Course Developer Contact Information

Developer: Tracey Kracht, Adjunct Instructor and Park Instructional Designer

Park Email: tracey.kracht@park.edu

Cell: (816) 522-0763 (text or call)

Location: Kansas City - CST

Preferred Contact Method/Time: Please try email or Teams first, followed by a cell phone call if you are unable to reach me. I don't tend to answer if I don't recognize the number. Make sure to leave a message!

As an Organizational Leadership in Adult Learning (OLAL) Program

We want you to have an understanding of how this ED540 course fits within the other courses in this master's program.

Program Overview(and where ED540 fits within a typical journey
AI Policy Acknowledgement - We want students in the OLAL program to thrive using AI both ethically and professionally
Meaningful Engagement - developed from team (instructor) collaboration
What does "Meaningful Engagement" mean in ED540 for students?
Our Park Librarians have developed a research guide for students in the OLAL program. Share the resource with students and consider placing it in the areas where research is necessary to complete an assignment.

OLAL Instructor Editing Access

What this means:
We appreciate the expertise and experience you bring as an instructor for this course. Therefore, we offer flexible options to allow you to edit and personalize the course, incorporate current events relevant to course topics, and engage meaningfully with your learners. However, learning objectives, assignments, rubrics, and assessments have been intentionally designed to ensure alignment with program standards, equity across all sections, and compliance with accessibility requirements. To maintain consistency, please do not make substantive changes to the course content.

You are encouraged to:

Clarify instructions to better support your students.
Add examples, personal insights, or additional context that reflect your teaching style.
Adjust due dates, if needed, to address scheduling concerns (please notify the CDEV listed above so we can address the issue for all sections).

Your perspective is valued! If you identify areas where the course could be improved (e.g., instructions, examples, or engagement strategies), please share your suggestions with the Course Developer so they can be incorporated for the benefit of all instructors and students.

Example Email to Contact CDEV:

To: tracey.kracht@park.edu

Subject Line: Maintenance Request for ED540

Share your ideas within the body of the email. Remember, CDEVs can't access your current (live) course, so you will need to write out and attach anything you want them to consider.

U1 assignment students seem to struggle with _____. We could use a student example to help clarify expectations.
In the U3 quiz, the answer to number 5 (insert the text) is incorrect.
I'm a little confused about the rubric for the U7 team project. Could you please provide some guidance on this so we can ensure students understand what they need to do?
I'm struggling to get students to provide in-depth peer responses on the U4 discussion board. Do you have some examples we could post, or should we create an instruction page that shares the desired student actions we are looking for?
I'm including an attachment of exemplar student work that I shared in the announcements. I'm wondering if this might be a good addition to the directions.

Instructor's Name

Thank you for helping improve our OLAL courses!

Before the Course:

Creating Your Course Syllabus

Information on this page will help you create your syllabus
You will create your course syllabus on MyPark / Faculty / Syllabus
Below, you will find the Syllabus Sections and notes on what I include in my syllabus. If you don't see a section listed, I typically don't add anything; however, it is up to the instructor's discretion to make that determination.

Class Summary - is information specific to individual instructors and should be updated by those teaching the course.

Textbook

No textbook required.

Assignments

Schedule:

Weekly video calls: You are expected to engage in meaningful discussion, brainstorming, and problem-solving during the weekly live video calls on Zoom and to prepare by reviewing all resources in advance.

Mastery Check:
In Units 1, 3, and 5, you will be provided with Intel Modules of curated resources, information, materials, and best practices. You must review these modules and complete a reflection assignment to ensure you have mastered the material and key concepts.

Curated Resource List:
While a wealth of information and resources will be provided in the class, we want space for you to contribute your knowledge and expertise. Therefore, throughout this course, you will contribute to the Curated Resource List with peer-reviewed journals, industry websites or reports (government, education, non-profit research, and professional organizations), and other resources (an expert’s blog, a LinkedIn group, etc.) that contain substantive, credible information to build your knowledge and scan for emerging trends in technology and adult learner facilitation. Furthermore, you can refer to this curated list of resources throughout the course and beyond.

Identify three resources and add them to the Curated Resource List via a discussion board.
Submit by Sunday in Units 1, 3, 5

EdTech Explorers Review: Students will complete a technology exploration and report due in Units 2, 4, and 6. This activity will allow you to explore and present an emergent tool/technology as you build your training project.

In ED 540, you’ll identify an actual or relevant problem in practice—something you or your audience has experienced—and then design an eLearning solution using emergent technologies and facilitation strategies to help address it. We will work on this throughout the course, and it will be submitted for final assessment in Unit 8.

Assignments:

All assignments are located within each unit under the Modules section.

(Grading Plan: I leave as-is from the Park policy)

Course Topics / Dates / Assignments:

I created a simple table from the information found under Modules / Course Overview.

Rules

Late Submission of Course Material:

If you have extenuating circumstances and need an extension, contact your instructor as soon as possible. It is considered best practice to contact your instructor before the deadline.

Academic Honesty and AI - Instructor Added:

Artificial Intelligence (AI) Use Policy

Particularly in this course, I expect you to utilize AI, as it is an emerging skill, and I have provided helpful tutorials on how to use it effectively. However, be aware of the limits of AI and the responsibility you take on with its use:

If you provide minimum-effort prompts, you will get low-quality results. You will need to refine your prompts to get good outcomes. This will take work.
Don't trust anything it says. If it provides you with a number or fact, assume it is incorrect unless you know the answer or can verify it with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics for which you are familiar.
AI is a tool, but one that you must acknowledge when using it. Please include a paragraph at the end of any assignment that uses AI explaining what you used the AI for and what prompts you used to get the results. Include an APA citation.
Failure to do so violates academic honesty policies.
Be thoughtful about when this tool is useful. Don't use it if it isn't appropriate for the case or circumstance.

Plagiarism and AI - Instructor Added:

You are expected to use AI; however, you must cite your use.

Assistant Statement:

Student Submission: "I used ChatGPT to help revise this post for active voice, alignment with the grading rubric, and to ensure it addressed all parts of the discussion prompt. I also used it to help format in-text citations and references in APA style. I used Grammarly to check for grammar, punctuation, and clarity."

APA Citation:

Use an APA Citation Generator.

Note: It is also possible for AI to obtain a citation for your interaction: " Can you provide an APA 7th edition bibliography entry for the information you just gave me about [insert topic or specific request] so I can cite my use of ChatGPT in my work?"

Extras

Bibliography - is information specific to individual instructors and should be updated by those teaching the course.

Save and submit for approval. Hope this information helps!

For Syllabus Technical Support:

Submit a Freshdesk ticket. You can also do this via email (support@parkuniversity.freshdesk.com)
Finding and submitting a syllabus
- If you scroll to the very bottom of this page, there is also a link to the syllabus manual, which might be helpful.
Here is a landing page for more syllabus-related support articles

Overview of Course Content:

Weekly Collaborations:

Have an agenda everyone can view during the session. You can edit the generic one on the page. I have tried using Slides and a collaborative Document, but I like seeing students' faces in the end. How you want to proceed with making this session beneficial is your choice.

Here is an example of what my Canvas looks like:

Our Organizational Leadership and Adult Learning (OLAL) team has been working hard to provide consistency for students within the program across the “meaningful engagement” concept in our weekly Zoom meetings. Click HERE to find vital information to help you better understand and enact expectations for all courses in the program.

Curated Resources

I had the benefit of accessing Dr. Hebert's course as an Instructional Designer, so was able to look through the feedback she was leaving on assignments in order to gain clarity on the level of expectations.
One common thing I noticed, was she had to correct the format of many students. I created an example of what the format should look like with links to how to do a hanging indent, Purdue Owl, and MyBib as resources. In the first unit, I only had one student not format accordingly and was able to focus my feedback on content and connections.

EdTech Explorer

If these examples aren't on the course shell, share them with students before they submit so they have examples of student work. There are student examples to help guide expectations on the EdTech Overviews in Units 2, 4, and 6.

CLEAR THE FOLLOWING GOOGLE DOCS TO PREPARE FOR THIS COURSE

Midterm Evaluation - Week 4

Collective Class Resource
Clear previous student responses in Week 4 to capture new thinking from the current course. Save a copy of the responses and send to the CDEV so we can make changes based on student responses and experiences.

Sample Communications

Welcome Announcement

I'm thrilled you are joining us for ED540. You are very close to finishing your program! Our goal in this course is to bridge the work you have started on your capstone while examining and testing new and emerging technologies as you build your project.

Mark Your Calendars—Our first Collaborative Community Zoom will take place on Wednesday, March 13, at 7:00 p.m. CST. We will discuss the best time for weekly Zoom collaborations during this time.

As you prep for our first live collaboration, please review your work on your capstone project through other courses in this program and dive into the Intel Module. Review the Training Project Overview page under the Modules section. Be thinking about a unit you want to develop and how the content in this course will help you accomplish your goal.

I'm excited to dive in! If you have any questions, please feel free to email me or post them below.