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					Facilitation: More than Tech Support

  Dr. Philip Laird
  Assistant Academic Dean

  Jerome Thibadeau
  eCourse Facilitation Specialist
  Trinity Western University
 Anticipated Presentation Outcomes

By the end of this presentation,
  attendees will:

A. Understand the philosophy behind
  eCourse facilitation at TWU

B. Grasp the necessity for seamless
  and integrated facilitation services
  in online educational programs

C. Comprehend the process by which
  facilitation takes place at TWU
A. What is Facilitation


  To make easy or easier

  someone who makes progress easier
A. Facilitation Ethos at TWU
  TWU models Christ‟s example
   of servant leadership. This
   model not only extends to how
   we interact with learners in the
   classroom, what we preach in
   chapel and what we publish in
   texts it is also a cultural „way
   of being‟. Servant leadership
   is not about what we do…it is
   about who we are!
A. Facilitation Philosophy at TWU

  • Our model of facilitation in GLC is
    based on the comprehensive service of
    student needs and extends from the
    basic pedagogy of the course to the
    delivery and processing of final grades.
    Our motto of service at GLC is simple:
    “ Whatever it takes”

  • Our basic philosophy is to treat all
    learners and faculty as equal partners as
    we would want to be treated.
A. Facilitation Goals at TWU

   The goal of facilitation is to
    connect the learner to the course
    content, instructional objectives,
    personal learning outcomes,
    campus resources, and campus
    services in a manner that appears
    seamless and integrated to the

   Good facilitation is always present
    but never noticed! (U-principle)
B. Need for Integration:
      Typical Layers/Roles in Online Learning

  Multiple layers of course
  Little interaction between
   the layers due to intense
   specialization within layers
  Each layer is left to create
   the characteristics and
   culture of that layer
  The structure is overly
   redundant and costly (in
   people and time).
B. Integrated Facilitation Empowers Learning

   Student Life               Financial Services
   Admissions                              Accounting

   Computer Services                       Faculty Advising

   Library             Facilitator         Online Learning

                       eLearner         Instructor
B. Integrated Facilitation Satisfies Learner Needs

    Strongest Motivational factors
       Hertzberg‟s model of
       Workplace Satisfaction

     Achievement
     Work itself (The Course)
     Responsibility (Experiential
      Learning Opportunities)
B. Integrated Facilitation Produces eLearning Success

   Success Factors for the Online Learning Program at
     TWU (2002/3)

    Appropriate utilization and integration of the
     organization‟s human capital
     (Technology/Programmers/Facilitators/ instructors
     and students)
    Market share/ROI
    Organizational acceptance of eLearning
    Role clarity and satisfaction (experts should be
    Extensive and ongoing two-way communication
    Flexibility
B. The Need for Structure in Integrated

   #1 Success Factor:
    Excellent structure

  85% of someone’s
    productivity is the
    result of how the
    work is structured
C. Process of Facilitation: Transition Specialists
  Facilitators must become more than tech and
  communication support, they must BE the transition specialists.
C. Process of Facilitation: Transition of Course Content

    Adaptation of existing content
     HTML coding
     Acrobat transitions

    Creation of new content
     Enforcing the eCourse manual structure as much
       as possible
     Working with faculty on course design pedagogy
     Working with faculty to create rich experiential
       learning opportunities.
C. Process of Facilitation: Transition to Learning

   Facilitating online discussion
   Effectively communicating with Learners and
    Instructors using:
   Being flexible in facilitation and course
C. Process of Facilitation: Transition of People

  Transition of instructors and students
  Education through website and newsletter
  Full Service Support
     1 800 (worldwide) 8AM – 10PM PST
     E-mail (same day service guaranteed)
  eCommunity Involvement
C. Process of Facilitation: Transition from Campus to

   The facilitator must connect
    the distant learner to all
    campus services.
    Facilitation must either
    answer all questions
    regardless of content…or
    find the answers for the
    learners “be their legs on
C. Process of Facilitation: Facilitation Lifecycle
C. Process of Facilitation: Pre-Course

   Students need to know what, when,
     how, where…,
   The facilitator need to be able to contact
     the students.
   Immediate notification of registration
     through email
   Maintaining relationship through
   Personal phone call one week before the
     beginning of the course
   Creation of Personal Learning Profiles
C. Process of Facilitation: During the Course

   Students need to access their course
   Students need accountability
   Students need comprehensive campus
   Tech-support
   Intuitive course structure
   Frequent reminders to complete
   Provide „one stop shop‟ services to
     online learners
C. Process of Facilitation Post-Course

   Online course structure improvement
   Repeat Sales (introducing students to new
     online opportunities for education)
   Review of course content, structure and design
   Creation of backend support tools (FAQ,
     support website)
   Continued relationship through newsletter
   Online community development
   Providing course feedback and grade feedback

   Facilitation at TWU‟s Global
    Learning Connections centers on
    comprehensive and seamless
    service to learners and faculty in
    order to maximize successes,
    enable the achievement of
    learning outcomes, and increase
    personal satisfaction in all aspects
    of eLearning.

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