copyright 2006 © lycurgus group, inc. your logo here training requirements for distance educators...

Copyright 2006 © Lycurgus Group, Inc.

Your Logo Here

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


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


1. Distance Education Training Options1. Distance Education Training Options


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


2. Training for the New Instructor2. Training for the New Instructor


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.


3. Overall Training Requirements for Online Instruction3. Overall Training Requirements for Online Instruction


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


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


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.


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


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


4. Knowledge/ Skills to Focus on 4. Knowledge/ Skills to Focus on


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!


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


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.


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


Class Management

Important to provide tips on how to approach the threaded discussions Outcomes How evaluate Link to course objectives Describe participation requirements


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.


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


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


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.


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.


5. Training for Ongoing Support5. Training for Ongoing Support


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


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.


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


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.


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.


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!


6. Q & A6. Q & A


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


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.

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