TRAINING PROGRAM OBJECTIVES
Presence
• Establish presence
• Provider personal and
professional background
information
• Be a source of motivation
• Responsiveness and
timeliness
(Harris, 2013)
Disaster Recovery
• Plan for technical
difficulties
• Require clients to beta test
meeting access
• Provide a frequently asked
questions technical guide
for the WebEx software
• Manage disruptive
attendees
1.4 SUMMATIVE ASSESSMENT OF TRAINEE
LEARNER
Survey
Completed
• A SURVEY OF THE PROGRAM WILL BE COMPLETED
BY ATTENDEES UPON FINISHING 3 DAY COURSE
• TRAINEES WILL COMPLETE A LEARNING
ASSESSMENT OF EACH PORTION OF THE COURSE
Final Training
Demonstration
Assessment
Passed
• ATTENDEES WILL WORK WITH MENTOR TO
PRACTICE WEBEX HOSTING
• LEARNERS WILL CREATE A TRAINING SESSION AND
DEMONSTRATE THEIR LEARNINGS TO THEIR
MANAGER
(Coffey, 2009)
Benchmark
Mentoring
2.1 TRAINING MATERIALS
• ATTENDEES WILL RECEIVE THE FOLLOWING
WebEx Video Hyperlink
MATERIAL:
• WEBEX TRAINING VIDEOS
• OASIS FOCUSED TRAINING DOCUMENTATION
•
POLICIES AND PROCEDURES
• SCENARIO ROLE PLANNING EXERCISES
URL: https://www.youtube.com/watch?v=CGR4SbMpFGM
(Cisco, 2015)
2.1 SKILLS NEEDED FOR EFFECTIVE
DISTANCE LEARNING
• AUDIO
• ENSURE THAT THE SME’S HAVE AN ADEQUATE
MICROPHONE FOR SPEAKING
• MINIMIZE BACKGROUND NOISE SUCH AS FANS,
ANIMALS, AND PEOPLE
• VISUAL
• MAXIMIZE THE VISUAL ABILITIES OF WEBEX
INCLUDING SCREEN SHARING, VIDEOS, AND
WHITEBOARDS
(Technology Inc., 2015)
• TACTILE
• PREPARE TRAINING GUIDES FOR TACTILE
LEARNERS
• INCLUDE THE ABILITY TO TAKE NOTES OF SLIDES
IF USING POWERPOINT
• ORGANIZE CONTENT VIA AN AGENDA AND FOLLOW
CLOSELY BUT BE FLEXIBLE
2.1 STRATEGIES USED TO PRESENT SKILLS
• STUDENTS LEARN IN DIFFERENT WAYS, SOME BY
1.
TASK ORIENTED
• DEVELOPMENT SCENARIOS WILL BE USED TO
2.
SOCIAL
SEEING, SOME BY DOING, SOME BY HEARING.
EDUCATE FACILITATORS ON LEARNING STYLES
BE LOGICAL AND ORGANIZED, HAVE A PLAN
ENGAGE IN COMMUNICATION WITH CLASS, SHARE
EXPERIENCES
• PREPARE ALTERNATIVE DEMONSTRATION
3.
MANAGERIAL
• ENSURE THAT EVERYONE CAN GAIN SOMETHING
4.
TECHNICAL
METHODS TO APPEAL TO ALL LEARNERS
FROM ATTENDING THE COURSE
(Technology Inc., 2015)
SET POLICIES CLEARLY, RESPOND QUICKLY AND BE FAIR
UNDERSTAND THE TECHNOLOGY USED, BE READY TO
ASSIST AND TROUBLESHOOT
(Sales, 2015)
2.2 PHASES OF DEVELOPMENT FOR
DISTANCE LEARNING FACILITATORS
1. Visitor
2. Beginner
•Introduction to the course management system
•Best practices in online teaching
•Use of online discussions
•Making the transition to online teaching
•Reduce fear and resistance and introduce online learning
concepts
•Transition: Visitor begins to experiment with distance learning
training
•Effective online course design
•Building online learning communities Assessment Academic
integrity online
•Best practices in online teaching
•Focus on pedagogy and reinforce best practices
•Transition: Beginner begins to develop relationships with peers
and expand learning through group effort. An understanding of
curriculum
(Palloff & Pratt, 2011)
3. Insider/
Apprentice
4. Master
•Authentic assessment
•Promoting reflection
•Virtual teaching using social networking technologies
•Advance pedagogical skill
•Transition: Insider shares lessons learned with peers, work has
been developed independently, and material has impacted the
organization
•Planning effective distance learning programs
•Faculty leadership
•Mentoring for online teaching
•Getting published
•Master is assigned a mentee and begins the mentoring program
•Master submits recommendations for change and process
suggestions
2.3 THEORIES OF DISTANCE LEARNING
Behaviorist
Humanist
Cognitivist
• Classical conditioning
• Social learning theory
• Emotional intelligence
• Experiential learning
• Cognitive load theory
• Stage theory of
cognitive development
Social-Cognitivist
Constructivist
• Stage theory of
cognitive development
• Situated cognition
• Anchored instruction
• Cognitive
apprenticeship
2.4 THEORIES OF ENGAGING DISTANCE
LEARNERS
THEORIES
DEFINITION
Examples
 Self Concept
Principles
 Self-directing character of the adult learner
rather than dependent nature of the child
 Asynchronous training environment
 Ideal for students who are independently
driven and self motivated
 The Experience
Principle
 Adults drawn on experience whereas children are
deemed as not having sufficient experience
 Ideal for synchronous learning
 Pull examples from learners experiences
 Readiness to
Learn
 Adult learning needs to tend to focus more
towards their social roles while pedagogy claims
that the learning needs of children are geared
towards physiological and mental developmental
stages
 Asynchronous training environment
 Ideal for individuals who are focused on
discussing their roles and use their
knowledge to contribute information
(Educational Services and Planning, 2011)
3.1 MENTORING PROGRAM
OBJECTIVES
GOALS
1.
2.
3.
•
•
•
1.1- MENTOR COMPLETES A SELF-ASSESSMENT
TO DEVELOP AND ESTABLISH A PRODUCTIVE,
INDEPENDENT DISTANCE EDUCATOR
•
•
2.1- DEVELOP A PROFESSIONAL RELATIONSHIP
DEVELOP SKILLS TO SUCCESSFULLY UTILIZE
TECHNOLOGY IN A DISTANCE LEARNING
ENVIRONMENT
•
3.1- DEVELOP TECHNOLOGICAL SKILLS THAT A NOVICE TRAINER CAN
USE TO EFFECTIVELY FACILITATE LEARNING
•
3.2- ENGAGE THE CLASS THROUGH THE USE OF TECHNOLOGY
SELECTING THE CORRECT MENTOR AND
ENSURING THEY ALIGN WITH TRAINEE
1.2- CLARIFY EXPECTATIONS
1.3- DOES THE MENTOR SHARE THE MISSION AND VISION OF THE
ORGANIZATION
2.2- ESTABLISH CHANNELS FOR FEEDBACK AND ONE ON ONE
GUIDANCE
3.1 MENTORING PROGRAM
• IDENTIFICATION CRITERIA
• MENTORS WILL BE SELECTED OR CHOSEN BASED ON:
• EXPERIENCE- MINIMUM OF 1 YEAR AS A DISTANCE FACILITATOR, WITH AT LEAST 10
COMPLETED COURSES
• CUSTOMER FEEDBACK- MUST BE IN THE TOP 15TH PERCENTILE
• MANAGER FEEDBACK- MUST BE HIGHLY MOTIVATED, ORGANIZED, AND
PROFESSIONAL
• MENTOR WILL COMPLETE A SELF-ASSESSMENT
•
•
WHAT IS THEIR TEACHING STYLE?
DOES THEIR VISION ALIGN WITH OASIS?
3.1 MENTOR PROGRAM
BUILDING A CREDIBLE MEASURE OF
SUCCESS
MENTOR PROGRAM EVALUATION
• THE PROGRAM WILL BE EVALUATED ON AN ONGOING
BASIS
• APPLY LESSONS LEARNED
• CONTINUALLY IMPROVE THE QUALITY OF THE
PROGRAM
• PROVIDE OBJECTIVE FEEDBACK
• PINPOINT PROBLEMS EARLY ENOUGH TO CORRECT
THEM
3.2 LEARNING PLATFORM: CMS
CONTENT MANAGEMENT SYSTEM
• DEFINITION
•
•
•
A CMS IS DESIGNED TO SUPPORT EDUCATIVE OR
ACADEMIC COURSES
IT ALLOWS INSTRUCTORS TO CREATE A COURSE
WEBSITE, AND UPDATE DOCUMENTS IN POPULAR
FORMATS
SUPPORTS DISTANCE LEARNING AND UTILIZES A
ROBUST DISCUSSION BOARD
(Shankar. 2007)
OASIS CMS SYSTEM
•
DYNAMIC SOLUTION THAT ALLOWS MORE FLEXIBILITY
THEN A LMS SYSTEM
•
WEBEX PROVIDES A CMS SYSTEM BUT OASIS WILL
PURCHASE A MORE ROBUST PRODUCT THE IS LEARNER
FRIENDLY
• OASIS HAS SELECTED TO IMPLEMENT
JOOMLA CMS SYSTEM!!
FEATURES
3.2 LEARNING
PLATFORM: CMS
WHAT IS JOOMLA?
JOOMLA VIDEO HYPERLINK
(Joomla!, 2012)
•
•
•
•
•
•
•
•
•
•
•
•
•
USED ALL OVER THE WORLD FOR CORPORATE CME SITES
SMALL BUSINESS SITES
PERSONAL HOMEPAGES
MEDIA MANAGER
CONTENT MANAGEMENT
SEARCH TOOLS
DISCUSSION BOARDS
NESTED CATEGORIZATIONS
DOCUMENTATION AND LEARNING HUB
ASSIGNMENT POSTING
EVALUATION/SURVEY HUB
USER CONTROLLED ACCESS
MESSAGING
URL:
https://www.youtube.com/watch?v=
Qjnc0H8utks
3.3 TECHNOLOGY TOOLS FOR LEARNER
ENGAGEMENT
AUDIO
•
•
•
•
•
WEBEX SUPPORTS TELECONFERENCING
ATTENDEES JOIN THE TELECONFERENCE IN
REAL TIME AND CAN EXCHANGE WITH THE
HOSTS AND ATTENDEES
WEBEX ALSO ALLOWS FOR RECORDING
THE HOST CAN RECORD A SESSION WHICH
INCLUDES AUDIO
•
VISUAL
THIS IS IDEAL FOR ASSIGNMENTS THAT
REQUIRE SPECIFIC INSTRUCTIONS
•
•
•
WEBEX ALLOWS THE PRESENTER TO
SHARE:
APPLICATIONS, WHITE BOARDS,SCREENS
SHARING OCCURS IN REAL TIME AND ONLY
REQUIRES AN INTERNET CONNECTION
VISUAL LEARNERS FOCUS ON WHAT THEY
ARE SEEING, THIS IS IDEAL WHEN
DEMONSTRATING A PROCESS OR TASK
GAMES
•
GAMES ARE A FUN PART OF DISTANCE
LEARNING THE ENGAGES LEARNERS
•
FOR EXAMPLE, A POWERPOINT VERSION
OF JEOPARDY CAN BE DOWNLOADED AND
PRESENTED THROUGH WEBEX
•
THE HOST CAN PLUG IN QUESTIONS AND
ANSWERS AND ADD A LEVEL OF FUN TO
THE CLASS
4.1 TOOLS FOR STUDENT COLLABORATION
•
•
•
•
•
•
Document storage
Web-based
Easy to access
Scalable
Flexible
Requires authentication
Sharepoint
• Voice over IP phone
support
• Sharing abilities
• Instant messaging
• Status
acknowledgements
Skype for
Business
• Ideal for mentoring
• Allows individuals to
observe body language
• Adds a sense of
community
• Included in many phone
companies for no charge
Facetime
4.2 TYPES OF DISTANCE LEARNERS
• LEARNERS ARE DISTRIBUTED NOT ONLY BY
GEOGRAPHY, TIME, AND SETTING, THEY ARE
ALSO APART BY CULTURE
• THESE LEARNERS LEARN IN DIFFERENT WAYS
• EDUCATORS MUST UNDERSTAND CULTURAL
DIFFERENCES IN ORDER TO CONNECT WITH THE
LEARNER
(Haythornthwaite & Andrews, 2011)
4.2 TYPES OF DISTANCE LEARNERS
• EXPERIENTIAL LEANERS ARE OPEN TO
LEARNING DIFFERENT LEARNING METHODS
• LEARNING SHOULD BE CREATED TO OFFER
A VARIETY OF METHODS TO LEARN
• PARTICULARLY, EXPERIENTIAL LEARNERS
PREFER TO HAVE A REFLECTIVE LEARNING
ENVIRONMENT
(Haythornthwaite & Andrews, 2011)
4.2 TYPES OF DISTANCE LEARNERS
• LEARNERS PREFER A NONTRADITIONAL
LEARNING ENVIRONMENT
• THEY MAY NOT BE ABLE TO ATTEND
REGULAR CLASSES
• MAY STRUGGLE ADAPTING TO
TECHNOLOGY, FACILITATORS SHOULD
EXPECT TO PROVIDE EXTRA HELP
(Curran, 2015)
4.3 TYPES OF DISTANCE LEARNING
•
•
ASYNCHRONOUS
•
•
•
Asynchronous Vs. Synchronous Video Hyperlink
DISTANCE LEARNING THAT OCCURS WITHOUT A SPECIFIC TIME
INSTRUCTOR AND LEARNER
PROVIDES THE ABILITY TO LEARN AT OWN PACE, REPEAT LEARNING,
REFLECT, AND DEBRIEF
SYNCHRONOUS
•
LEARNING IS IN REAL TIME, JUST SEPARATED BY PHYSICAL
LOCATION AND/OR
•
•
RELATIONSHIP FOR STUDENT AND TEACHER IS EASILY DEVELOPED
INTERPERSONAL RELATIONSHIPS DEVELOP EASILY
URL: https://www.youtube.com/watch?v=FVOVJggdt1I
(Walden University, 2009)
4.3 SYNCHRONOUS VS. ASYNCHRONOUS
FACILITATION SKILLS
•
•
•
•
•
•
ATTENTION TO DETAIL
QUICK RESPONSE TIME
•
ENCOURAGE INTRODUCTIONS VIA DISCUSSION AND BIOGRAPHIES
•
•
ABILITY TO READ BETWEEN THE LINES IN LEARNERS
SUBMISSIONS
SETUP REAL TIME OFFICE HOURS TO ASSIST STUDENTS
IN NEED
STICK TO A SET SCHEDULE TO ENSURE THAT STUDENTS
HAVE CHANNELS TO COMMUNICATE
(Haslam, 2014)
TECHNOLOGY-SAVVY
•
•
•
DEVELOP A SENSE OF COMMUNITY
UTILIZE EXPANSIVE QUESTIONING
FACILITATORS NEED TO MAINTAIN A PRESENCE
PROVIDE CLEAR PARTICIPATION REQUIREMENTS
BE AWARE WHEN STUDENTS ARE STRUGGLING
(University of Washington, 2005)
4.4 TECHNOLOGY MANAGEMENT ISSUES
Security
Security concerns arise from the fear
that personal information can be leaked
to hackers or data terrorists.
Technology
Literacy
Learning the CMS
system
Basic computer literacy is a
vital component to the
success of a distance learner
While many online learners are
familiar with software, each
software is unique and there will
be a learning curve.
4.4 TECHNOLOGY MANAGEMENT RESOLUTIONS
Security
Personal information should be limited
by any study who is posting. An FAQ
document on ways to protect yourself
online is ideal for this concern.
Technology
Literacy
When designing the CMS, it is
important that it is designed
for ease of use. Self help
guides and a basic computer
training program will go a long
ways for learners.
Learning the CMS
system
Focused training material on the
specific software is ideal to
overcome this issue.
Additionally, provide help tools
and troubleshooting channels.
4.5 CLASSROOM MANAGEMENT ISSUES
“AN EFFECTIVE TEACHER MANAGES A CLASSROOM……AN
INEFFECTIVE TEACHER DISCIPLINES A CLASSROOM”
-HARRY WONG
4.5 CLASSROOM MANAGEMENT ISSUES
Effective classroom management
fundamentals
1.
2.
3.
4.
KNOW WHAT YOU WANT AND WHAT YOU DON’T WANT
•
FEEDBACK- PROVIDING FEEDBACK TO STUDENTS MUST
BE OBJECTIVE AND REFLECT GUIDANCE TOWARDS THE
POLICIES AND PROCEDURES THAT COURSE HAS SET.
•
COMMENTS- BEST USED FOR SPECIFIC RESPONSES OR TO
PUSH A DISCUSSION FORWARD. IT IS IMPORTANT TO BE
MINDFUL OF THE TONE YOUR COMMENT IS PORTRAYING.
•
AUDIO- VERBAL COMMUNICATIONS CAN BE DIFFICULT TO
MASTER. IT IS IMPORTANT THAT YOU REMAIN OBJECTIVE
IF COMBATTED AND REDIRECT THE CONVERSATION TO
THE TASKS AT HAND.
SHOW AND TELL YOUR STUDENTS WHAT YOU WANT
WHEN YOU GET WHAT YOU WANT, ACKNOWLEDGE (NOT
PRAISE) IT
WHEN YOU GET SOMETHING ELSE, ACT QUICKLY AND
APPROPRIATELY
4.6 CHALLENGING BEHAVIORS
•
WHAT IS CYBERBULLYING?
CYBERBULLYING IS BULLYING THAT TAKES PLACE USING ELECTRONIC TECHNOLOGY
EXAMPLES INCLUDE POSTINGS THAT ARE MEAN IN NATURE, EMBARRASSING, OR
INAPPROPRIATE
•
HOW TO HANDLE CYBERBULLYING?
ONE OF THE MOST IMPORTANT WAYS TO STOP CYBERBULLYING IS TO QUICKLY
IDENTIFY IT AND ACT
PROVIDE THE STUDENT WITH POLICIES AND PRACTICES TO PREVENT CYBERBULLYING
PENALIZE OR WITHDRAW THE STUDENT DEPENDING ON THE NUMBER OF
OCCURRENCES AND IMPACT
(Stopbullying.gov, 2015)
4.6 CHALLENGING BEHAVIORS
•
WHAT IS AN INAPPROPRIATE POST?
AN INAPPROPRIATE POST IS SOMETHING THAT A STUDENT POSTS THAT IS
COUNTERPRODUCTIVE OR DISRESPECTFUL TO THE COURSE, STUDENTS OR
INSTRUCTORS
•
HOW TO HANDLE INAPPROPRIATE POSTS?
SET CLEAR POLICIES AND DEFINE AN APPROPRIATE VS. INAPPROPRIATE POST
HANDLE AN INAPPROPRIATE POST DIRECTLY WITH THE STUDENT IN A PRIVATE
CONVERSATION
ENSURE THAT THE CMS SOFTWARE HAS THE ABILITY TO REMOVE INAPPROPRIATE
POSTINGS FROM GENERAL DISCUSSION BOARDS
4.6 CHALLENGING BEHAVIORS
•
LACK OF PARTICIPATION OR ENGAGEMENT
AN ONLINE DISTANCE LEARNING ENVIRONMENT PRESENTS FREEDOM STUDENTS
MAY HAVE TO GET USED TO
TRADITIONAL FORMATS ARE RIGID, DISTANCE LEARNING IS FLEXIBLE AND DYNAMIC
•
FACILITATOR STRATEGIES TO ENCOURAGE PARTICIPATION AND ENGAGEMENT:
SET REQUIRED NUMBER OF DAYS FOR LOGIN
REQUIRE MULTIPLE DISCUSSION POSTS OVER SEVERAL DAYS
PARTICIPATE IN THE DISCUSSIONS TO KEEP THE CONVERSATIONS MOVING
MAINTAIN A PRESENCE
4.7 ACCESSIBILITY
• DISTANCE LEARNING MUST BE DEVELOPED TO APPEAL TO ALL LEARNERS REGARDLESS
OF ANY PHYSICAL BARRIERS
• LEGALLY, THIS IS A REQUIREMENT AND IT IS IMPORTANT THAT FACILITATORS PROVIDE
ALTERNATE MEANS OF LEARNING OPPORTUNITY TO ACCOUNT FOR ALL LEARNERS
• EXAMPLES:
PRESENT INFORMATION USING A MIX OF MEDIA THAT CONSISTS OF TEXT, VIDEO, AND
AUDIO
PROVIDE CLOSED CAPTIONING FOR VISUAL IMPAIRMENT
PROVIDE AUDIO BOOKS FOR DISABILITIES SUCH AS DYSLEXIA
WORK WITH STUDENTS INDIVIDUAL TO FIND THE BEST SOURCE TO OVERCOME BARRIERS
REFERENCES
•
•
•
CISCO. (2015). WEBEX MEETING CENTER: WELCOME TO MEETING CENTER. RETRIEVED FROM HTTPS://WWW.YOUTUBE.COM/WATCH?V=CGR4SBMPFGM
•
EDUCATIONAL SERVICES AND PLANNING. (2011). LEARNING THEORIES RELATED TO DISTANCE LEARNING. RETRIEVED FROM
HTTP://WWW.SMCCD.EDU/ACCOUNTS/CTL/WEBSAVVY/LEARNTHEORY.HTML
•
•
HARRIS, C. (2013). INSTRUCTOR PRESENCE IN AN ONLINE COURSE. RETRIEVED FROM HTTPS://WWW.PURDUE.EDU/LEARNING/BLOG/?P=6232
COFFEY, H. (2009). SUMMATIVE ASSESSMENT. RETRIEVED FROM HTTP://WWW.LEARNNC.ORG/LP/PAGES/5233
CURRAN, S. TRADITIONAL AND NON-TRADITIONAL LEARNERS IN ONLINE EDUCATION. MARCH 21, 2015. RETRIEVED FROM:
HTTP://WWW.EVOLLLUTION.COM/DISTANCE_ONLINE_LEARNING/TRADITIONAL-NON-TRADITIONAL-LEARNERS-ONLINE-EDUCATION/
HASLAM, J. SYNCHRONOUS VS. ASYNCHRONOUS CLASSES. JUNE 29, 2014. RETRIEVED FROM: HTTP://WWW.ELEARNERS.COM/ONLINE-EDUCATION-RESOURCES/DEGREES-ANDPROGRAMS/SYNCHRONOUS-VS-ASYNCHRONOUS-CLASSES/
REFERENCES (CONT’D)
•
•
HAYTHORNTHWAITE, C., & ANDREWS, R. (2011). E-LEARNING THEORY & PRACTICE. LONDON: SAGE PUBLICATIONS.
•
LEARNING-THEORIES.COM. (2015). THEORIES, MODELS, AND FRAMEWORKS OF LEARNING FOR EDUCATIONAL RESEARCH AND PRACTICE. RETRIEVED FROM
HTTP://WWW.LEARNING-THEORIES.COM/
•
•
PALLOFF, R. M., & PRATT, K. (2011). THE EXCELLENT ONLINE INSTRUCTOR: STRATEGIES FOR PROFESSIONAL DEVELOPMENT. SAN FRANCISCO, CA: JOSSEY-BASS.
•
•
SHANKAR, V. (2007). CMS AND LMS- A COMPARISON. RETRIEVED FROM HTTP://WWW.CONTENTMANAGEMENTNEWS.COM/CMS-AND-LMS-A-COMPARISON-2007-02
JOOMLA! (2012, JUNE 18). WHAT IS JOOMLA? LEARN ABOUT JOOMLA! APPLICATION [VIDEO FILE]. RETRIEVED FROM YOUTUBE WEBSITE:
HTTPS://WWW.YOUTUBE.COM/WATCH?V=QJNC0H8UTKS
SALES, G. C. (2015). INSTRUCTIONAL DESIGN FOR ONLINE LEARNING: STRATEGIES FOR REDUCING APPARENT DISTANCE. RETRIEVED FROM
HTTP://WWW.POWERSHOW.COM/VIEW1/1AD44EZDC1Z/INSTRUCTIONAL_DESIGN_FOR_ONLINE_LEARNING_STRATEGIES_FOR_REDUCING_APPARENT_DISTANCE_POWERPOINT_PPT_PRESENTATION
STOPBULLYING.GOV. (2015). WHAT IS CYBERBULLYING?. RETRIEVED FROM HTTP://WWW.STOPBULLYING.GOV/CYBERBULLYING/WHAT-IS-IT/
REFERENCES (CONT’D)
•
STUDY.COM. (2015). DISTANCE LEARNING INSTRUCTOR: JOB DUTIES & CAREER INFO. RETRIEVED FROM
HTTP://STUDY.COM/ARTICLES/DISTANCE_LEARNING_INSTRUCTOR_JOB_DUTIES_AND_INFO_ABOUT_BECOMING_A_DISTANCE_LEARNING_INSTRUCTOR.HTML
•
TECHNOLOGY INC.. (2015). EFFECTIVE STRATEGIES ON TEACHING VISUAL, AUDITORY, AND TACTILE-LEARNING STUDENTS. RETRIEVED FROM HTTP://WWW.TEACHNOLOGY.COM/CURRENTTRENDS/LEARNING_STYLES/
•
UNIVERSITY OF WASHINGTON. (2005). FACILITATING ONLINE DISCUSSIONS. RETRIEVED FROM
HTTP://WWW.OUTREACH.WASHINGTON.EDU/TEACHING/ONLINE_INSTRUCTOR_TRAINING/INSTR-TRAINING/FACILITATIONSKILLS.HTML
•
WALDEN UNIVERSITY (2009, NOVEMBER 14). ASYNCHRONOUS VS. SYNCHRONOUS INTERACTIONS [VIDEO FILE]. RETRIEVED FROM YOUTUBE WEBSITE:
HTTPS://WWW.YOUTUBE.COM/WATCH?V=FVOVJGGDT1I
•
WILDER, B. (2009, DECEMBER 1). INSTRUCTOR VS. FACILITATOR [VIDEO FILE]. RETRIEVED FROM YOUTUBE WEBSITE:
HTTPS://WWW.YOUTUBE.COM/WATCH?V=J3IUYZIXAQO&LIST=PLHVD__F6HUFO2NORSKHQW4PNMASFIU0-Z&INDEX=1