Instruction & Planning   

Within the Adult Learning course students are provided practical insight on key adult learning theories. Students examine the characteristics of adult learners that affect learning, explore the emotional, cognitive, social and physical aspects of learning, study a variety of learning cycles, and identify their own preferred learning style. Finally, this course introduces strategies and models of facilitation to accommodate the variety of ways in which adults prefer to learn.

No Textbook required. NOTE: This course has mandatory group work.

In today's complex learning environment, the most successful instructors/trainers demonstrate instructional strategies that both respect and challenge adult learners. Through lectures, discussion (synchronous and asynchronous) and various assignments, you will explore a wide variety of instructional techniques including: lecture, group discussion, demonstration, icebreakers, case study, brainstorming, debate, fishbowl, collage, role-play, panel discussions and skits. Factors affecting the selection of techniques will also be addressed. Participants will demonstrate their mastery of instructional techniques through the design and online delivery of a lesson. Some of the most common instructional strategies include co-operative learning, problem-based learning, active learning, classroom management issues and the use of media and resources. Prerequisite: Adult Learning. Textbook required. NOTE: A microphone may be used to complete an assignment however it is an optional purchase.

The purpose of the Training and Development course is to provide students with an understanding of both the role of training and development in human resources management, and the procedures associated with the training and development function. The course will include the four key elements of the training and development function: needs analysis procedures, program design and development, facilitation and program administration, and evaluation. Students will be introduced to the psychology of the learning process on which training and development is based and will gain an understanding of the design, implementation, and evaluation of training programs within organizations. Topics to be covered include adult learning theory, establishing learning objectives, the role of the training and development practitioner, needs analysis procedures, training and non-training solution strategies, effective facilitation, strategies for transferring the learning back to the work environment, and evaluation methods. Prerequisite: Human Resource Management Principles. NOTE: This course has mandatory group work. Textbook Required.

Within the Adult Learning course students are provided practical insight on key adult learning theories. Students examine the characteristics of adult learners that affect learning, explore the emotional, cognitive, social and physical aspects of learning, study a variety of learning cycles, and identify their own preferred learning style. Finally, this course introduces strategies and models of facilitation to accommodate the variety of ways in which adults prefer to learn.

No Textbook required. NOTE: This course has mandatory group work.

This course provides insight into the needs and issues of Adults with Learning Disabilities in the educational or training setting and society as a whole. You will gain general knowledge and awareness of the various exceptionalities with a primary focus on understanding adults with Learning Disabilities. Strategies and skills are explored so that educators/trainers can provide appropriate modifications and accommodations to course content, delivery and evaluation, to ensure that all learners have an opportunity to be successful. Prerequisite: Adult Learning. No textbook required.

This course will explore the roles and scope of the instructional designer and subject matter expert in the framework of an instructional design project. Students will develop effective conflict resolution strategies as well as interpersonal communication skills. Communication skills to provide feedback and drive course revisions will also be covered. Textbook required.

This course introduces the participants to both theory and research findings needed to understand how to help groups work effectively. Participants also learn the skills required to apply that knowledge in practical situations with the adult learner. Emphasis is placed on co-learning processes, learning partnerships, group development, issues in leadership, trust & empowering groups. Textbook required. NOTE: This course has mandatory chats and mandatory group work.

This course explores the foundational principles of instructional design including learning theories and pedagogical models that are commonly used in the instructional design process. The student will write and align measurable learning outcomes with curriculum and ensure course content is compliant with current industry design and accessibility standards. Textbook required.

In today's complex learning environment, the most successful instructors/trainers demonstrate instructional strategies that both respect and challenge adult learners. Through lectures, discussion (synchronous and asynchronous) and various assignments, you will explore a wide variety of instructional techniques including: lecture, group discussion, demonstration, icebreakers, case study, brainstorming, debate, fishbowl, collage, role-play, panel discussions and skits. Factors affecting the selection of techniques will also be addressed. Participants will demonstrate their mastery of instructional techniques through the design and online delivery of a lesson. Some of the most common instructional strategies include co-operative learning, problem-based learning, active learning, classroom management issues and the use of media and resources. Prerequisite: Adult Learning. Textbook required. NOTE: A microphone may be used to complete an assignment however it is an optional purchase.

Learners explore two key aspects of managing a diverse adult learning environment. In the first section of the course, learners discover the intercultural differences in adult learning styles, preferences and educational expectations and compare these to learning in a Canadian learning environment. In the second section of the course, learners develop the capacity and competencies to recognize how diversity impacts the learning experience and develop the tools and confidence to manage and plan for the complexities that surface in such a learning environment. This course has mandatory chats. No Textbook Required.

This course introduces the student to common evidence-based behavioural approaches applied in teaching individuals with autism new skills with an emphasis on strategies for teaching language, academic skills, activities of daily living, play skills, and social skills. Topics will be approached by providing the student with an understanding of the terms used, a description of the teaching techniques characterized in each of the modules (where applicable) and a basic understanding of the conceptual elements motivating the approaches. Topics will include traditional discrete trial training protocols, protocols developed based on Skinner's analysis of Verbal Behaviour, Precision Teaching, Direct Instruction, Pivotal Response Training, Augmentative and Alternative Communication and Incidental and Natural Environment Teaching. NOTE: Acceptance into the Autism and Behavioural Science Graduate Certificate program is required prior to registering. Contact Louise Chatterton Luchuk at 613-544-5400 ext. 1093 for more information. Textbook required.

The purpose of the Training and Development course is to provide students with an understanding of both the role of training and development in human resources management, and the procedures associated with the training and development function. The course will include the four key elements of the training and development function: needs analysis procedures, program design and development, facilitation and program administration, and evaluation. Students will be introduced to the psychology of the learning process on which training and development is based and will gain an understanding of the design, implementation, and evaluation of training programs within organizations. Topics to be covered include adult learning theory, establishing learning objectives, the role of the training and development practitioner, needs analysis procedures, training and non-training solution strategies, effective facilitation, strategies for transferring the learning back to the work environment, and evaluation methods. Prerequisite: Human Resource Management Principles. NOTE: This course has mandatory group work. Textbook Required.