Marthann introduces herself and her team of fellow presenters Bio/Backgound for each? Frank: Over 30 years experience in Adult Education Retired AF Began at Park as adjunct in 1996 Teaching online for Park since 1999 Been teaching our online instructors since 2000
Marthann tells them what we are going to tell them We will cover in some detail our Online Instructor Recruitment, training, observation, and remediation processes We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model at Park Distance Learning – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual observation system for online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
Frank covers this area
Marthann tells them what we are going to tell them We will cover in some detail our Online Instructor Recruitment, training, observation, and remediation processes We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model at Park Distance Learning – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual observation system for online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
Frank covers this area
Marthann tells them what we are going to tell them We will cover in some detail our Online Instructor Recruitment, training, observation, and remediation processes We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model at Park Distance Learning – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual observation system for online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
Frank covers this area Upon completion of the Park Online Instructor Qualification Seminar all new online instructors are assigned to the Park Distance Learning’s Online Instructor Mentoring Program (OIMP) for one-on-one mentoring throughout their first term teaching for Park's CDL-Online program. There is one full-time mentor and a number of experienced online adjunct faculty mentors that generally have up to five “Mentees” per term. We strive to provide one-on-one guidance to all instructors as they begin to teach online at Park University; and to offer continued, specialized support from peer mentors throughout their career. Let me guide you through the process Step one : Coordinator of Evaluators sends a letter of notification to the instructor with a notification that he or she will be assigned a mentor for the course he or she will be teaching. Step Two: Mentor sends instructor (mentee) a letter of introduction three weeks before the term begins. Steps Three & Four: Prior to the beginning of the term, and throughout the duration of the term, the Mentor and the Mentee engage in frequent dialogue about online facilitation of his or her new course. This process is guided by weekly checklists. Step Five: Mentor provides post-term summary review and recommendations. Step Six: Ongoing assistance available through PDL751, Faculty forums, etc.
Marthann tells them what we are going to tell them We will cover in some detail our Online Instructor Recruitment, training, observation, and remediation processes We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model at Park Distance Learning – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual observation system for online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
Marthann covers this area Faculty members are selected for review according to one of three criteria: they have completed PDL750 in the prior term and will now be teaching their first online course; [now that we have a formal mentoring program, we not longer evaluator instructors during their first term] they have been placed on either probation or contingencies from prior term of evaluation; or, they are due for their annual review. Step one: The Coordinator of PDL Online Observations sends the instructor a letter of notification with a notification that he or she will be assigned an evaluator/observer for the course he or she will be teaching. Step Two: Evaluator sends the instructor a letter of introduction three weeks before the term begins.
Marthann covers this area
Marthann covers this area 1. Accountability and personnel decisions as they diverge from traditional patterns...how our processes evolved, why needed, political fallout... 2. Eventual need for a DLAC, an organizational perspective. 3. Perceptions of faculty who experience this type of review/faculty development 4. Analysis of various features such as the faculty forum (takes time to operate; is it used much, is it constructive or a gripe tool, etc.)
Marthann tells them what we are going to tell them We will cover in some detail our Online Instructor Recruitment, training, observation, and remediation processes We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model at Park Distance Learning – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual observation system for online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
Kay covers this area What is covered in CDL 751? The Park Online Instructor Resource & Forum is a dedicated space for online instructors to find useful information and to interact with staff and other faculty in threaded discussions. This course shell contains much of the information found in online training course, along with additional information about the various CDL programs and processes, as well as an ongoing faculty forum. Numerous CDL personnel moderate the discussion areas. Table of Contents Course Home: Information for new Online Instructors, forms, how-to's, contacts; Updates; Weekly Reminders; CETL Faculty Resources Quick Tips links; Information Technology Security; Student Help and Resources CDL-Online: Organization of CDL; Policies; Policy Discussion Scheduling/Rating Discussion Guides: Smarthinking; Respondus; StudyMate eCollege: How to's: Course Announcements; Set up Your Gradebook, Add Comments Best Practices: Suggestions for improving online teaching Mentoring: Explanation of Mentoring Program, and Discussion for new-to-online instructors Evaluation: Discussion of OIES & FOO observation forms Faculty Forum: Best Practices; Faculty Lounge Peer Discussion: Discussion forums for a variety of teaching areas Development: Information and Newsletters related to Course Development Doc Sharing G uidelines and forms; eCollege Guides; Examples and Good Ideas Webliography: Shared Web Links
Kay covers this area
Kay covers this area As an introduction to our presentation we will provide you with the Overview of Park University We will cover in some detail the usage of the Online Instructor Evaluation System (OIES) Park model, that compliments the Park training course, the Online Instructor Mentoring Program (OIMP), the Park course development process, and a recent addendum to the OIES, the Faculty Online Observation (FOO). We will discuss the blend of the Park usage of these programs as both a mentoring tool for new faculty and an evaluation tool for assessing online teaching and a management tool for future teaching scheduling of instructors. Though we will not cover all of the policy implications of the model in the College for Distance Learning at Park – we will discuss some of the pertinent policies directly related to the usage of these programs and the projected usage of this model as a formal annual evaluation system on online adjunct instructors. Finally, we would welcome your questions on either the applicability of this approach to your own online instructional environment or suggestions on improvement or additions based on your own experiences.
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