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Active and Engaged Learning

 

7 May - 8 June 2012
Deadline to register: 23 April.
Participants will be given access to an orientation module starting 30 April.

Active and Engaged Learning

Course Description: In this module on active and engaged learning you will analyze and apply a variety of practical strategies to promote effective learning and create energizing opportunities for you and your learners. Each tactic that is examined can be customized and fine-tuned to best match the learning environment and context of your course.

Learning Outcomes
At the end of this course, you will be able to:

  • Critically review principles of active and collaborative learning
  • Apply the principles of active learning to the design of learning environments that effectively motivate and engage learners
  • Analyze and apply a variety of methods and strategies to promote active learning opportunities
  • Solicit feedback from learners within the courses that you are designing and facilitating
If you are interested in this or any of the other modules, contact the representative at your College.

 
Classroom Management

 

12 March - 6 April 2012
Deadline to register: 27 February.
Participants will be given access to an orientation module starting 5 March.

Classroom Management

Course Description: Classroom management includes setting up an atmosphere for success, managing ongoing everyday challenges in the classroom, and dealing with serious behavioural events. At the end of this module participants will be able to plan, prepare, and manage a classroom that is inclusive, respectful, and promotes positive interaction to foster student-teacher connections for learning.

Learning Outcomes
At the end of this course, you will be able to:

  • Promote positive interactions in your class by setting up your classroom for success.
  • Identify possible problem behaviours and deal with them effectively.
  • Identify serious behavioural issues with students and intervene appropriately.
  • Identify behavioural issues that are not under your control and use the correct college services/procedures to alleviate the issue.
If you are interested in this or any of the other modules, contact the representative at your College.
 

Making the Most of Group Work

 

1 November - 26 November 2011
Deadline to register: 22 October.
Participants will be given access to an orientation module starting 25 October.

Making the Most of Group Work

Course Description: Employers always list "teamwork skills" high on their lists of requirements for our graduates. How can we help our students gain these important skills without needing a license in refereeing? This cyber course will provide tips and tools for setting up, managing, and assessing student groups in ways that students will perceive as fair and manageable.

Learning Outcomes
At the end of this course, you will be able to:
  • Select group configurations according to specific needs
  • Support student learning throughout group work stages (forming, storming, norming, performing)
  • Assess the process of groupwork
  • Design a groupwork assignment
If you are interested in this or any of the other modules, contact the representative at your College.

 
Multiple Choice Tests - The Good, The Bad, and The Ugly

 

24 January - 18 February 2012
Deadline to register: 17 January.
Participants will be given access to an orientation module starting 17 January.

Multiple Choice Tests - the Good, the Bad, and the Ugly

Course Description: Multiple-choice tests appeal to both faculty and students alike, but for very different reasons. Faculty appreciate the objective nature of the assessment, and very few students are upset when "multiple-guess" tests are announced. The challenge, then, is to develop valid, reliable multiple-choice tests that balance faculty needs for rigour and integrity with student needs for engagement and learning. Writing sound multiple-choice tests questions that align with expected learning outcomes can be one of the most difficult aspects of test construction. In this module, you will learn tips and guidelines for planning multiple-choice tests and for writing sound test items.

Learning Outcomes
Participants will have the opportunity to:
  • Think critically about the purpose of multiple-choice testing in learning and assessment.
  • Share strategies that will maximize student learning before, during, and after the test.
  • Write and critique multiple-choice test items.
  • Explore tools that can be used to develop and support multiple-choice tests.
If you are interested in this or any of the other modules, contact the representative at your College.

 
Personal Learning Environments

 

12 March - 6 April 2012
Deadline to register: 27 February.
Participants will be given access to an orientation module starting 5 March.

Personal Learning Environments

Course Description: The concept of the Personal Learning Environments (PLEs) has been emerging in recent years with the growth of web applications that allow learners to develop their own learning spaces, to form and join communities and to create, consume, remix, and share material. This module will provide an overview of PLEs and will explore a variety of emerging tools and techniques that learners are using to form and cultivate their PLEs. Participants will have an opportunity to analyze the research literature, experiment with a variety of tools, and develop a PLE solution to meet their individual learning needs.

Learning Outcomes
At the end of this course, you will be able to:

  • Describe the concept PLEs and discuss the theoretical foundations.
  • Identify and analyze tools and techniques that can help to establish a PLE.
  • Evaluate and implement a PLE solution that best fits their needs.

If you are interested in this or any of the other modules, contact the representative at your College.

 
Reflective Practice

 

7 May - 8 June 2012
Deadline to register: 23 April.
Participants will be given access to an orientation module starting 30 April.

Personal Learning Environments

Course Description: Looking into a mirror can be both rewarding and painful, but it is necessary for the self-awareness that leads to growth. Reflective Practice is the act of consciously and continuously examining your teaching practice with the aim of growing and expanding your skills, and deepening your understanding of your chosen profession. Upon completion of this module, participants will have had the opportunity to

Learning Outcomes
At the end of this course, you will be able to:

  • Identify the components, uses, and benefits of reflective practice;
  • Engage in reflection in relation to their teaching philosophies;
  • Differentiate between scholarly teaching and the scholarship of teaching and learning (SoTL);
  • Describe the components and uses of course portfolios;
  • Describe the components, uses, and models of teaching portfolios;
  • Create professional development plans for increasing their own reflective practice.

If you are interested in this or any of the other modules, contact the representative at your College.

 
Universal Design for Learning

 

7 May - 8 June 2012
Deadline to register: 23 April.
Participants will be given access to an orientation module starting 30 April.

Universal Design for Learning

Course Description: Diversity is the norm within our college classrooms and laboratories. Universal Design for Learning (UDL) meets the challenges of diversity by proposing flexible curricula designed to meet the needs of all learners. In this module participants will apply the principles of UDL to design or revise a lesson plan or learning unit. Through reflection, analysis and collaboration with colleagues, participants will explore the implications of UDL on curriculum development and learner success.

Learning Outcomes
At the end of this course, you will be able to:

  • Describe the concept of Universal Design for Learning (UDL) and discuss the advantages and challenges.
  • Identify and relate the principles of UDL to the brain networks (recognition, strategic and affective).
  • Develop or revise a lesson plan or learning unit applying UDL principles.
  • Critique a lesson plan or learning unit and share recommendations.
  • Predict the implications of UDL curriculum development and learning success.

If you are interested in this or any of the other modules, contact the representative at your College.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  
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