E-Learning 1.0
Who Wants to be a Distance Trainer?
By Karen Mantyla
Everyone wants to be a millionaire, but ask a group of trainers whether they want to become distance learning instructors and you'll see them peer around at colleagues, wondering which brave souls will raise their hands. Here's what to look for in potential e-trainers and how to help them succeed in the transition from face-to-face to virtual space.
The 2000-2001 timeframe will produce
not only more DL instructors than ever before, but at a faster rate. Many organizations and consultants offer train-the-trainer programs in delivery methods ranging from Web to satellite to videoconferencing, and others. Supporting instructors as they make the switch from classroom trainers to facilitators of learning is a fast-growing service field, and instructors who are considering the change will find help readily available.
I make this point because addressing the real or perceived problems that instructors deal with in distance learning is the first step in the selection process. It's important to check the mindset of instructors that you're considering for these positions. If you provide a forum--such as a workshop--where negative perceptions can be addressed and dealt with effectively, you can enlarge your pool of candidates. Basically, instructors are reluctant to volunteer for these jobs for the following reasons:
- Skepticism that training via distance learning isn't as good as the tried-and-true classroom experience.
Tip: Offer researched documentation and a list of successful distance learning organizations for benchmarking best practices and successful outcomes.
- Fear of using the technology and appearing less than proficient.
Tip: Identify the learning technologies being used and allow ample time for trainers' questions and time to practice, practice, practice.
- Training where peers can see them.
Tip: Have instructors do team teaching with a distance learning instructor or shadow one to get comfortable with these classrooms without walls. Having a mentor is also helpful when making this transition.
- Lack of control.
Tip: It's important to convey to instructors that distance learning is a team effort, with all members pitching in to support learners' success. The instructor, instructional designer, site facilitator, and technology and administrative contacts form a strong nucleus for supporting the success of distance learning initiatives. When people learn, the team--including the instructor--is given credit for that success.
- Fear of losing their jobs.
Tip: Provide instructors with resources detailing the new types of jobs that have been created by this new learner-centered environment. Roles, in addition to training, include facilitating, moderating, site coordinating, and learner support. An excellent resource on such new positions is ASTD Models for Learning Technologies: Roles, Competencies, and Outputs, by George M. Piskurich and Ethan S. Sanders.
Trainers' perceptions should be addressed openly. The goal is to ensure that their decisions are based on facts, not perceptions. In your e-learning strategic plan, you should build in ways to identify and address people's concerns and resistance to distance learning.
Here are some pointers for the next step, selection. (For additional information, refer to ASTD's Distance Learning: A Step by Step Guide for Trainers, by Karen Mantyla and J. Richard Gividen.)
Selecting distance learning instructors
Training delivery, especially that first one, will have lots of eyes watching. New mindset shifts about distance learning are often formed by an organization's initial course or event, so the first one must be successful. A great outcome will help dispel skepticism and, conversely, a poorly delivered course will fuel the fire for "I told you so" while increasing the zeal to minimize change. Ready to select potential DL instructors, here's what to look for:
Enthusiasm about distance learning. It's important to start with these people; you can convert others as you go along. If someone has had prior successful DL experience and is enthusiastic about doing more, put him or her at the top of the list. These instructors can also act as mentors.
Excellent onsite instructors. A track record of excellence in delivering onsite training is a basic requirement for DL instructors.
Learner-centered mindset or willingness to develop one. Those who have a strong instructor-centered mindset will not be your best candidates.
Flexibility. With new skills and technologies to learn, flexibility is an important attribute. Plus, it's a valuable trait for those times when the technology fails and contingency plans are launched.
Adaptability. A DL trainer works with a team and doesn't control what each person on the team does. The trainer is a vital part of the success of the distance learning event and needs to think of delivering training as a collaborative way of supporting the needs of learners. All team members are important, especially the technical people who now become a life-support system that must be included in all planning. The instructor must learn to adapt to recommendations and new ideas by other team members. Rigidity is out.
Sense of humor. Effective use of humor helps remote site learners enjoy the learning experience and want to come back for more (and tell others to come back with them). Good press is invaluable.
Willingness to learn about new technologies. Effective distance learning instructors find out how the equipment works, how the software can be used, and how the hardware and software support the learning experience.
Willingness to create interaction. A talking head or long pages of text on a screen prompt the yawn reflex. Interaction is important and not only helps people learn, but it also can be used to apply the learning to the real world.
Willingness to practice using the equipment and to rehearse delivery. Most DL instructors say the number 1 way they learn is to practice, practice, and then do it again. Though instructors may know their content well, it's vital to become confident and comfortable delivering the content with learning technologies.
Training distance learning instructors
Once you've selected trainers, your next job is to help them succeed. There will be differences in training, depending on which technologies they'll use. Such differences include course conversion--including learner support materials--and training delivery methods. Insist that trainers experience the technology before using it for instruction; ask them to take an online course or two and attend a satellite or videoconference event to see what it's like being a learner.
Instructors need practice and a good overview of the job, including how to
- understand different learning technologies and the advantages and disadvantages of each
- select courses for conversion
- convert courses or learning content with a media selection guide (this helps instructors choose the best technologies for Web-based, CD-ROM, satellite, videoconferencing, and other training).
- design for short segments of 10 to 15 minutes
- build in interactivity for 30 to 50 percent of the program and vary the activities to ensure an active learning event rather than a passive learning experience
- create effective visual aids
- dress properly when using video
- create effective remote site materials
- prepare evaluation tools
- train remote site facilitators
- ensure easy registration and identify precourse administration requirements
- deliver the learning experience based on the selected technologies
- set up contingency plans for when the technology doesn't work
- establish learner support systems before, during, and after learning delivery (help line and email access, for example)
- use all equipment and applications.
Effective onsite instructors learn how to be successful. The same holds true for distance learning instructors. Having a step-by-step process for selecting and training instructors will help ensure that learning is the focus and the technology is seamless.
Published: July 2000