Planning a Distance Learning Program
When planning a distance learning program, a teacher/facilitator/trainer (T/F/Ts) must consider a variety of questions, such as
- How can I help learners feel welcomed and connected?
- How can I encourage collaboration?
- How can I help my potential students be prepared for distance learning?
- What technologies are appropriate for my lesson topics?
- How can I build quality into my program?
- Will I have an Instructional Designer to work with?
As a technical writer/instructional designer, my role is to help T/F/Ts answer these questions, and many, many others. In the pages that follow are some of the pieces that I think would be part of a well-planned program.
My Personal Commitment statement
As a technical writer/instructional designer, I will assist T/F/Ts in presenting their content to distance learners by
- Selecting appropriate course structure
- Selecting appropriate media
- Assisting T/F/T to produce media, if they so desire, and to use the learning portal effectively
My strategies for keeping this commitment are as follows:
- Evaluate content against proven instructional models
- Collaborate with T/F/Ts when content dictates an unconventional approach to insure that the instruction is pedagogically and andragogicaly sound: that the course is learner-centered and meets their educational needs, that it is cost effective for the learner and the institution, that the technology and media is transparent to the learning, and that building a collaborative learning community is encouraged (Strong and Harmon, 1997 as cited in Palloff and Pratt, 2003)
Collaborate with T/F/Ts on concerns such as gender, race, and other cultural bias
- Collaborate with T/F/Ts on activities and assessments, with the goal of addressing all learning styles
- Use a variety of media – print, audio, video – selected on the basis of aesthetics, flexibility, economy, and proven worth
- Evaluate the planned media against what the distance learner has access to
- Evaluate course structure against learning portal requirements, and adjust accordingly
- Create tutorials for media production software and learning portal, when needed
- Coach T/F/Ts with media production software and learning portal
As an instructional designer, I will support the distance learner during a course by
- Creating a well-produced course
- Using reliable technology, and testing the produced course thoroughly
My strategies for keeping this commitment are as follows:
- Collaborate with T/F/Ts and other subject-matter experts (SMEs) to author and edit text that delivers the content with clarity and grace
- Collaborate with T/F/Ts and other SMEs to create audio and video (including flash) that delivers the content in formats that the learner can easily access. Provide plug-ins (along with complete instructions as to how to install them) only as a last resort.
- Develop a “master user” knowledge of the learning portal, and other supporting technologies such that I can troubleshoot and repair problems with the course if needed
Welcome Letter
Welcome!
Your employer, Company XYZ, has placed you on the Customer Care team for W1, and we’re excited to have you! We see you as a true partner in delivering world-class service and support to our growing network of customers.
Here’s what you’ll get from us:
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Membership on an elite team of agents who are seen as part of W1, not just a contractor
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Opportunities to learn new skills, and learn about new technologies
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Support to perform at your highest level
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Training to get you there
In the first week of your training, we’ll tell you about W1’s history, technology, and who is our ideal customer. We’ll talk about how you play a role in our Customer Care Organization, and how we know we’re successfully delivering the best customer experience possible. Lastly, you’ll get to know the systems that you’ll use.
In the second week of your training, your focus will be on your role as a Service, Technical, Sales, or Retention agent. You’ll dig deeper into the W1 processes, procedures, and systems, and be introduced to the other teams in W1 that help resolve a customer problem the first time he calls.
In the last week of your training, you’ll move out of the classroom and team up with a senior agent to “buddy-jack” on live calls. Your classroom training will come alive to you as you gain confidence.
Here’s what we need from you:
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Remember that you are a member of the W1 team, the same team that all of the other W1 employees belong to. You are not “us” and we are not “them.”
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Think about what you are learning, and ask questions. Getting wrong now means that you will cost the company more later. Part of that cost will be angry customers who are repeat callers.
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Treat our customers the very same way you want to be treated, with appreciation and respect.
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Commit to yourself that you will always do your best work every day, and have fun!
Welcome! Let’s get started!
