1. The document describes Park University's online instructor mentoring program which provides training, support and evaluation to foster instructor success in online teaching.
2. New online instructors go through a mandatory six-week training and are assigned a mentor who provides ongoing guidance and feedback throughout their first teaching assignment.
3. Instructors are evaluated through a Faculty Online Observation and may be required to take a remediation course if their teaching needs improvement. The mentoring program aims to support instructors throughout their career at Park University.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Learning Management System for Small Fire DepartmentsGreg Friese
Presentation at 2011 Ohio Society of Fire Service Instructors Workshop on Saturday October 15. Presentation is about features and benefits of a learning management system for small fire departments. Slides also show results of live audience polling conducted during the presentation
Comprehensive Reports from Multiple Moodle Instances || MoodleMoot India 2020eAbyas Info Solutions
In this case study presentation you can see how D.Y. Patil University has used the LearnerScript Moodle reporting & analytics tool for "Comprehensive Reports from Multiple Moodle Instances" purpose.
This case study was presented at the online MoodleMoot India 2020 event by LearnerScript project manager and D.Y. Patil University LMS administrator.
Website: https://learnerscript.com/
Demo: https://demo.learnerscript.com/
Data Warehouse Map for MMU's Continuous Monitoring & Improvement Project BoardMark Stubbs
Metaphor for the lines of enquiry currently supported by the data warehouse powering MMU's new Continuous Monitoring and Improvement (CMI) system. Used to explain to members of the CMI Board the interconnections between different lines of enquiry, e.g. going from the Curriculum Hierarchy line to the Student line via Enrolment.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
Best online evaluation system to enhance the development and delivery of tests. Our online assessment software is a best online employee evaluation system of the technical use for instructors, students, and administrators.
Learning Management System for Small Fire DepartmentsGreg Friese
Presentation at 2011 Ohio Society of Fire Service Instructors Workshop on Saturday October 15. Presentation is about features and benefits of a learning management system for small fire departments. Slides also show results of live audience polling conducted during the presentation
Comprehensive Reports from Multiple Moodle Instances || MoodleMoot India 2020eAbyas Info Solutions
In this case study presentation you can see how D.Y. Patil University has used the LearnerScript Moodle reporting & analytics tool for "Comprehensive Reports from Multiple Moodle Instances" purpose.
This case study was presented at the online MoodleMoot India 2020 event by LearnerScript project manager and D.Y. Patil University LMS administrator.
Website: https://learnerscript.com/
Demo: https://demo.learnerscript.com/
Data Warehouse Map for MMU's Continuous Monitoring & Improvement Project BoardMark Stubbs
Metaphor for the lines of enquiry currently supported by the data warehouse powering MMU's new Continuous Monitoring and Improvement (CMI) system. Used to explain to members of the CMI Board the interconnections between different lines of enquiry, e.g. going from the Curriculum Hierarchy line to the Student line via Enrolment.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
Best online evaluation system to enhance the development and delivery of tests. Our online assessment software is a best online employee evaluation system of the technical use for instructors, students, and administrators.
Presentation at 2014 Brightspace (by D2L) Ignite forum at Oklahoma City University. Oct 24, 2014. "Creating Faculty Evaluation and Mentoring Programs Using Brightspace" by Stacy Southerland, Bucky Dodd and Tracy Fairless, all of the University of Central Oklahoma
It is a presentation of software engineering project which have the student feedback form to evaluate the information gathering, work analysis and management as well they software is go through all the aspect .
To Get any Project for CSE, IT ECE, EEE Contact Me @ 09666155510, 09849539085 or mail us - ieeefinalsemprojects@gmail.com-Visit Our Website: www.finalyearprojects.org
PDF Road flood sensor with web and mobile application supportMark Anthony Muya
RoadFloodPH is a web and mobile application that provides the water level information of a flooded road in the Philippines through the use of a flood sensor, gsm module, SMS API, cloud web server, website and mobile application.
Innovations in Mentoring and Evaluation of Online Faculty
at Park University. Presented at Sloan-C, Nov.2008.
Presented by: Lisa Bunkowski, Mike Eskey, & Marcia Peterso
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.