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February 2016 – Terry O. Faulkner

Terry O. Faulkner

Creative Content Expert | Wordsmith

Sexual Harassment Training

A few months ago, I attended a mandatory Sexual Harassment Compliance training and walked away from it thinking… “What was the point of that?” The trainer knew what she was talking about but we felt that it had no relevance to us as her presentation only focused on a manager to employee type of harassment. She did not engage her audience nor did she give good examples. The most memorable part of the training was the Q&A when participants were able to ask more relevant questions.

After several meetings after the training, the two of us decided to explore the idea of making a training that would accommodate all the English speaking staff and make it available asynchronously so employees could take the course at their leisure. It was at this point that I made a list of things to talk about with management and pitch the idea of the creating the training myself. I then drafted an email:

“…I wanted to ask if it would be possible for me to develop a course that would deliver the Sexual Harassment training in greater detail and also be done at our university staff’s own time. This would be a compliance course that could be delivered until a particular date and at the end, the faculty could take a quiz to illustrate that they understood and complied with the sexual harassment regulations. The benefits of doing an online course is that it would save time in creating future sexual harassment training (especially if the information were static). It would be self-paced and byte-sized meaning the faculty could complete the course in bits if they wanted, and at any time before a particular deadline. It’s not always easy getting everyone together once or twice a semester so it might be easier to ensure that all faculty complete the training.

Some questions to ask beforehand would be:

Does it need to be done? Is it ongoing or is it another one off meeting/presentation like the previous semester?

Can it be done by faculty in house or is it under the domain of some other organization in Korea?

What would the timeline be? When would we need to implement the course?

If this is at all possible, I would like to reach out to the professor who gave the presentation last year. We feel this might be a tremendous opportunity to make sure that sexual harassment is taken seriously and that there is 100% compliance.”

I was given the green light by administration and had a meeting with the department in charge of sexual harassment training: Gender Equality.


Reaction to Blended Learning Reading

To begin I would like to answer one of the questions from the first reading of the #Blendkit2016 course. In what ways can blended learning be considered the “best of both worlds?”  What could make Blended Learning the “worst of both worlds?”

Using my reaction from the article and my own personal experience in blended learning (BL), I think BL can appeal to the different ways that people like to study. Some prefer to be in the classroom while others would like to access content from the comfort of their own homes and at their own pace(s). Students can get a taste of both methods and decide which one works best for them.

BR could also become less than desirable when a designer or instructor believes that online learning might makes their lives easier and they create poorly constructed content. It’s very easy to get comfortable in education and some educators, trainers, or even designers might see creating online content as a way to spend less time in class. Other problems might arise as the article states when objectives are not clearly identified before the creation of the course content.

Ideally, a designer would use a methodology such as ADDIE, Action Mapping or SAM to identify the best ways to get the ideas across as effectively as possible.