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Copyright 2006 © Lycurgus Group, Inc.
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Training Requirements for Distance Educators
Presented by:
Donna DiMatteo, Ph.D.DLA 2006 Conference8:00 AM Wednesday, June 7, 2006
Training Requirements for Distance Educators
Presented by:
Donna DiMatteo, Ph.D.DLA 2006 Conference8:00 AM Wednesday, June 7, 2006
Copyright 2006 © Lycurgus Group, Inc.
Agenda
4. Knowledge/ Skills to Focus on 4. Knowledge/ Skills to Focus on
6. Q & A6. Q & A
3. Overall Training Requirements for Online Instruction3. Overall Training Requirements for Online Instruction
1. Distance Education Training Options1. Distance Education Training Options
5. Training for Ongoing Support5. Training for Ongoing Support
2. Training for the New Instructor2. Training for the New Instructor
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1. Distance Education Training Options1. Distance Education Training Options
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Training Options to Promote Instructor Satisfaction
Initial Training
Peer Support
Mentoring/Coaching
ProfessionalDevelopment
•Good for both seasoned and new instructor•Working with someone who has a lot of experience helpful when starting first class
Good for seasoned instructor. Gain continuous feedback from colleagues
•Good for both seasoned and new instructor•Develop new skills sets or discuss timely issues
Involves Faculty Orientation to the online learning environment. Usually conducted with new online instructors to a school
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2. Training for the New Instructor2. Training for the New Instructor
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The New Instructor Orientation
Beneficial for new instructors to learn about online instruction
Also, beneficial for seasoned instructors to learn about the functionality and policies particular to the school Since there are differing levels of instructor
experience in distance education, it is important to go through certain steps in initially setting up a training program.
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3. Overall Training Requirements for Online Instruction3. Overall Training Requirements for Online Instruction
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Setting up a Training Program
1) Identify training needs by conducting a thorough training needs assessment
This will also ensure that the training components are aligned with organizational objectives.
2) Goals should be identified on the knowledge and skills distance educators should obtain by the end of the training session.
3) Instructor experiences during the training should be described
4) Any concerns/questions of faculty with facilitating courses online should be identified and discussed
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Training Needs Analysis
Identify current abilities and new skills needed
Interviews, focus groups or surveys as tools
Review current status and future direction and expectations
Consider training costs and budget
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Key Components of Training Ko and Rossen (2004) describe the
importance of training for distance educators to be online. Experience student role
Activities can be defined with clear due dates Still allows flexibility
Provide a long enough period of time to get used to software, the online learning format, and the learning platform.
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Key Components in Training Interactivity between student and
instructor as well as among students should be illustrated in training
Describe what learner-centered means. Learner-centered focuses on learning
and the value that each student brings to the classroom (Palloff & Pratt, 2003). It should be reinforced in the courses for students to apply learning
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Steps in Training program
Begin by discussing the university’s mission and vision. Describe connection between mission/vision and best practices in
online learning Describe differences between on-ground and online learning
Helpful for instructors coming from on-ground environment Describe differences between synchronous and asynchronous
communication Different learning styles can be reviewed Online learning design to ensure learning styles are covered Different facilitation techniques should be explored
Develop information on class management, online course development, platform functionality and school polices/procedures
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4. Knowledge/ Skills to Focus on 4. Knowledge/ Skills to Focus on
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The Basics Training for distance educators
must provide instructors with the necessary knowledge and skills to be successful. This not only involves discussing
teaching methods but also discussing the technology aspect of learning online.
Important with new and seasoned online instructors!
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Time ManagementAssessment of Learning & Evaluation
copyright and confidentiality FERPAADA/AccommodationsPlagiarism
Learn Software ProgramsAdditional Tools to Use
Identify online voiceDevelop course materialsDescribe available resources (plagiarism detection, writing, publisher, internet &library)
PlatformFunctionality &Software
Create an Online
Course
Total Client
Development Solution
Total Litigation
SolutionClassroom
Management/Online Learning Format
Policies/Procedures
Knowledge & Skills
Knowledge & Skills of Distance Educators
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Specific Skill Sets
First, it is important that instructors can create an effective online course.
creating materials that promote critical thinking and also promote participation in the class.
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Learning Styles
Visual Learners: benefit from PowerPoint presentations,
charts, visual illustrations, graphs, videos, websites
Auditory Learners: benefit from CDs with text as well as
audio accompanied with lecture Also,benefit from chats where instructor
can use microphone Tactile/Kinesthetic Learners:
Benefit from different activities, exercises, projects, where person can explore and apply information
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Class Management
Important to provide tips on how to approach the threaded discussions Outcomes How evaluate Link to course objectives Describe participation requirements
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Time Management
Time management is another skill that is important to discuss with distance educators.
This will provide instructors more time to dedicate to the discussions as well as more opportunity to provide timely feedback.
Different ways of communicating with online students and building that connection are critical communication skills.
Record keeping guidelines are also important to describe and develop.
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Assessment of learning and evaluation
Linked to course objectives Determination on how performance will be measured Use of rubrics Providing feedback & obtaining feedback
When and what to ask
How will threaded discussions and participation will be evaluated
Involvement of group work Process of posting final grades and use of gradebook
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Policies/Procedures
Key areas that distance educators should be knowledgeable of include laws, copyright issues and confidentiality.
With the Family Educational Rights and Privacy Act, there are different practices in regards to communicating with students that are important for instructors to be cognizant of.
Also, what instructors can and cannot do in regards to the ADA and disability claims is essential to describe. How the school handles different situations is helpful to
discuss Case studies are beneficial as well
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Platform Functionality Platform functionality is another key
area in a faculty training program. There are many platforms (Web CT,
ecollege, Blackboard, etc.) and each has different capabilities that can support and promote the learning process.
These specific functionalities should be discussed that will reinforce the learning goals of the school.
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Software
Includes being knowledgeable with using Microsoft Excel, Word, and PowerPoint as well as HTML and Adobe Acrobat.
Other helpful software programs include Dreamweaver and PhotoShop.
Different tools that include offering voice capabilities in courses can be discussed.
Using different resources, such as writing resources and plagiarism detection tools, should be reviewed.
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5. Training for Ongoing Support5. Training for Ongoing Support
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Peer Support (Coaching) Assists in developing required
skills and improve teaching practices
Discuss new ideas, research & student questions
Can involve
-Collaborative projects
-Sharing of Resources Recommend for ongoing basis
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Mentoring/Coaching
Working with someone who has a lot of experience teaching online can be a very worthwhile experience.
This not only provides feedback on how the instructor is doing but provides a point of contact for questions.
Learn from the expertise of others This is a good bridge for when instructors
leave training and use their skills in their first online course.
This also provides encouragement for what the instructor is doing well and some ideas to improve the class.
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Mentoring Pitton (2006) stated that the success of new teachers is critically linked to their first teaching experiences and opportunities to discuss issues experienced in class.
Important to build trust and promote open communication
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More Mentoring Options
E-Mentoring Use email to ask
questions when needed
Develop forum for online discussions
Role-Plays/Case Studies Used to discuss how
they would respond in different scenarios or situations.
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Professional Development
This training option can be worthwhile on an ongoing basis and can focus on developing specific skill sets, such as writing skills, APA format, use of technology, plagiarism detection, evaluation and assessment.
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Summary
There are many training requirements for individuals who will be distance educators.
Specific knowledge and skills should be developed that will aid individuals in being effective distance educators.
Also, reviewed were different training options that can promote instructor satisfaction and development that can begin at the start of their online teaching career!
Copyright 2006 © Lycurgus Group, Inc.
6. Q & A6. Q & A
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Q & A
Contact:
Donna DiMatteo, Ph.D.Lycurgus Group310-543-0909
Donna DiMatteo, Ph.D. is an Online Instructor and also Managing Director of Consulting Services for The Lycurgus
Group, Inc. 1016 Vincent Street, Redondo Beach, CA 90277, Email: [email protected]
www.lycurgusgroup.com
Copyright 2006 © Lycurgus Group, Inc.
References Aamodt, M.G. (2004). Applied industrial/organizational psychology. 4th edition. Belmont,
CA: Wadsworth, Thomson Learning. Arnone, Michael (2002, March 4) Online Education Must Capitalize on Students' Unique
Approaches to Learning, Scholar Says (Electronic version). The Chronicle of Higher Education. Retrieved July 7, 2004, from http://chronicle.com/free/2002/03/2002030401u.htm.
Covington, D., Petherbridge, D. & Warren, S.E. (Spring 2005). Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching, Online Journal of Distance Learning Administration, 8 (1), Retrieved February 25 2006 from http://www.westga.edu/~distance/ojdla/spring81/covington81.htm.
Ko, S. & Rossen, S. (2004). Teaching online: A practical guide. 2nd edition. New York: Houghton Mifflin Company.
Palloff, R. M. & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, California: Jossey-Bass.
Pitton, D. E. (2006). Mentoring novice teachers. 2nd edition. Thousand Oaks, CA: Sage Publications.
Wilson, C. (Fall 1998). Concerns of instructors delivering distance learning via the WWW, Online Journal of Distance Learning Administration, 1 (3). Retrieved June 2, 2004 from http://www.westga.edu/~distance/wilson13.html.