Corporate Training From A Distance
Monique Bryant
November 17, 2014
CUR/532
H. Garth Beerman
Corporate
Trainers
• Trainers have 2-5
years of employment
in their position
• Multi-Ethnic
• Age 35-55
• Male & Female
Skills &
Knowledge
Experience
• Training in
Synchronous
Environment
• Experienced with
technology
• Experienced with
Social Media
• Training 1-25 learners
• Face-to-face training
• Novice distance
teaching
“Being well-trained means you can train
others”
Hello, my name is Monique Bryant. I will be the facilitator for
this distance learning training program. I would like to
welcome everyone to the learning environment and look
forward to helping you to understand and develop the skills
necessary to train others in your organization.
The training program will take place entirely online in the
course of three days. I will be monitoring your progress daily
and you may contact me by personal email at
moniquesbryant@aol.com or by phone at (313) 675-5657
between the hours of 9:00 pm- 9:00pm EST during the training.
This program is a three day
asynchronous learning environment
designed to teach corporate trainers
without previous experience the skills of
facilitating training classes online.
To move beyond visitor to novice
facilitator by the end of training.
To navigate and implement
technology for distance training.
To model effective
communication in a distance
learning environment.
Day 1
Day 2
Day 3
• To understand the concept of distance learning.
• To understand the development and evaluation of
facilitators distance learning skills.
• To identify classroom management challenges and
provide resolutions.
Discussion
Questions
Survey
Trainee
Reflective
Essay
Graphic
Organizer

Overview of Facilitator Instructional Skills




Phases of Development for Distance Learning Facilitators



Identify transition between stages
Reading-Hitch, L. P., & Hirsch. D. (2001), Model Training Journal
of Academic Librarianship, 27(1), 15.
Theories of Distance Learning


Identifying effective distance learning skills
Strategies to present skills to facilitators
Reading-http://www.facultyfocus.com/articles/onlineeducation/what-online-teachers-need-to-know/
Description of theories and examples
Theories for Engaging Distance Learners

Description of theories of distance learning and examples

Reading-www.facultyfoc.com/articles/online-
education/keeping-students-engaged-in-the-onlineclassroom
Give an example of how a facilitator can demonstrate each of the
following skills.
Visibility
Compassion
Commitment
Communication
Organization
• the excellent online instructor can establish presence frequently in
the online environment.
• the excellent online instructor expresses sincere positive regard for
student and delivers student-focused, student-centered instruction.
• the excellent online instructor is not only a passionate and
committed teacher, but sees the value in teaching online and sees
the facilitated model of teaching as rigorous and powerful.
• The excellent online instructor communicates with students
frequently, provides substantive feedback, and communicates well
using technology.
• The excellent online instructor is organized and a good timemanager.



Ask learners to assess their skills in writing assignment or
visual such as a diagram.
Video presentation on communicating effectively.
Create a scenario and ask learners how they would handle
the situation.
Visitor-Toyed with the idea of integrating
or using technology in the traditional
classroom.
Novice- Never taught online may or may
not have taken online course, and
used some communications
technologies to supplement their
face-to-face teaching.
Visitor
Master
Novice
Apprentice-taught 1 or 2 terms online.
Insider-Taught more than 1 course over 2
semesters online, proficient with
technology, and may have course
design experience.
Master-Taught online multiple terms and
designed several courses.
Insider
Apprentice
Transformation- change in understanding
occurs and transforms cognition to an initial
state to a modified state that is observable
in behavior,speech, writing, or other forms of
production.
Examples- Peer-to-Peer, Facilitator-toLearner
And Mentor-to-Facilitator.
Mentoring is a transformative relationship
that is a two-way process between
participants.
Framing- knowledge, past
experience, mindset and mental
construct of the scope and
borders of a endeavor, that
characterizes what we, or our
learners, bring into the learning
experience and bring to bear on
the learning itself.
Examples- How we conduct our self
in church is different from our
conduct at work or home using
certain kinds of rules and
experiences as interpretive
frames for action.
e or the
itself.
Emergence- the way learning and
knowledge construction are
happening continuously from the
interplay of elements in the
environment we operate in, and
the meaning, interpretation and
actions that individually and
collectively add to the communal
frame.
Example: Discussion
By responding and posting to class
and facilitator lead discussions
learners active engagement is
occurring that learners
experience “expansive learning”
leading to new understanding of
the object of interest.
Palloff, R., & Pratt, K. (2011). The excellent online Instructor: Strategies for
professional development. San Francisco, CA: Jossey-Bass.

Mentoring Program for faculty

Identify the goals and objective

Identify criteria and experiences

Management and evaluation programs for facilitators

Learning Platform
Read- https://scholar.vt.edu/access/content/group/5deb92b5-10f3-49dbadeb-7294847f1ebc/e-Learning%20Scott%20Midkiff.pdf

Technology
Read- http://www.educause.edu/ero/article/selecting-learningmanagement-system-advice-academic-perspective
The objective of a mentoring program is to promote
learning development by identifying and implementing
what the learner already knows.
Goals

To help the learner by providing knowledge and teaching them what
they need to know to teach in an e-learning environment.

To help support, challenge and provide direction for learner’s.

To provide interpretation and modeling of expected behaviors.
Criteria

Time

Organization

Willingness

Mentoring by choice

Mentoring as part of a
learning community
Experience



Key Training Points

Faculty experience different needs at
various points in their development.

The key is paying attention to the
instructor as a person and developing
training experiences that begin with
and are responsive to where the the
faculty member happens to be in the
process.

A community-oriented, collaborative
approach exposes faculty to multiple
perspectives and provides a broad
base of support in the development
process.

Avoid direct confrontation of faculty
resistance.

Make it Fun!
Insider
Master
Technical skills
Palloff, R., & Pratt, K. (2011). The excellent online Instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.
LMS- is the infrastructure that delivers and manages instructional
content, identifies and assesses individual and organizational
learning or training goals, tracks the progress towards meeting
those goals, and collects and presents data for supervising the
learning process of the organization as a whole.
Instructor
Private
discussions
Assignments
Private
Assignments
and Feedback
Class
Discussions
Present
Information
Szabo, Micheal; Flesher, K. (2002). "CMI Theory and Practice: Historical Roots of Learning Management Systems".
Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002
(White Paper) (Montreal, Canada: In M. Driscoll & T. Reeves (Eds.)): pp. 929–936. ISBN 1-880094-46-0.
Voice Thread

Facilitator can add voice comments
on students projects

Facilitator can add their voice to
classroom presentations.
Adding a voice to material engages
the and removes some of the isolation
that occurs in distance learning.
Audio
Animoto

Facilitators and learners can
incorporate text, photos, and videos
in projects.
The learning is made more interesting
and interactive. Students that have
cell phones and Ipads with cameras
can participate with ease and no
additional expense. It allows
students to be creative and use a
learning style that may be their
strength.
Video/Photos
Visual and Infographics
o
Breaks information into entertaining, interesting, and smaller
chunks.
o
Represents information in a concise manner, while highlighting
key information.
Is Google rotting your memory? Survey finds adults are becoming more forgetful because it is so
easy to look up things on the Internet. The Daily Mail. October 2, 2013. Accessed November 16,
2013. http://www.dailymail.co.uk/news/article-2442153/Google-makes-people-forgetful-findssurvey.htm
Bradford, William Property Through Art. Reaching the Visual
Learner: Teaching. The Law Teacher 12, 1 (2004), 12-13.

Student collaboration tools

Description of the different distance learners

Description of the differences between synchronous and
asynchronous facilitation skills.

Management of technology issues and resolutions.

Classroom management issues and resolutions.
Classroom Platform- A specific area set aside for teams to discuss
and construct assignments.
Mindmeister- A project-based learning tool that students can use to
map out their ideas and find a way to start their projects by
capturing its essence upfront.
Skype- a telecommunications application software that specializes
in providing video chat and voice calls from computers, tablets and
mobile devices via the Internet to other devices or
telephones/smartphones.
1. Loss of Internet
Service
1. Locate @ least 3
places that offer
free internet access
2. Computer Crashes
Ex. Library, restaurant, or on
campus computer lab
3. Outdated Software
Technology Issues
2. Have laptop, mobile
phone, or ipad for
backup.
3. Clean & Update
Software before
class begins
Technology Resolutions
Feedback

Provide clear instructions and
examples or templates for
assignments.

Experience of immediate
mastery.
Ex. Posting Biography for credit

Providing vicarious experience
with positive feedback in the
public forum.

Social persuasion is connected to
building an online community.
Ex. Facilitator should model
behavior by publically
commenting, praising, & asking
questions.
1. The asynchronous format
2. Potential
misinterpretation of
predominantly textbased communication
3.
Relative anonymity
Cyber-Bullying
Inappropriate post
Challenges
Look for signs of
conflict
 Be Supportive
 Encourage critical
thinking
 Provide a space for
difficult questions
 Use Podcasts

Resolutions
We have come to the end of an informative and hopefully
enriching training session on distance learning. Hopefully,
everyone is encouraged and inspired to embark on the role
of distance learning facilitator. Your goal should be to
continue training with a competent mentor that can help
guide and model behaviors and increase knowledge for
continued growth. Please remember to take the survey and
include comments that can help the future design of this
training program. I thank and wish you much luck!
Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor
feedback in the online courseroom: Does type of feedback affect student
satisfaction, academic performance and perceived connectedness with the
instructor? International Journal on ELearning, 7(3), 463-476. Retrieved from
http://search.proquest.com/docview/210354848?accountid=458
Palloff, Rena M., & Pratt, Keith. (2011). The Excellent Online
Instructor. Strategies for Professional Development. Retrieved October 12, 2014
from,https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:47716568/
context/co/view/activityDetails/activity/7178e3c2-0405-4138-998c990c96fffd75/expanded/False