Weaning from the Classroom -

Moving from Instructor to Facilitator

Office: S 316M Phone:415 452-5699



Email mmalacho@ccsf.cc.ca.us       Dr. Malachowski's Home Page


    • Table of Contents


  • Introduction

  • How and Why - From physical to virtual

  • Interpersonal communications

  • Materials Presentation

  • Delivery Techniques

  • Assessment Techniques

  • Faculty Load

  • Participant Needs

  • Facilitated Interactive Learning

    • Introduction

    The presence of the internet and the World Wide Web offer the educator an opportunity to restructure the learning environment and to enhance the learning experience. As times, people and technology, change and evolve, so must pedagogical concepts and the methodologies utilized to transfer knowledge and encourage learning. The teacher-student concept has been. ingrained in our culture and society over the eons. It has diverged to spawn numerous types of relationships such as mentoring, internships, and apprenticeships. However, the bulwark of our educational system is still the class room. In this classic technique the teacher and students are physically, in time and space, juxtaposed. The basic tools of the trade remain the board (black, white, or green) and the overhead projector. It is now possible, and in many instances desirable, to move beyond the physical classroom. This "Weaning From the Classroom" impacts both the participants and the process. This weaning has started, the questions is how can we encourage it to the ultimate benefit of all those involved.

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    • Why leave the classroom



    1. Client convenience

        2. A. Work Schedule

        B. Home Schedule

        • Kids
        • Elder Care

        C. Life Schedule

        • Spouse/Partner
        • Recreation
        • Entertainment

    2. Institutional need

        3. A. Resource conservation

        • Facilities
        • Administration


    3. Facilitator convenience

        4. A. Work Schedule

        B. Home Schedule

        • Kids
        • Elder Care

        C. Life Schedule

        • Spouse/Partner
        • Recreation
        • Entertainment

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    • How to leave the Class Room



    • Develop Strategic plan /Timeline
    • Define goals and objectives
    • Implement technology
    • Develop course outline
    • Obtain certification (curriculum committee)
    • Schedule course
    • Develop materials
    • Offer course
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    • Why "Weaning" requires support



    * Change is difficult - this is different from the classroom.



    1. Novel to the -

      • Instructor becoming facilitator
      • Student becoming participant


    2. Encourages the success of the endeavor



    3. Minimize trauma and dropout


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    • How can we support "Weaning"

    1. Organize effort - supply a structure


    2. Provide support groups
      1. Virtual
      2. Local

    3. Encourage and support peer group interaction
      1. Institution
        • Department seminars
        • Staff Development
        • Conferences >
        • Social events

      2. Union

    4. Faculty union events

    5. Student union events

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    • Interpersonal Communications



    1. Personal contact with Client to

      1. Establish rapport
      2. Determine Background
      3. Find Reason for taking course
      4. Determine Expectations

    2. Contact Time/ Interaction

      1. Phone - one-on-one
      2. E-mail - personalized
      3. Chat Room - Group general
      4. Forum - Group directed
      5. Home page - one to many

    3. Relationship/Motivators
      1. Personal desire (want)
      2. Learning (need)
      3. Advancement/Power
      4. Goals and Objectives

    4. Student/Participant -- Instructor/Facilitator
      1. Growth
      2. Progression
      3. Independence
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    • Materials presentation.

    1. Course Content
      1. Home Page
      2. Text
      3. Compact Discs (CDs)
      4. Video

    2. Ownership
      1. Who paid for it?
      2. Plan ahead

    3. Contract

    4. Deliverables

      1. Conversion
      2. Personal >
      3. Joint venture
      4. Contracted

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    • Delivery Techniques

    1. Air
      1. Television
      2. Radio
      3. Satellite
      4. Cell Phone

    2. Land line - Cable, copper, fiber
      1. Phone
      2. Video
      3. Internet
        • World Wide Web
        • FTP
        • Proprietary (Forum)
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    • Assessment Techniques - Performance analysis and evaluation

    1. Worksheets - Literal comprehension
      1. Knowledge - recall

        2. Define "gender identity".


      2. Comprehension - interpret data

        3. In your own words explain what is meant by gender identity.

      3. Application - of rule or process

        4. List five adjective you would normally use to describe men and five you would use for women.

    2. Assignments - Interpretative comprehension
        • Develop cognitive responses
        • Collaborative Learning skills
        • Constructivism

      1. Analysis
        • Break material into constituent parts
        • Determine relationships
        • Organize parts

        Compare and contrast the changing gender roles of the mid-1950's and today.

      2. Synthesis - Thinking
        • Original
        • Creative

        Based on current trends project the gender roles of the year 2000.

      3. Evaluation - Use criteria to
        • Formulate opinions
        • Make judgments

        Do you agree that some gender differences exist only in the eye of the beholder? Why or why not?


    3. Quizzes - Applied comprehension
      1. Progress report
      2. Fine tuning
      3. Emphasis

    4. Examinations
      1. Retention
      2. Evaluation

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    • Faculty load - More work than classroom

      • Easier with system?
      • Bridge incentives<

    1. Technological needs
      1. Computer
        • Server
        • Personal
      2. Links
        • Web
        • Internet Service Provider (ISP)
      3. Support
        • Web site creation
        • Multimedia material
        • On-line problems 24/7

    2. Pedagogical concepts and Paradigm shifts
      1. Facilitated Interactive Learning
      2. Collaborative learning /Constructivism
      3. Gamesmanship - competition

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    • Participant Needs

    1. Scheduling
      1. Establish Framework
      2. Encourage on-going participation
      3. Create rhythm

    2. Extent/ requirements
      1. Set goals and objectives
      2. Assessment methods
      3. Evaluation strategies

    3. Feedback Mechanisms
      1. Phone
      2. E-mail
      3. Chat rooms
      4. Forums
      5. Quizzes
        • What did you like best about this module?
        • How would you change the order of presentations?
        • Which concept did you least understand?
        • What would you like to have done differently?
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    • Facilitated Interactive Learning

    Paradigm - a model, example or pattern

    Pedagogy - the art and science of teaching and education

    FIL - A new paradigm for pedagogy


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    • Updated 3/5/00