Cider’s Educational Group Presents:

Ethics within a Distance Learning

Classroom Training

Welcome Trainees!

My name is Ashley Tillman, I will be your trainer throughout this Facilitation Training Program.

Today we will be discussing Ethics within a Distance Learning Classroom sponsored by Cider’s Educational Group.

Each Module will be 45 minutes to 1 hr. long per day (the training will be for 3 days). Please provide an email, we will send a scoring survey to

evaluate the training. Get comfortable and grab a few brain snacks to stay focused!

If have trouble assisting the training please contact me: Phone: (240) 204-3803

Email: ashleyt2@email.phoenix.edu

Disclaimer: Cider’s Educational Group is not a real organization, it is made up for the purpose of the training. Thank you.

Table of Contents• 3 Module Model

• Module 1 1.1 Learning the Audience 1.2 Goals and Objectives 1.3 Create your own Checklist (Summative Assessment)

• Module 2• 2.1 Skills and

Strategies • 2.2 Are you a Visitor or

Master? (Phases of Development) • 2.3 Theories • 2.4 Mentoring

Facilitation Program

Table of Contents (con’t)• 3 Module Model

• Module 33.1 Management and Evaluation3.2 Our friend Blackboard (LMS)3.3 Technology Tools 3.4 Student Collaboration3.5 Student Conflict and Feedback 3.6 Resolving Issues

• Feedback and Additional Comments • Conclusion

Module 1:Day 1

• 1.1 Learning the Audience • 1.2 Goals and Objectives • 1.3 Checklist (Summative Assessment)

Module 1.1: The Audience

• Adult Distance Learning Facilitators• 3-4 years teaching lower level education• 1 or less year teaching in a online classroom• Traditional or Online classroom experience• Master’s Degree or Ph.D.

Module 1.2: Training Goals

• Goal 1 –Facilitators need the skill of focusing on student

individual needs in the classroom. • Goal 2 –

Facilitators will learn to develop ethical guidelines.• Goal 3 –

Facilitators will practice with technology tools.

Module 1.2 (con’t): Training Objectives

• Objective 1 –Facilitators will develop activities such as “Icebreakers” at the beginning of their courses to welcome students and establish a sense of community.

• Objective 2 –Facilitators will prepare a set of ethical guideline or standards at the beginning of

their courses in order to protect every student’s background.

• Objective 3 –Facilitators will be tasked to work daily with familiar and learn unfamiliar

tools throughout their courses to stay abreast with the latest technology and help students who may encounter issues with new technological tools.

Module 1.3: Checklist

Create a checklist that includes Ethical Practices to keep in mind in the classroom:

• Respect for all students and their ethical background • Avoid risk or harm (Royse, Thyer, & Padgett.. 2010 )

• Focus on good outcomes • Be open

• Provide fair justice• Well-considered procedures (Royse, Thyer, & Padgett.. 2010 )

Module 2: Day 2

• 2.1 Skills and Strategies • 2.2 Are you a Visitor or

Master? (Phases of Development) • 2.3 Theories • 2.4 Mentoring Facilitation

Program

Goal 1 Facilitators need the skill of

focusing on student individual needs in the classroom.

Objective 1 Facilitators will develop

activities such as “Icebreakers” at the beginning of their

courses to welcome students and establish a sense of

community.

Module 2.1: Facilitator Skills

• Skills –• Presence in the classroom • Flexibility (most students will

live and work in different time zone)

• Creativity• Approachability (if students have

questions, students need feel they can talk with you)

• Knowable of technological tools

Module 2.1 (con’t): Strategies

• Presenting Skills • Icebreakers • Cartoons (creativity) • Share contact information and “office hours”

(when you will be online) • Develop a method of communication (private

message or facilitator’s personal email) • Post messages about articles in the world of

technology, education, and helpful tips. (weekly)

Module 2.2: Are you a Visitor or Master?

Phases DescriptionVisitor Facilitator used ethical guidelines set by the state; has not created his or her own

for the classroom. Has little or no experience with technological tools.

Novice Facilitator has developed ethical guidelines and uses the state regulated guides. Has some experience with technological tools

Apprentice

Facilitator have set ethical guidelines and includes state as well. Has more experience with technological tools than Novice.

Insider Facilitator who has used ethical guidelines and state; very comfortable with the usage. Basic knowledge of technological tools.

Master Facilitator who has used ethical guidelines and state for years in courses. Set perfected skills and knowledge of technological tools. ()

(Palloff & Pratt, 2011)

Module 2.2 (con’t): Are you a Visitor or Master?

Phases TransitionVisitor Could easily have personal experience with technological tools yet not in a

classroom setting

Novice Similar to Visitor with more experience

Apprentice

Similar to Novice

Insider Similar to Apprentice

Master Similar to Insider with more experience.

Module 2.3:Theories

Cider’s Educational Group presents the following theories of learning:

Behavior – “We watch other people closely in the hope

that we can see what is regarded as

correct” (Javis, p.65). Peer to Peer

motivation and encouragement

Cognitive – “Influential learning” (Javis, p.71) Learning from one another in

the training. We come from a different

backgrounds and have different experiences.

Social – Learning from one’s

environment (cultural experiences). Sharing those experiences in

the training.

Module 2.4:Mentoring Program

• Goal 1 Build an effective peer to

peer program • Goal 2

Encourage relationship building among faculty

• Objective 1 Facilitators will learn to work

together by mixing and mingling with faculty that are new or tenure throughout the mentoring program

• Objective 2New or older Facilitators will

discuss ways to effective communicate with all faculty members outside the classroom for advice and support within their courses.

Module 2.4 (con’t)Mentoring Program

Experience Courses Success

Mentor has taught 5 – 10 years online. It an Insider or Master in profession.

Cider's Educational Group requires each Mentor to have experience mentoring 2 training program.

Mentor has taught 2 traditional courses and 3 online courses with little to no problems reported by students.

Mentor success is based on outcome of courses.

End of course survey

Training evaluation scoring survey

Mentor Performance Status

Module 3:Day 3

• 3.1 Management and Evaluation• 3.2 Our friend Blackboard (LMS)• 3.3 Technology Tools • 3.4 Resolving Issues

Goal 2 Facilitators will learn to develop ethical

guidelines.Goal 3

Facilitators will practice with technology tools.Objective 2 –

Facilitators will prepare a set of ethical guideline or standards at the beginning of their

courses in order to protect every student’s background. Objective 3 –

Facilitators will be tasked to work daily with familiar and learn unfamiliar tools throughout their

courses to stay abreast with the latest technology and help students who may encounter issues with new

technological tools.

Module 3.1: Management

• Cider's Educational Group belief and practice that management is knowledgeable of each facilitators needs:

Challenges• Scheduling conflicts • Disagreements with planning• Matching mentor with mentee

Strategies• Joint Planning (Sybille's and

courses) • Collaboration in assessments • Planning Meetings• Meet and Greet

Module 3.1 (con’t): Evaluation

Evaluation Strategies

Align with Management

Follow Trainee Handbook

CEG will create an trainee handbook for each facilitator to follow during training

Journals Facilitators will be given a free CEG journal to reflect, take notes during training, and provide feedback for training program

Module 3.2: Our Friend Blackboard

Cider's Educational Group will be using a LMS platform: Blackboard

• CEG can manage the training in real time.• Create discussions and chat.• CEG can select who can post on the discussion boards.• Mentors/Trainor can provide feedback either on a board post or

private message.• Facilitators can post assignment due dates and share grades with

each participant.

Module 3.3:Technological Tools

Cider’s Educational Group with include the following technological tools:

Video – YouTube: view different topics

regarding ethical guideline and how to use this properly in

the classroom

Visuals – Cartoons: politically correct images of what an

ethical and unethical situation looks like

Games – Crossword puzzles: definitions of ethical terms for

memorization.

Module 3.4:Student Collaboration

Cider’s Educational Group suggest the following for student collaboration:

Google Apps – Google Talk/Hangout:

students and facilitators can chat,

share video, and assignment on this

virtual interface

Go-to-Meeting: Similar to google

talk/hangout, allows students and

facilitator to chat and share video in a large

group setting or privately.

Twitter: An account can be created just for

the class and the facilitator can monitor and post tweets about assignments. A privacy blocker can be put in

place so only the students can view the page and added as a

follower.

Module 3.4 (con’t) Student Collaboration

Cultural Experiential Nontraditional• Respect Norms• Behaviors vary based

on background, gender, ethnicity

• Allow constructive feedback

• Be aware of language and tone in messages (online classroom)

• Adult learner • Has a family and full-

time job • Needs flexible hours to

complete school work

• Online classes only • Works has his or her

own pack• Needs less structural

environment

Types of Learners

Module 3.4 (con’t) Student Collaboration

Synchronous Asynchronous

In the synchronous environment, facilitators are able to typically see what a student is doing in his or her classroom. As well students interaction with other students.

In the asynchronous environment, facilitators will have to notice a pattern in a student’s discussion post, assignments, or group work.

Synchronous vs Asynchronous

Module 3.5:Student Conflict and Feedback

• Cider’s Educational Group recognizes that students many face conflict in the classroom. Here are a few ways to manage conflict:

Cyberbullying – “ask clarifying questions”

of parties responsible. (Johnson, 2011)

Encourage netiquette among students

(manners, message if you were speaking to

your boss).

Lack of engagement – private message the student and ask in the following manner. “Hi

Lisa, I noticed you haven’t posted lately. If you help with your

discussion please contact me as soon as you can. Thank you.”

Inappropriate post – provide feedback to

student. For example, I see your point,

others would value if you provide a better

explanation.

Module 3.6:Resolving Technology Issues

Training Technology Issues

Resolutions

• Training pauses without user pressing pause button

• Table will not load• CEG technological

support is not reachable

• Contact Trainor. Save work and close browser and reopen to pick where you let off

• Save place then refresh or contact Tech support

• Contact Trainor. Trainor will contact CEG management team.

Online Classroom Issues

Resolutions

• Messages • Comment• Audio

• Facilitator should response daily to feedback to any messages

• Constructive comments that are helpful and promote questions.

• Contact tech support and facilitator

Leaner Feedback

Training Feedback: Sample Scoring Survey

Questions Excellent Good Fair PoorHow well was this training constructed?

The training met all my expectations and more.

The training was constructed somewhat well, missed a few points

The training was barely constructed well

The training was not constructed well and I did not understand certain topics

How were the materials presented in the training?

The materials were understandable, retable, and exceeded my expectations

The materials were not up to par and confusing

How was trainer and mentor of the training program?

The trainer and mentor were somewhat lacking in skill sets,

The trainer and mentor were not available at there set “office hours”

Additional Comments

Conclusion

You have successfully completed the training!Please take time to reflect in journals on what you have

learned and share feedback and comments. Cider’s Educational Group would like to thank you for

participating in their Facilitation Training Program today. A survey and completion certificate will be emailed to you.

We hope to see you in the future!

References• Jarvis, P. (2010). Adult Education and Lifelong Learning: Theory and

Practice (4th ed.). New York, NY: Routledge: Taylor & Francis Group.• Johnson, B. (2011, November). How to Address Conflict in the Online

Classroom. Online College Courses, n.d(n.d), 1. Retrieved from http://www.onlinecollegecourses.com/2011/11/11/how-to-address-conflict-in-the-online-classroom/

• Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass.

• Royse, D., Thyer, B., & Padgett, D. (2010). Program evaluation: An introduction (5th ed.). Belmont, CA: Cengage Learning.