Extension - Adult & Continuing Education
In order to see more information about any course, simply click on it!
You are currently viewing all courses in this subject. To just see courses that have bee offered in the past 2 years click here:
Description: The course will prepare students for further study in the field by exploring strategic design of both the organization, and the training and development function. There will be an applied look at the management and leadership of training and development projects, developing transfer of learning strategies and metrics, building and leading high performance training teams and managing the business of learning. A blend of theory and practical application will be used through the course. Delivery methods will use a blended approach with a mix of classroom and webinar sessions. Students will conclude the course with many tools and techniques applicable back in the workplace.
Description: Evaluation is linked to accountabiity and continuous improvement. People delivering training or other programs must gauge the achievement of their program's intended outcomes and determine how results can be enhanced. Program Evalation provides a sold overview of: evaluation concepts, types, basic models and approaches, and data collection and analysis for people-centered research. Additionally, evaluation standards and ethics, and communicating evaluative findings with recommendations, will be addressed.
Description: Synchronous means occurring or existing at the same time. Synchroous e-learning, commonly supported by virtual classroom or webinar technologies, provides a live, online learning experience in which an instructor and a group of learners interact and speak in a virtual classroom from different places. Designing for and facilitating in a synchronous event is different than other online learning. The focus shifts from pushing information our to creating interactive and collaborative experiences. This requires a new look at the design and facilitation as well as the technology tools used to deliver live events. This course is delivered fully online in weekly synchronous sessions. Prerequisite: EXCACE 5995
Description: This course is designed to provide learners with an overview of workplace learning from the viewpoints of both the educator and the learner. It will focus on critical questions related to workplace learning. What is workplace learning? Who is it for? How does informal impact workplace learning? What implications do current issues and future trends have on workplace learning practice? What does workplace learning mean to me as an educator and/or learner? These and other questions will be examined in considerable depth.
Description: Designing for learning is influenced by the nature of the intended learning outcomes, the nature of the environment in which the learning takes place, the learner¿s needs and the practitioner¿s awareness of learning theory and practice. The thoughtful integration of technology in learning design can extend learning potential and increase the array of learning activities for adult learners. This overview course will introduce various aspects of learning design, educational technology and challenges in designing with technology that need to be considered during course development. Prerequisite: EXCACE 5995
Description: Explore concepts of adult learning and development. Transformative learning theory and experiential learning, workplace learning, reviews and the ethics of facilitating adult education are addressed and examined in depth.
Description: This course focuses on adult educators' role and their social, cultural and economic influences. You are asked to examine adult education from a critically aware citizens perspective by considering the following: what functions does adult education fulfill in Canadian and international society today? What past function did it fulfill? Who provides opportunities for adults to learn and who participates? What philosophies and principles shape the practice of adult educators in the different contexts in which they work? What roles do adult educators play and what issues and dilemmas do they face?
Description: Learn to develop well-designed instructional activities based on an analysis and evaluation of learners, objectives, content and the learning environment. This practical course is designed for professionals wanting to increase the effectiveness of adult instruction in formal and informal environments. Learn about organizing tools of the mind and of learning to improve the process of education and training. This course promotes a learner focus and contributes to learner success by addressing the diversity of needs, interests and experiences that individuals bring to an educational activity.
Description: Trainers and educators are under pressure to identify and respond to training needs quickly and effectively, we also need to be able to identify where to focus our training to improve organizational effectiveness and individual performance. This workshop will introduce you to a number of techniques and help you select those techniques which best meet your needs.
Description: The goal of this course is to introduce you to a variety of program planning models, concepts, issues, and strategies. The outcome will be an opportunity to integrate theory and practice in the planning of a program to be implemented in your organization, personal practice or community setting. ¿Program¿ in this course is defined as ¿an arrangement of activities and experiences designed to promote adult learning, but a program is much more than instruction. Programs may be single events or an elaborate series of related events; they may last an hour or last for years¿ (Sork, 2004)
Description: This course will teach you how to be a polished and effective trainer. Examine the design, delivery and evaluation of training programs. Master new learning skills and demonstrate them through presentations and exercises. Topics include learning theory and application; teaching techniques; structuring the learning environment and creative learning materials.
Description: Action learning is a way to help people in organizations to deal more effectively with complexity, change, and uncertainty. People learn from real-life experience. Unlike experiential learning, which can involve games and simulations, action learning offers people a way to learn while the do real work. Apply the easy step-by-step process using the comprehensive Action Learning Guide for understanding, using and facilitating action learning.
Description: Each person has a unique learning style that determines how they learn best. The most successful leaders and trainers realize the connection between understanding and using learning styles. This course will explore two inventories that focus on learning and training style, discover how people demonstrate their preferred and non-preferred learning and training styles in a variety of situations, identify activities that create learning environments that both meet people's preferred learning styles and stretches people into their non-preferred learning styles and apply the strengths and concepts.
Description: Explore the theory and practice of reflexive practice used to develop the relational skills that characterize the learning organization. Identify relational behaviors that create an effective learning environment in the workplace and enhance the ability to learn. Examine the fundamental reasons why people do not learn to deal with uncertainty, ambiguity, and change. Apply the easy step-by-step process for understanding and facilitating change using the comprehensive Reflexive Practice Guide.
Description: Job task analysis is the process of identifying all the tasks that a person would be required to undertake in a specific position in your workplace. While job task analysis can be used to write job descriptions, interview plans and job performance review documents, it can also be used by program developers in a variety of learning settings to design learning programs and courses. In this practical, hands-on course, participants will be introduced to the DACUM (Designing a CURiculuM) process and products. Information will be provided on how to plan and conduct a DACUM workshop. The instructor will demonstrate how to handle various aspects of facilitating a workshop and participants will practice the roles of workshop recorder and facilitator. The primary goal of the course is to assist participants in becoming DACUM facilitators. In addition, participants will review how to use DACUM in learning program planning and as an HR tool.
Description: e-Learning Toolkit is an online course that offers the flexibility to complete learning activities at a time and place that is convenient for you. Learning involves interaction between you and other students and your instructor. The course is facilitated by an instructor who provides course content, facilitates discussion on course topics, provides feedback and answers questions you may have about learning online. The course will introduce the participant to e-learning including how to be a successful online student, skills for communicating online, the technical requirements to participate in online courses, how to navigate around an online course, where to find reliable learning resources, how to submit assignments and take quizzes.
Description: Emotional intelligence is a relatively new area of study that has expanded understanding about intelligence by emphasizing the interplay between emotion and cognition in facilitating personal and professional functioning. This course focuses on current conceptualization of emotional intelligence, the development of emotional competencies, and the significance of enhancing emotional intelligence in adult education. Participants will have the opportunity to determine their emotional quotient (EQ) by completing a computerized questionnaire that will generate a development report identifying areas of emotional strengths and areas that require strengthening. Individual and group activities will be engaged in to strengthen emotional competencies. Discussions will develop thinking related to the value of developing emotional intelligence in adult education.
Description: Many change efforts meet a tidal wave of resistance, marking out the boundaries of learning capacity. This is often blamed on something called resistance to change, which can occur at any level of an organization. But resistance to change is a complex concept. More often than not, it is a lack of understanding and an unconscious reaction to uncertainty - an attempt to stabilize change. This course helps you to understand and work with the dynamics of corporate culture, power and politics, so that you can create the conditions in which people and their organizations change and thrive.
Description: Organizations and the environments in which they operate are becoming increasingly complex. Dealing with the new realities that complexity and change brings requires a fresh look at how organizations are designed and how they operate. In this course you will be introduced to a model called the Energy Flow Model or E-Flow Model. The E-Flow Model looks at the fundamental processes by which organizations learn, in which the organization is marked by vigorous flows of energy linking activities of managing, directing, learning and participating. The notion of "energy" embraces flows of information, communication and learning, and also flows consciousness, motivation and power. Deficiencies and blockages in the flow of energy create fragility that can limit success, and reduce an organization's capacity to deal with uncertainty and change. In this course, learn how to diagnose the energy flows, so that you can design for effective energy flows within an organization, thus creating the pathway towards a generative learning organization.
Description: Perspectives invites literacy and adult educators to critically examine research and theory about literacies, learning and creating supportive learning environments. As a participant in this course, you will draw from your personal and professional experiences as you read and respond to research, engage in course activities, and apply what you learn to your daily practice. Course topics include literacies; learning strategies of adults with literacy challenges; identities and they shape our beliefs and relationships; impacts of violence on learning, and holistic learning approaches. Perspectives is a foundational course in the literacy stream of CACE. It will be of interest to adult literacy practitioners and other adult educators who work with adults with literacy challenges. There is a pre-course assignment and two follow-up assignments.
Description: This course is an essential foundation for adult educators who design or adapt training materials for their organization's needs. This practical, hands-on course will walk learners through the process of determining the needs, developing objectives, organizing the content, designing a document, and evaluating the end product in order to create an effective training manual. At the end of this course the participants will develop and take away a template for creating the manuals. The participants are encouraged to have a training program in mind that they can use to base the activities upon. Creating Training Manuals That Work is a 14 hour course. It is a combination of a two 3 hour face to face classes and 8 hours online. The weeks you do not meet face to face are times for you to work on your own time.
Description: Each person has a unique thinking style that determines how he or she learns best. Thinking styles dictate how people think, communicate, manage projects, give feedback to each other, coach and train others, make decisions, solve problems, take actions, and work in a team. Successful leaders and trainers recognize the power of understanding and using thinking styles to promote individual and team learning. One week before the course, you will need to complete an online survey called the Herrmann Brain Dominance Instrument (HBDI). You will receive the results of this survey during the first day of the course. One week before the course, students will need to complete an online survey called the Herrmann Brain Dominance Instrument (HBDI). Students will receive the results of this survey during the first day of the course.
Description: Experiences of violence, whether direct or vicarious, impact us all. These experiences affect our whole being and can affect our potential for learning. Addressing impacts of violence on learning introduces perspectives and research to invite further learning, reflections, and action about the topic.
Description: The use of e-Learning has been growing at a tremendous rate, but its standards have yet to be developed or even agreed upon. While e-Learning is not a solution to all problems, many of the advantages of e-learning indicate that it can alleviate a variety of pressures for training and education. Adult educators should be aware of both the benefits and the problems associated with e-learning. They should also know how to go about implementing an e-learning program in an organization, is cases where the benefits outweigh the associated problems. This course introduces the foundational principles, philosophies, models, and delivery modes for implementing e-learning programs. Students will evaluate e-learning technologies and standards that underlie e-learning in current practice. They will also gain hands-on experience in creating a strategy for e-learning that can serve as a guide during the process of developing and delivering e-learning. Prerequisite: EXCACE 5995.
Description: This course is delivered completely online using both eClass and eClass Live!, access to the Internet is required. Experience teaching adult learners is required. This introductory course offers a foundation of key principles and best practices in online teaching. The course begins with core competencies needed by successful instructors, practical guidelines for designing and teaching online courses, and strategies to support active learning. Participants will engage in hands-on work to plan basic components of their own online lesson or course. This course uses a variety of approaches to learning including: online presentations, learning activities, readings, exercises, class discussion, self-reflection, and student presentations. Students will be required to be active participants, for learning will occur best when you are personally involved in the learning experiences. You are encouraged to contribute experiences that promote discussion and understanding of course concepts. Prerequisite: EXCACE 5995.
Description: Facilitation of Adult Learning examines introductory concepts in adult instruction and facilitation. This type of instruction is very different than that of early teaching models and teaching children. Facilitation stresses assisting adults to attain a state of self-actualization and self-direction in learning. This course will look at the facilitation process and other instructional practices that have become the norm in adult learning classroom. Learners will have the opportunity to explore their own style, preferences, and techniques for facilitation and build stronger skills to be engaging, inspirational and effective in facilitation in the adult classroom.
Description: Job task analysis is the process of identifying all the tasks that a person would be required to undertake in a specific position in your workplace. While job task analysis can be used to write job descriptions, interview plans and job performance review documents, it can also be used by program developers in a variety of learning settings to design learning programs and courses. In this practical, hands-on course, participants will be introduced to the DACUM (Designing A CURiculuM) process and products. Information will be provided on how to plan and conduct a DACUM workshop. The instructor will demonstrate how to handle various aspects of facilitating a workshop and participants will practice the roles of workshop recorder and facilitator. The primary goal of the course is to assist participants in becoming DACUM Facilitators. In addition, participants will review how to use DACUM in learning program planning and as an HR tool. Prerequisite: EXCACE 7138