1. Copyright 2006 © Lycurgus Group, Inc. Your Logo Here Training Requirements for Distance Educators Presented by: Donna DiMatteo, Ph.D. DLA 2006 Conference 8:00 AM Wednesday, June 7, 2006 Training Requirements for Distance Educators Presented by: Donna DiMatteo, Ph.D. DLA 2006 Conference 8:00 AM Wednesday, June 7, 2006

2. Copyright 2006 © Lycurgus Group, Inc. Agenda 4. Knowledge/ Skills to Focus on 6. Q & A 3. Overall Training Requirements for Online Instruction 1.Distance Education Training Options 5. Training for Ongoing Support 2. Training for the New Instructor

3. Copyright 2006 © Lycurgus Group, Inc. 1.Distance Education Training Options

4. Copyright 2006 © Lycurgus Group, Inc. Training Options to Promote Instructor Satisfaction Initial Training Peer Support Mentoring/ Coaching Professional Development 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

5. Copyright 2006 © Lycurgus Group, Inc. 2. Training for the New Instructor

6. Copyright 2006 © Lycurgus Group, Inc. 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.

7. Copyright 2006 © Lycurgus Group, Inc. 3. Overall Training Requirements for Online Instruction

8. Copyright 2006 © Lycurgus Group, Inc. 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

9. Copyright 2006 © Lycurgus Group, Inc. 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

10. Copyright 2006 © Lycurgus Group, Inc. 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.

11. Copyright 2006 © Lycurgus Group, Inc. 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

12. Copyright 2006 © Lycurgus Group, Inc. 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

13. Copyright 2006 © Lycurgus Group, Inc. 4. Knowledge/ Skills to Focus on

14. Copyright 2006 © Lycurgus Group, Inc. 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!

15. Copyright 2006 © Lycurgus Group, Inc. Time Management Assessment of Learning & Evaluation copyright and confidentiality FERPA ADA/Accommodations Plagiarism Learn Software Programs Additional Tools to Use Identify online voice Develop course materials Describe available resources (plagiarism detection, writing, publisher, internet &library) Platform Functionality & Software Create an Online Course Total Client Development Solution Total Litigation Solution Classroom Management/Online Learning Format Policies/Procedures Knowledge & Skills Knowledge & Skills of Distance Educators

16. Copyright 2006 © Lycurgus Group, Inc. 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.

17. Copyright 2006 © Lycurgus Group, Inc. 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

18. Copyright 2006 © Lycurgus Group, Inc. Class Management Important to provide tips on how to approach the threaded discussions  Outcomes  How evaluate  Link to course objectives  Describe participation requirements

19. Copyright 2006 © Lycurgus Group, Inc. 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.

20. Copyright 2006 © Lycurgus Group, Inc. 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

21. Copyright 2006 © Lycurgus Group, Inc. 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

22. Copyright 2006 © Lycurgus Group, Inc. 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.

23. Copyright 2006 © Lycurgus Group, Inc. 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.

24. Copyright 2006 © Lycurgus Group, Inc. 5. Training for Ongoing Support

25. Copyright 2006 © Lycurgus Group, Inc. 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

26. Copyright 2006 © Lycurgus Group, Inc. 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.

27. Copyright 2006 © Lycurgus Group, Inc. 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

28. Copyright 2006 © Lycurgus Group, Inc. 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.

29. Copyright 2006 © Lycurgus Group, Inc. 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.

30. Copyright 2006 © Lycurgus Group, Inc. 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!

31. Copyright 2006 © Lycurgus Group, Inc. 6. Q & A

32. Copyright 2006 © Lycurgus Group, Inc. Q & A Contact: Donna DiMatteo, Ph.D. Lycurgus Group 310-543-0909 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: ddimatteo@lycurgusgroup.com ddimatteo@lycurgusgroup.com www.lycurgusgroup.com

33. 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. 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. 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. 2 nd 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.http://www.westga.edu/~distance/wilson13.html