CUR532

1. Running head: CREATING A DISTANT LEARNING ENVIRONMENT FOR 1
Creating a distant learning program for corporate trainers
Shirley Love
CUR/532
April 30, 2018
Melinda Medina

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Creating a distant learning program for corporate trainers.
Corporate America has become increasingly interested in developing E- learning
programs that will address the demand for access and availability of information. The business
world recognizes the benefit of online education. The goal of this project will be to train
managers how to revolutionize their department by establishing online programs that are user
friendly. The move to establish online distant education will increase speed of information
across all platforms. This report will address five different areas: identification of audience,
skills needed for effective implementation of project, technology and assessment tools to
measure success and managing online classroom issues.
Identification of audience
Ages of the audience will be 21--45 with experiences in the industry, but not in distant
learning. This group expects exciting and innovative training scenarios where they can engage
other trainers and attract participants. Corporate trainers have advanced degrees in business and
are familiar with the Internet. Ninety eight percent of participants in the training program are
using some form of business software to complete job responsibilities. The current level of user
knowledge is high, therefore they are expecting an advanced level training, but a program that is
user friendly for employees they will need to train. The goal of the training program is to raise
competency levels of managers and increase knowledge concerning distant learning. The three
objectives are; to assist Managers to gain online teaching skills that will promote mentoring,
promote advanced skill development and introduce use of advanced e-learning skills to
managers. (Teclehaimanot and Lamb 2005). The theory also states that as the level of
interaction between teacher and learner decreases, learner autonomy increases.

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Skills needed for effective distance learning facilitators
E-learning facilitators include different ages, gender, and ethnicity, however none of
those traits determines a good online facilitator. What are considered important skills? Personal
behavior and ability to engage participants are key components for delivering education on line.
Some of the recommendations that can be used to showcase skills are; creating a learning
environment conducive to active participation, asking questions rather than lecturing, and the
ability to create collaborative scenarios that tie e- learning to corporation’s goals.
Distant learning facilitators for Corporations must always consider presence. What
image are they projecting to participants and how are they building their social, personality and
instructional role? Facilitators cannot be physically present, but not having an online image can
hurt e-learning program. Building a combination of videos, photos and narratives can help create
a sense of presence.
LinkedIn is a social media site developed for professionals. The use of social media to
promote online presence is commonly used. The site is also a good resource for on-demand
courses. Instructors can post videos, pictures and other visual aides. A messaging component
can be utilized to communicate if needed.

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Trainers are in a unique position when instructing corporate employees. Training must
address many challenges business face: talent retention, skills gaps, inefficiently managed
projects, and unengaged team members (Mandel communications UD). Strategies to increase
engagement are to organize cohorts by team, role, function and geography, and provide a
framework for trainee’s thoughts. It is important to provide an opportunity for potential
facilitators to present their ideas
Phases of development
Phased approaches correspond to the place of development trainees find themselves.
Novices have some knowledge of online training, but need more information about e- learning.
The Master is familiar with online training and has advanced facilitation skills. Advanced
technical skills are required, and will be utilized in a self -paced module over a three-day period.
The Novice will be given face-to-face training based on needs until they have mastered the
techniques required for e learning.
The same computer skills when applied to e learning require each participant to not only
teach to their employees, but to become proficient with advance technology of the e-learning
software over a three-day period. Advanced facilitation skills will be self- paced, utilizing audio,
and videos, which is included in the Coursmill program.
Skills needed for effective distance learners
Skills outlined for facilitators of distant learning programs are the ability to translate
content using technology. Facilitators must be engaging, creative and have the ability to build
trust among their audience. Most managers have been involved in training face to face, now the

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role must shift into a virtual reality scenario, where they appear on camera and come across
without appearing anxious or defensive.
The online facilitator is expected to know the subject matter as well as presents an air of
confidence. The need to establish trust and project to the learner that they are available for
individualized support if requested is necessary for the success of the project.
Strategies use to present skills will be mentoring and the development of learning
communities. Palloff and Pratt (2011) explained that this strategy has been shown to be effective
in promoting technology integration and online teaching.
Learning theories related to distant learning.
Distant education has been formalized within the last thirty years. Two theories have
dominated the learning community: transactional distance theory and connectivism.
Transactional distance theory as articulated by Michael Moore states “the idea that
distance education is not a matter of geographical separation of learners and teacher, but more
importantly is a pedagogical concept”. As the level of interaction between teacher and learner
decreases, learner autonomy increases (Moore 1972,1973). The need to create a virtual
classroom can be positive as well as negative. From a positive point of view, creation of
dialogue that enhances learner participation, and from a negative point of view it could reduce
learner autonomy. Now that online users employ synchronous and asynchronous form of
communication, the creation of dialogue has lost some of its appeal. Students can work together
at the same time as in synchronous (chat rooms, online), which allows people to explore, through
writing or talking. Asynchronous, the relay of information with a time lag has revolutionized the
world of online education using discussion forums, and emails. This form of communication
allows students to build bridges between different concepts (discussion forums and emails).

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Stephen Downes and George Siemens promoted connectivism; it is often called the learning
theory of the digital age (2005). The belief is that learning occurs through a connection of
networks. Learners recognize and interpret patterns and are influenced by the diversity of
networks. The theory also explains how Internet technologies have created new opportunities for
people to learn and share information across the www and with each other (Siemens, Downes
2005).
Technology Tools (multi-media format).
Learning Management System (LMS) is a software application for the administration,
documentation, and tracking of training programs. Articulate 360 is a LMS program that present

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courses, is interactive, and have the ability to share slides. This program can help new designers
produce courses, and quickly track them; also allows a creation of any action, add games,
simulations, and can perform assessments. Ease of access to courses, curriculums and resources,
make this software an excellent choice for corporate training. The mobile app allows
participants to access e- training at their convenience. The program can also be presented as a
blended learning program.
Infographic presentations will be used to present the program to the employees. This
format will be colorful and awe inspiring to capture interest. Participants will be introduced to
this presentation tool and can be utilized by participants. Classroom discussions will be done on
line through email with required post at the end of the sessions to at least one participant.
A time for private discussions with facilitators will be woven into the fabric of the
training. The participants can take advantage of the email system to address concerns and issues
at any time during the program, if uncomfortable with face-to-face discussions.
“What if” (eidesign), is an online training simulation that provides an opportunity for
trainees to explore hypothetical situations, making decisions based on real life scenarios.
Exploration of the consequences of decision-making capabilities gives trainees an opportunity to
experiment with critical thinking skills. Desired outcomes of simulations can be programed.
Summative assessment
A final project to be completed at the end of the project will consist of producing a course
using the articulate software. Trainees will be divided into small groups and given an
assignment that will involve producing presentation using the online software.

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Issues and classroom management
Managing disruptive behavior in a corporate setting requires establishing policies at the
beginning of the project. Stating expectations, and assigning work that is difficult and requires
concentration can help create a learning environment and eliminate risk of future problems.
Being creative will cut down on disruptive student behavior. Find things to appreciate, praise in
public and criticize in private. Always give choices, and establish routines. Keeping the class
engaged and active at all times.
Conclusion
Corporate e learning is not only a trend in business but have long lasting benefits to
remote employees and organizations. Coaching and mentoring have been used for many years,
but the move to online training appeal to the more experienced employees. They are taking the
Master role to improve knowledge and transfer information to other employees. Eventually the
novice and the beginner will become masters with knowledge they can put into practice.
Knowing the availability of resources and realizing that there is help for training that can be
engaging and responsive to employees needs.

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Four day training program agenda (for 15 Managers)
Day 1.
0900. Welcome & Introduction (to include warm up, each participant will be given a laptop to
work with. laptop).
0930 Learning goals and objectives.
0945 Interactive experiences with online content (video).
1000 Break
1015 Identification of audience knowledge level Master, Novice will be determined. Divide into
Groups
1030 Review of online resources to support training. And how they will be used.
Power points (presentation)
Info graphic (presentation)
E designs (presentation)
1115 Break
1130 Question and answers concerning resources.
1200: Lunch
1300: Skills needed for effective on line facilitator (lecture by visiting online facilitator).
1345 Break
1400 Strategies for presentation of information.
1430 Opportunities for individual reflection and overview of the day two content.
1300 End of day 1.
Day 2
0900 Review of theories of distant learning
0930 Questions?
945 Break
1000 Each group will be required to prepare a PowerPoint or info graphic
(subjects to be decided)
1200 Lunch

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1300: review of power point and info graphic with discussion
1400: how to post on line
1500. Summarize and closure.
3rd day
0900: (continue with group discussion concerning technology) allow opportunity for questions
1000: Presentation on how to post on line with explanation of the various technology available to
trainees.
Present three different technologies that will engage your trainees and post on line
Social Media
U tube (locate one video to express how to teach online)
Blogs
Skype
Mobile computing
1200: Lunch
1300 Games & simulations (explained and demonstrated on line).
1400 Review of e-learning program to be utilized by the company (articulate 360 presentation)
1500. Summarize and closure
4th day
0900: How to post to articulate website
1000: How to write a blog and post to articulate 360
1100: What are the needs of the trainees? Opportunity to ask questions with one on one attention.
1200: Lunch
4th day
Review of articulate 360
Assessments of program
Issues in online classroom management
Review of objectives
Review of Goals
Evaluation to determine if goals were met.

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Reference
Articulate 360. https://articulate.com-360
Siemens, G. (2005) Connectivism: A learning Theory for the Digital Age . International Journal of
Instructional Technology and Distant Learning 2(1) 5-10
Downes, S (2010) New Technology supporting informal learning. Journal of Emerging Technologies in web
Intelligence. 2(1) 27-31
Moor, Michael Grahame (1972) The Theory of Transactional Distance Theory
https://www.eidesign.net
(Teclehaimanot and Lamb 2005). Workshops that Work: Building an Effective, Technology-
Rich Faculty Development Program. Journal of Computing in Teacher Education v21 n3 p109-
115 spr 2005