FLEET AND FAMILY SERVICES PROGRAM

Distance Learning Facilitators

Training Manual

Laurine BrownMay 25, 2015

Introduction and Overview

The Fleet and Family Support Program improves the quality of life for service members, veterans, and their families through outcomes-based solutions focused on readiness and resilience.

Everyone within the Fleet and Family Support Program (FFSP) contributes to its culture. Those who contribute the most are those who themselves are committed to the practice of expanding their personal capacity, seeking a vision, building collectively and understanding systems.

Fleet and Family Support Programs have always been learning organizations seeking to provide quality programs and services to the fleet. Fleet and Family Support Programs are currently making a significant change in the way service is delivered. This training manual was developed to help you to:

Begin your journey of personal mastering of distance learning facilitator skills.

Create new, more efficient service delivery methods while maintaining caring and quality.

Expand your abilities to contribute to the FFSP by expanding services through distance learning.

Who are FFSP distance-learning facilitators?

FFSP distance learning facilitators are trainers who have previously delivered courses in the traditional face-to-face classroom.

What skills do FFSP facilitators possess? An understanding of the online course management system. Technical skills:

o Basic computer skillso Proficient user of Microsoft Office.

Online communication skills:o Able to communicate using modern media such as social

media, YouTube, blogs, and wikis.

What are the goals of FFSP distance learning facilitators training?

The purpose of the training course is to develop successful online facilitators who can use the learned skills plus previous knowledge to be effective as distance facilitators. Below are the goals and objectives the participants will achieve during the training.

To be successful in facilitating a distance-learning environment, facilitators must possess the necessary technical skills to teach online and must understand online communication and engagement techniques.

Goal:Fleet and Family Services Program is committed to build a unit of trainees to provide excellent and innovative online learning that is

centered on information literacy, best practices, peer support and mentoring for our service members, veterans and their families.

Participants of the FFSP training program will accomplish the following objectives to meet the course goal:

Objectives:

1. The trainee will demonstrate proficiency in the use of the learning platform – LMS- by navigating, posting and responding to messages in the online environment.

2. The trainee will work with 2-3 other trainees to create an online classroom role-play scenario demonstrating engagement techniques.

3. The trainee will design an info graph contrasting the skills for synchronous and asynchronous learning.

4. The trainee will identify theories of distance learning as well as describe approaches for engaging distance learners by participating in a group social media exchange discussion.

5. Trainee and a partner will write a blog listing the five top characteristics of effective faculty mentoring programs for distance learning.

6. The trainee will demonstrate knowledge of evaluation programs for facilitators by working with a team to design a survey form to evaluate facilitators.

7. After participating in Google Hangouts, the trainee will demonstrate knowledge of online classroom management techniques by solving difficulties presented in a simulation.

8. Upon completion of the course, the trainee will demonstrate knowledge of the phases of online faculty development by participating in small group collaborative sessions.

How will the trainee be assessed?

The trainee is evaluated at the end of each major topic with a formative assessment built into the measurement of the objectives. This provides frequent feedback of progress.

At the end of the course, the trainee will complete a task that will confirm the trainee knows the course information. A rubric will accompany the assessment.

To measure the success of the FFSP Distance Learning Training Course, two assessments will be used.

1. Participant Evaluation: A post-training online questionnaire will be used to collect the trainee’s subjective assessment of the training material and delivery vehicles used.

2. Post Training Written Assessment: Trainees will complete a written online assessment approximately six months after the course completion date. The written assessment will include multiple choice and short answer questions.

Skills Needed to Create Effective Distance LearningOnline instruction is very different from face to face instruction. To be an effective distance learning facilitator, there are four specific skills one must possess: presence, communication, discussion and constructive feedback (Pelletier, 2013).

1. PresencePresence is just simply letting the learners know someone is on the other side of the computer screen and cares about the learner. Establishing presence with the learner can be a very rewarding, enjoyable, and engaging activity. All of the techniques that are used to initiate and maintain a friendship are used to establish presence; only using technology does it. The use of icebreakers in the first week of class, encouraging learners to share biographical information, and “showing up” online daily are ways to establish presence.

2. Communication Learning and the exchange of information are accomplished by communication. Good communication is imperative for effective online distance learning facilitators. When communication lines are open between the facilitator and the learner the level of interaction increases and thus fosters learning. Since the learner does not see the facilitator, it is more critical that written words are chosen carefully so the message is not misinterpreted. Utilize a variety of communications technologies to engage the learner.

3. Discussion The FFSP has an online bulletin board that is the center of learning for our program. Here are some tips for using this board for your class:

o Respond frequently to discussions.o When you ask the learners questions, be sure to support

their responses.o Go to the bulletin board a day before the class session

begins to post new information.o Let “who you are” come through your comments. Be

real and authentic.o Use private section to correct learners and to provide

constructive feedback.o Remember humor is appreciated!

4. Constructive Feedback

Feedback impacts a learner’s motivation, expectations and efforts. The feedback must be proffered in a timely manner to be valuable to the learner. This requires consistency and immediacy. Additionally, the feedback must be specific, so the learner understands the task that is being discussed.

Useful feedback keeps learners motivated, engaged and connected to the course.

Strategies to Practice Effective Distance Learning Skills

The FFSP Distance Learning Training Course will utilize the following techniques for practicing the four skills: presence, communication, discussion, and constructive feedback:

1. Collaboration with peers.2. Role-plays3. Simulations4. Using social networking technologies5. Use of online discussions

Development Phases for Distance Learning Facilitators

Online distance learning facilitators go through a development process. There are five possible phases of development for distance learning facilitators, according to Palloff and Pratt, including visitor, novice, apprentice, insider, and master (Palloff and Pratt, 2011). For the FFSP Distance Learning Facilitator Training Course, the phases of development will mirror those of Palloff and Pratt (Palloff and Pratt, 2011).

Phase Description

Visitor

A facilitator with no experience in Distance Learning. Little or nor knowledge of distance learning technologies. Will have knowledge of learning theories, but is not familiar with the incorporation of principles into online learning environments. May have used email for assignments and posted assignments online.

NoviceNever taught online may have taken an online course as a student. Has used some technologies to complement face-to-face courses.

ApprenticeIs an online facilitator, but has minimal experience in distance learning. Knows the basics of online learning technologies. Online learning facilitator skills are developing.

Insider

Familiar with Distance Learning theory. Has taught online courses for two semesters with more than one course per term. Has experience using technology and feels comfortable with the online environment.

Master

Has taught online for multiple terms. Feels very comfortable with skills required to teach online. Is a resource for those looking to improve knowledge of online learning technologies?

At each stage of development, there are different training needs Palloff and Pratt, 2011). The following chart illustrates training requirements for each phase.

Phase TRAINING NEEDSPersonal Pedagogy Content Technology

Visitor

Break down skepticism to show technology enhances learning. Provide examples. Personalize training with workshops in topics of interest.

Link technology to learning with models to define use of technology for online learners.

Demonstrate how technology enhances instruction on the subject.

Focus on technology that enhances face-to-face instruction while increasing familiarity with online options.

Novice

Help overcome fears and increase confidence about online facilitating. Transition teaching styles to online teaching.

Consider beginning methods to support and appraise the facilitator's first online course. Provide ongoing support and mentoring.

Examine teaching techniques for classroom management.

Master the FFSP course management system. Master the use of e-mail, word processing, and presentation technologies. Preview course authoring tools.

Apprentice

Analyze and strengthen online teaching experiences to build confidence. Support strategies for presence and successes.

Focus on building collaborative teaching to build community. Examine learning theories for online learning.

Focus on a variety of strategies to support content.

Begin examination of wikis, blogs, social -media to increase student participation. Continue working on developing course- authoring tools.

Insider

Continued support for increasing confidence in teaching skills.

Develop strategies for empowering learners. Pursue methods for collaboration and content delivery.

Continue examining best practices for delivering content online.

Support advanced training in course authoring tools, wikis, blogs and social media strategies.

Master

Support leadership development skills. Promote presenting techniques to peers and at conferences. Support publication.

Promote study of advanced facilitation techniques and encourage peer mentoring.

Support examining best practices in content and foster research studies.

Encourage development of looking at new technologies and new approaches for using technology.

Theories of Distance LearningLearning theories are a basis for understanding how a student learns. The following theories pertain to distance learning and how they relate to adult learning.

1. Transactional DistanceThe concept of Transactional Distance is established by Michael Moore and advocates the idea that distance

education is much more than just a separation of learners geographically but more importantly is a pedagogical concept (Haythornthwaite and Andrews, 2011). Distance learning is a teaching environment where distance and time separate the facilitator and the learners, and this requires different teaching-learning strategies.

There are three keys regarding Transactional Distance and distance learning: structure, dialogue, and learner autonomy.

o Structure is how the course is designed and the use of various media for communication.

o Dialogue can be two-way, or real-time.o Autonomy is the learner’s sense of personal

responsibility, and motivation (The CMC Resource Site, 2013).

2. MultimodalityThis theory focuses on how people communicate and interact with each other. Multimodality is a relevant theory of distance learning because the use of technological tools is fundamental to online learning (Haythornthwaite and Andrews, 2011).

Online instructors utilize multiple modes of communicating. Distance learning for adults requires students to discuss learning through posts, group discussion, and group projects. Instructors will vary methods of communicating with students by using visual aides, and social media techniques.

3. Communal ConstructivismCommunal Constructivism is an approach to learning in which students construct their knowledge by interacting with others (Leask and Younie, 2001).

Using this communal approach to foster distance learning is of vital importance to our FFSP Distance Learning Courses as it allows the students to access the knowledge of others, allows for presentations, and lets others build on and add to this knowledge.

4. Social InformaticsThis is an examination of the social aspects of computerization, uses and consequences of information

technologies and the interaction with institutional and cultural contexts (Kling, 1999).

Social Informatics focuses on the socio-technical relations between people and the technologies they use (Sawyer and Rosenbaum, 2000). Therefore, it is important for FFSP facilitators to understand the different opportunities and roles which technology use affords for distance learning.

5. Digital Media TheoryThis theory concentrates on visual images. The focus is on only one approach to communication, but this concentration of focus calls awareness to the power the visual has in present-day communication (Haythornthwaite and Andrews, 2011).

Digital Media Theory is notable for the FFSP facilitators as it emphasizes the importance of the variety of communication devices that are used for accessing distance learning.

Theories for Engaging Distance LearnersEngaging distance learners can be challenging. In the traditional classroom instructors are physically present and can have face-to-face interaction, and this is not so in the online class. Engaging online adult learners incorporates many of the same learning engagement techniques that stem from Knowles andragogy theory. Three principles that apply to engaging adult distance learners are (Pappas, 2013):

1. Experience Provides the basis for the learning activities. Instruction should take into account the wide range of

different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with technologies.

Create projects and exercises that encourage learners to explore the subject matter in their own way (Pappas, 2013).

2. Readiness

Adults are most interested in learning subjects that have immediate relevance and impact to job or personal life.

Create activities that encourage the use of sites like LinkedIn or Pinterest to help build a social network and collaborate with those who share the same interests (Pappas, 2013).

Integrate role–play into activities thereby demonstrating to the learners how what they are learning can be used in the real world (Pappas, 2013).

3. Motivation As a person matures the motivation to learn is internal

(Knowles, 2015). Offer a reason for every activity the learner will need to

complete. When asking learners to complete a group collaboration task, let them know this activity will build team working and communication skills (Pappas, 2013).

Mentoring ProgramMentoring is a collaborative learning relationship between individuals for helping the mentee work toward attaining learning goals. The mentor’s responsibility is to be a role model, coach, and an advocate for the mentee.

The mentoring program trains facilitators on the benefits, challenges, and experiences with distance learning. Prior experience in mentorship is not a requirement for the mentoring program. To be a part of the FFSP Distance Learning Mentoring Program a facilitator must meet the following conditions:

Be a current online facilitator. Have a minimum of one-year experience with online facilitating. Possess a willingness to mentor, support, and train a new

facilitator.

Goals

The purpose of the FFSP Mentoring Program is to connect experienced online facilitators with new online facilitators to:

Provide training and development.1. Retain faculty.2. Reduce professional isolation.3. Provide support and feedback on performance.4. Help mentees achieve greater levels of confidence in

teaching.5. Emphasize the creation of a learning community.

Objectives for Mentoring Program

Objectives of the FFSP mentoring program for trainers include:

1. An experienced distance learning facilitator will be matched with a novice for the length of the program and offer support and advice.

2. Working collaboratively with the mentor the new distance learning facilitator will develop ways to use technology to enhance distance learning.

3. Individualizing support for technology will demonstrate learner focused strategies for the new online distance facilitator.

4. The new online facilitator will have the option of selecting a mentor or a group of mentors to receive help from multiple sources to eliminate hierarchy.

5. The mentoring process will establish collaborative and open dialogue relationships that develop confidence in the use of technology.

6. The FFSP Mentoring Program will deliver benefits to all participants by affording support for hard work in the implementing of distance learning programs.

7. The mentoring program will form a sense of community that will reduce isolation and connect the facilitators with FFSP. (Palloff and Pratt, 2011).

What are the essential attributes of a successful mentor?

There are particular qualities that effective distance learning mentors exhibit.The following chart shows the attributes of an effective mentor.

Criteria of a Mentor

Listens patiently.Builds relationships.

Nurtures self-sufficiency.Establishes protected time together.

Shares self.Provides introductions.

Provides constructive feedback.Is not overbearing.

(National Academy of Science, 1997)

What is the criterion for success as a mentor?

The measure of achievement for distance learning mentors is a willingness to serve, and evidence of satisfactory self-assessments. The mentors and mentees will complete a self-assessment survey at the end of the mentorship.

Management and Technology Tools

Management and evaluation programs for facilitators are necessary for effective distance learning classes.

How do faculty learning communities affect management?

Learning communities are assemblies that give greater unity to the curriculum and offer learners and faculty a sense of shared study. The faculty learning community provides a place for investigating best practices in long distance teaching. The faculty learning community is composed of teachers with a broad range of experiences, and affords the members with the opportunity to expand technical knowledge as well as explore a variety of technologies (Lu, Todd, and Miller, 2014).

The faculty learning community approach affects management by establishing another avenue to instruct adult learners while increasing the skills and teaching strategies of distance learning facilitators.

What are the challenges and the strategies used to manage adjunct faculty from a distance?

The increase of adjunct trainers requires integrating them into the learning community. This suggests there are particular challenges when managing adjunct trainers. According to Tipple, (Tipple, 2013) the successful implementation the distance learning program is dependent on leaders creating an environment in which adjunct trainers feel inspired to achieve the prescribed goals and objectives of the program and to train them to be effective online instructors.

Effective leadership often utilizes the following strategies to manage distance learning adjunct trainers (Puzziferro and Shelton, 2012), and identified as “Good Practice”:

1. Good Practice Encourages Contact: Frequent contact and communication are the most important factor in faculty motivation and involvement.

2. Good Practice Develops Reciprocity and Cooperation: Good learning, like good work, is collaborative and social, not competitive and isolated.

3. Good Practice Gives Prompt Feedback: Knowing what you know and don’t know focuses learning.

4. Good Practice Emphasizes Time on Task: How the organization defines time expectations for learners, trainers, and other staff can establish the basis of high performance for all.

5. Good Practice Respects Diverse Talents and Ways of Learning: There are many roads to learning. People bring different talents and styles of learning to the courses.

What evaluation strategies will be used for facilitators?

The evaluation procedures used for evaluating facilitators will be measured by using the following tools (Harricharran, 2013):

Learner satisfaction: A post-training questionnaire will be used to gather the learner’s subjective assessment of the training material and delivery mode.

Learning and teaching effectiveness: Observed by measuring participant’s knowledge before and after the training and by the trainer being observant of the overall performance of the trainees.

Job performance effectiveness: Supervisors will assess and observe FFSP distance learning facilitator’s performance.

Program effectiveness: FFSP will relate the training outcomes to the goals and objectives of the FFSP Distance Learning Training Program.

How will the evaluation and management strategies align to the effective trainer skills?

The four specific skills of the distance learning facilitator identified in part 1 are presence, communication, discussion and constructive feedback. The training for these four skills will be supported by evaluation and management strategies by providing excellent mentoring, quality feedback, and appropriate technologies.

The FFSP Learning Platform

The learning platform used by FFSP for distance learning facilitators is the Learning Management System (LMS). The LMS is a software application used to plan, implement, and assess learning. This software allows the facilitator to create and deliver content, monitor learner participation and evaluate learner performance. The LMS also provides interactive components such as threaded discussions, video conferencing, and discussion forums (TechTarget, 2014).

What components of the LMS will the facilitators use to enhance learning?

The distance-learning environment is different from the traditional classroom and requires a different process to deliver effective teaching strategies.

Present information: Information will be given to learners using a combination of videos, podcasts, and e-books.

Conduct class discussions: Effective online discussion supports the learning objectives of the course. Distance learning facilitators will encourage critical reflection by posting initial questions, keep the discussion on track and redirect as necessary. The facilitator will make his/her presence known (but does not dominate), encourage

students to respond to each other, and monitor for inappropriate postings.

Conduct private discussions: A private forum for private one-on-one discussions with individual learners is available on the LMS. If learners are not participating, have a question, or if there is conflict within the group, it is a good idea to use the private forum for discussion.

Receive assignments: Learners will post assignments to the LMS and will be collected by the facilitator to review and grade.

Provide assignment feedback and grades: Assignment feedback and grades for each assignment will be posted on a private forum for the learner.

What are some technology or media tools to use to engage and enhance student learning?

Web tools are an essential component of distance learning. The following technologies are recommended to engage FFSP distance learning students:

Audio: Podcasts are available from iTunes and is a digital audio file that is created, shared and heard. Learners can create their podcast to share with the group and facilitators can record audio podcasts to provide additional information to the group to download and listen to at a time that fits them best (Educational Technology and Mobile Learning, 2012).

Video: Videos are useful when they demonstrate “how to”, illustrate principles, and provide content information. One source for videos on many subjects is YouTube. This platform also allows learners to make and share their learning.

Visuals and Infographics: Visuals and infographics provide learners with short bursts of information that is memorable. Piktochart is an example of an infographic. It lets learners combine visuals, and text in an eye-catching format that demonstrates learning.

The following web tools are recommended to promote collaboration with learners in the FFSP distance-learning program:

Skype: application software that features screen share, instant messaging, exchange files and video chat.

Google Hangout: A video chat platform that lets two or more users have conversations, and share photos.

Mobile Computing: FFSP recognizes the importance for learners to be able to connect with others in the class while away from a desktop computer. A mobile FFSP app is available from iTunes for smartphones and tablets.

Wikis: A very easy to use collaborative website where learners can add to or edit projects or papers.

Will the students have different experiential knowledge, cultural backgrounds, and experience levels?

Distance learners are comprised of numerous cultures, religions, multi-geographical locations, experience levels, prior knowledge, and personal experiences. Distance learning facilitators have the challenge of working with a diverse group of learners who have different learning needs, and the facilitator must recognize the differences to meet all of the group’s learning needs.

Cultural: Cultural diversity is anything within the learner population that makes a participant different, or unique; for instance, one female learner in a class of all males. Specific learning styles and attitudes toward education are affected by where the learners were educated in the past (Brindley, Walti, and Zawacki-Richter, 2008).

Experiential: FFSP will promote the use of simulations and cooperative learning to bridge the gap between learning in the classroom and learning in the workplace.

Prior Learning Experiences (non-traditional learners): The “nontraditional student: is characterized as: having dependents, being employed full time, or being financially independent. These roles present challenges that the FFSP is prepared to support in the learner’s quest for advancement.

Synchronous and Asynchronous Learning Environments

What is a synchronous learning environment?Synchronous distance learning occurs when the instructor and the learners interact in different places but during the same time. The synchronous learning environment works well for learners who can schedule set days and times for their studies. Those who like structure and face-to-face interaction prefer a synchronous learning environment.

What is an asynchronous learning environment?Asynchronous distance learning occurs when the instructor and learners interact in different places and during different times. The asynchronous learning environment courses utilize communications delivered by the web, email, and messages posted on community forums.

How are synchronous and asynchronous learning environments the same and different?The Venn diagram below compares and contrasts facilitation skills for synchronous learning and asynchronous learning.

(Ashley & iCohere, 2003)

What are technology management issues and resolutions?

Distance learning is dependent upon technology to operate efficiently and at times technology issues will occur. It is vital to have resolution steps in place to handle these issues. If no resolution is possible, then a backup plan is essential. Below are three technology management issues that may occur while instructing distance learners.

Technology Management Issue Description Solution

Broken Links

A web page link sent to an online classroom does not work, has an error, or the page is out of

As a distance learning facilitator, it is important to have alternative links to the same material available. If there is only one source for the material, and that web page is down, it is

date due to updates.

necessary to have an alternative activity ready with a different web page.

Unresponsive Software

When teaching in a synchronous or asynchronous situation, software may be unresponsive for a period of time. In this instance, the software is completely inoperative by the facilitator and distance learners.

One solution for dealing with unresponsive software is to have a simulation prepared to take the place of the software activity. In this way, distance learners still get to experience the software functionality. Another alternative is to simply have visual images of the software available to demonstrate a process. In this way, learners still get to see what the software looks like, but they do not get to do any user participation.

Distance Learner Error

A distance learner is following an incorrect process and does not understand how to correct the technical issue. This can be as simple as opening a software program, or a more complex process of handling a transaction within a program.

Distance learning facilitators must have a strong, in-depth knowledge of the technology they work with. Clear communication and a strong understanding of technical terminology are necessary to resolve issues. These matters should be handled in real time, as there may be several steps of instruction that need to be followed.

What are some classroom management issues and resolutions?

According to Chickering and Gamsom, (Illinois Online Network, 2010), positive feedback that is focused on an assignment has a positive effect on learner attitudes and achievement.

Messages: Let students know how frequently you will be checking messages or promise a response within a given timeframe.

Comments: Be specific and give examples. Make sure to tell the person what the expectations are, and what is appreciated.

Audio: Voice feedback is appreciated, and students look forward to it. Two tools that are available to provide audio feedback are the voice recorder app on the smartphone and the free app Evernote.

The distance learning facilitator may encounter challenging behaviors. The most common are:

Cyber-bullyingCyber-bullying is the using technological devices to send or post text or images intended to hurt, intimidate, or embarrass another person (Eskey and Taylor, 2014). To solve the cyber-bullying issue distance learning facilitators need training on how to identify cyber-bullying, who to go to when cyber-bullying occurs, and the consequences for students and faculty who are found to be cyber-bullying others.

Inappropriate postsInappropriate posts are any posts that are identity-related, are offensive, hateful or have violent content, contain illegal activity or pornography. The FFSP has guidelines that all students must follow when posting and FFSP has the right to unpublish offensive and abusive posts.

Lack of participation or engagement by learnersParticipation in course activities is fundamental for success in the FFSP Distance-Learning Program. The goal of participation is not to have every student participate in the same way or at the same frequency but to create a safe environment for all to have the opportunity to learn. This goal is accomplished by associating a grade with contributions, communicating expectations, develop thoughtful prompts and questions that stimulate thought, and become a part of the conversation by establishing presence.

The distance-learning classroom has unique challenges, and one of the best ways to deter problems is by communicating with the learners.

Managing learning expectations is a key to a smooth running FFSP distance-learning environment. Dr. Susan Ko recommends five strategies for keeping online students focused and on task (Faculty Focus, 2009).

1. Set expectations from the very first communication.2. Reinforce due dates, schedules and timelines for

achievement of objectives.3. Post materials and conduct activities on a pre-set schedule.4. Allow students to keep track of their progress.5. Be organized- students take cues from their instructor.

What strategies are available to provide access to learning for ADA learners?

The Americans with Disabilities Act (ADA) of 1990 and the 2008 amendments mandate that no otherwise qualified individual shall, solely by reason of their disabilities, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in public programs (Burgstahler, 2015). The ADA applies to Internet-based programs and services, and distance-learning programs must make their offerings available to qualified learners with disabilities.

Described below are examples of access challenges in distance learning courses faced by learners and strategies to remove barriers.

BlindnessA learner or a facilitator who is blind may use a computer equipped with text-to-speech software A synthesized voice reads the text on the screen. Printed materials and videos are challenges for the blind learner. These barriers can be overcome by providing text-based descriptions (Burgstahler, 2015).

Hearing ImpairmentsMost of the FFSP distance learning program material does not require a learner to hear the information. Course videos and audio/video conferences should provide closed caption commentary for the hearing impaired learners.

Mobility Impairments

A learner or a facilitator who is unable to move their hands may use an alternative keyboard or speech input to access course materials and to communicate with the course members. If the FFSP Distance Learning Program requires any onsite meetings, the site must be wheelchair accessible.

Other Visual ImpairmentsA learner or facilitator who has limited vision can use computer screen tools to enlarge print and graphics. Other printed materials will need to be provided in large print versions.

Speech ImpairmentsLearners with speech impairment may not be able to communicate effectively in audio/video conferences, but the other technologies used in the FFSP Distance Learning Program should be fully accessible to the speech-impaired learner.

What is next?

The Fleet and Family Services Program Distance Learning Program is a growing reality. Excellent distance learning facilitators rarely emerge “out of the box” but develop skills over time (Palloff and Pratt, 2011).

A lot of information has been provided with tools and resources to accomplish successfully your role as a Fleet and Family Services Program Distance Learning Facilitator.

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