When assigning credit for a virtual training session, it may seem complicated to determine how many credit hours to offer. However, determining how many hours to offer for the online session is very similar to determining how many hours to offer for the face-to-face session.
How many hours to assign an virtual training session involves determining how much time is needed for a participant to go through content, how much time to watch any supplementary videos, and how much time is needed to complete exercises.
You control when credit is awarded for completion of the training session. Be very clear in your instructions of content and assignments. It is also a good idea to include any completion requirements in the initial course description. This will let participants know before signing up and starting the session that credit will not be immediately awarded, and what is required for completion.
Please note that a participant cannot repeat online training courses (including orientation) within a 5 year time frame; unless it has been required as part of a disciplinary directive by a state agency or an employer. As a trainer it will be important to maintain records of who has completed online training.
922 KAR 2:240. Kentucky Early Care and Education Trainer’s Credential and training approval
Section 11. General Training Requirements (5) A training shall consist of a minimum of one (1) clock hour and may increase in fifteen (15) minute intervals. (6) A training that is not conducted face-to-face between a trainer and trainee shall: (a) Consist of a combination of alternative modes of delivery; and (b) Not consist solely of: 1. Reading an article; 2. Reading an article and answering questions; 3. Watching a video; or 4. Watching a video and answering questions. (7) A training shall be consistent with the principles of the trainer’s seminar as specified in Section 4 of this administrative regulation. (11) A trainee shall not repeat online training courses, including orientation, unless: (a) Five (5) years have passed since the online training was completed; or (b) Required to as part of a disciplinary directive by a state agency or employer.
A rubric is a guide to scoring the quality of assignments/responses. Rubrics are typically used to help learners and instructors understand and know what is being graded, how the grading will be scored, and what the expectations are for completion of assignments. Generally, a rubric is presented in a table format and can be used by both the instructor for grading, and by the learners for planning their work. A rubric is designed to communicate expectations of the task at hand to both the learner and the instructor.
Above is a sample template that can be
used to start a rubric. See “Resources” below to get a more detailed
sample.
If assignments will be graded and expected to meet a specific standard for completion of the online training course, consider using a rubric. Rubrics will help the learner and the instructor and will limit possible confusion as to completion expectations.
The two main components of a rubric are the criteria being assessed and the levels at which the criteria can be graded.
Criteria are specific and detailed components of the overall assignment that you are looking at. This breaks down a larger assignment into smaller pieces. These pieces are typically the things that you would consider and look for when grading an assignment to verify completeness and that it met your desired outcomes. There is no minimum or maximum number of criteria. The more complex the assignment and the more specific details you are wanting, the more criteria that would be graded.
Levels will offer a variety of options that start at a more basic point and go to a more detailed response. Most rubrics will have 3 or 4 Levels, however, when creating a rubric you can use as many levels as preferred, they can also be labeled in any preferred terminology. For our example we label them at “Beginning”, “Developing”, and “Competent”
Below is a sample of part of a grading
rubric.
Training: Using Observations to Create Lesson Plans
Final Assignment: Observe a classroom of your choice. Make notes of the observation/use observation forms. Based on the observation create a lesson plan using the attached template.
When grading, each level is assigned
points. Once again, the points assigned are subjective, but should be
uniform across the entire rubric. Depending on the total number of points
possible, you would determine how many points a participant would need in order
to pass the assignment, a recommended guide would be getting 80% of the
possible number of points.
Benefits of rubrics for trainers:
Provide learners with clear instructions for desired outcomes
Provide reliability and consistency in evaluating learner assessments
Provide justification for course completion and credit obtainment
Allow for reliability and consistency in scoring
For the learner the rubric can be of benefit because:
Image Credit: Benben, Alicia & Jennifer Pusateri. (2021) Yeah, But How Do I Do That Online?: Designing Online Professional Development Programs. [PowerPoint slides].
When training face to face you have a physical space for your trainings. You will have room that you are able to organize and manipulate based on the training content, the location, and the participants. Having control over the physical space can provide a sense of comfort and security when conducting face to face training sessions.
When moving to an online format the space can be limitless. Having so many options for how your training can look can create confusion and be overwhelming to trainers. Finding a learning space that you comfortable with is key to the success of your virtual training.
Organizing Your Learning Environment
Whether you conduct your trainings synchronously or asynchronously it should be organized in a way that flows well and allows participants to focus their energy on the content and minimize frustrations that might impede a learner. Take a look at these videos to learn more about how you can organize your asynchronous and synchronous learning environment.
It is important to note that there is no perfect system for the organization of your learning environment. All systems will have pros and cons. As a trainer you will need to do your own research and determine which system works bests for your needs.Don’t forget! Training Coaches are also available to help!
Welcome to FET 370: Introduction to Developing and Facilitating Online Training. This course satisfies the Division of Child Care (DCC) regulatory requirement for cabinet approved online training development course for credentialed trainers who will be conducting online training or webinars. For the purpose of this course, we will use the term virtual, to refer to online training or webinars. This course will review basic regulatory requirements as well as best practice recommendations on how to develop virtual training sessions.
This course assumes that the learner has basic knowledge on how to create training plans and computer skills. The course can be started and stopped as needed. For best viewing it is recommended that this course be viewed on a laptop computer, desktop computer, or tablet. Including the final assignment the course will take approximately 2 hours to complete.
To successfully complete this course you must proceed through all Lessons and Topics, completing any assignments and quizzes, and complete a final assignment based on the content of the training session.
Important note!
No clock hours are awarded upon completion of this course, as it is a requirement for offering virtual training. Credit for completion, however, will be recorded in ECE-TRIS.
Credit is not automatically awarded after completion of the lessons and course evaluation. In order to receive credit, you must submit your final assignment, which will be reviewed and graded. Upon successful completion of your final assignment, credit will be awarded. No certificate will be mailed to you, and credit will be entered into ECE-TRIS within 10 calendar days.
New to LearnDash or need a refresher on how to move through the course?
This course is divided into multiple lessons and some lessons may have sub-topics. To move through lessons and topics you will need to click “mark complete” at the bottom of the page. To access quizzes or assignments you may need to click “start quiz” to access quiz content.
We hope that you enjoy the course!
922 KAR 2:240. Kentucky Early Care and Education Trainer’s Credential and training approval
Section 3. Application and Approval for a Kentucky Early Care and Education Trainer’s Credential. (2) Applicants and trainers conducting online trainings or webinars shall complete the cabinet-approved online training development course.
Learn some ways your organization can get involved in reaching out to medical professionals in your area and read examples of what other local advocacy organizations have done!
You have made it through the course requirements. A few additional items before you access your certificate.
If you have additional questions or comments about the content, please use the “contact us” button at the bottom of the page.
Please complete the form below. If you mark “no” credit for completion of this course WILL NOT be added to your ECE-TRIS professional development record.
Your individual training record in ECE-TRIS will be updated within 10 days with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record: https://tris.eku.edu/ece
This online course should take approximately two hours to complete. It may be more or less, depending on how quickly you move through the content and if you choose to explore some of the additional resources provided. You do not have to complete this course in one sitting, rather, you are encouraged to take your time to process the information presented in the course. You have until June 30 to satisfy the course requirements.
This course includes:
Interactive content based on evidence-based research.
Time to reflect and process the information you just learned using Checkpoints.
Handouts for the module, with space for your thoughts and resources on the topic.
A course evaluation.
A credit request. The credit request cannot be accessed until all course requirements have been satisfied, including submitting all assignments and passing the final quiz at 80% or higher.
KentuckyWorks: SSI 101 Video (The Truth About SSI and Working)
“You MUST watch theentire video in order to move to the next lesson. When the video is complete a Think Spot question will appear at the bottom of the lesson page.”
The video covers how youth with disabilities can work and keep their benefits. Created by Jeff White and Carolyn Wheeler.
New and expectant parent breakfasts or “Expectant Parent Support Meeting”
New family socials and support/play groups
Offer
opportunities for new families to engage as they are ready! Lgroup
needs to walk the walk in terms of life long supports for
individuals. For the parents this is reassuring, for the medical
professionals it is reassuring.
New parent socials and other support/play groups
Special invitations to Buddy Walk and conferences, with First Call table
Assisting with outreach to health care community (with training)
Video podcast by Stephanie Meredith at the Lettercase National Center for Prenatal and Postnatal Resources and Katie Stoll, Genetic Counselor and Executive Director of the Genetic Support Foundation about the value of medical outreach:
Ask parents for names of their OB/GYN’s, geneticists to reach out. Approach medical professionals whom your representatives know personally.
Survey parents in your group to find out who advised them positively or negatively to determine where to start. This can be formal or informal through FB groups.
Ask your professional advisors or medical professionals involved with your organization where to being.
Assign an intern to do online searches for different medical professionals in your area.
Look at the website for the professional organizations for different medical specialties. Show the “Find a Genetic Counselor” tool at NSGC.org. You can also assign a contact for local genetic counseling programs in your area.
Activity: What is the first step you could take to identifying a new group of medical providers to serve in your area?
Build relationships of trust and respect between medical providers and the Down syndrome community. Podcast with Katie Stoll about the value of relationships between advocates and providers
Convey professionalism and credibility of local organizations.
Provide presentations and distribute up-to-date information about Down syndrome.
Track materials distributed
Podcast with Katie Stoll and Stephanie Meredith about the value of medical outreach in an era of prenatal screening:
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We need everyone to be working together as a team:
Over 75,000 medical professionals who could deliver a diagnosis (OB/GYNs, midwives, genetic counselors, geneticists, maternal fetal medicine specialists, etc.)
Prenatal testing expanding rapidly, particularly since 2011
Study below to learn more about the research, organizational policies, and laws that impact the implementation of prenatal genetic screening and testing:
To better support expectant parents, it’s important to understand what screening and testing options are currently available. Because the prenatal testing landscape is always changing, some confusion may surround different screening options. For example, when cell-free DNA was first released in 2011, some media reports gave the impression that the tests were diagnostic when they are actually better screening tests that can have false positives at times. Watch the video below to learn more about the tests so that you can have a better understanding when speaking to clinicians and expectant parents.
