| Course | Program Outcomes | Course Outcomes | Assessment |
|---|---|---|---|
| LDRS 627 - Theory and Practice of Adult Education | - Apply the use of technology, time and physical space to support learning. - Describe various learning theories and develop the ability to identify individual and group learning needs. |
- Develop service-oriented leadership insight, skills, and values that promote a framework for successful adult learning and achievement. -Articulate a justified, worldview-based vision for adult learning. - Categorize and appraise various approaches to adult learning. - Assess the strengths and weaknesses of various approaches to adult learning. - Categorize and appraise various approaches to adult learning assessment. - Design a lesson based on adult learning perspectives, themes and ideas |
- Reading Responses 50% - Blog Posts 20% - Adult Learning Design Lesson 30% |
| LDRS 662 - Culturally Responsive Communication and Facilitation | - Develop cross-cultural competency and create learning environments of inclusivity, safety and trust. (SG) | - Reflect on personal cultural values and beliefs. - Evaluate the cultural-inclusivity of educational structures and processes - Assess culturally-inclusive theoretical perspectives. - Apply culturally-competent strategies in the design of culturally inclusive learning environments. - Apply culturally-inclusive facilitation/coaching methods. - Create a learning experience that includes culturally-inclusive group processes. |
- Blog Posts - 20% - Cultural Identity Essay - 20% - Critical Analysis of Learning Activity - 20% - Culturally Inclusive Theoretical Perspective - 20% - Culturally Inclusive Learning Design - 20% |
| LDRS 663 - Effective Coaching for Transformational Learning | - Demonstrate effective facilitation and coaching communication skills (eg. active listening, developing rapport, providing feedback) - Identify a variety of facilitation/coaching methods and techniques. |
- analyze the characteristics of theoretical models of teaching and learning; - demonstrate metacognitive strategies for self-regulated learning; - evaluate the quality of the feedback provided to students in light of relevant evidence-based research - create a learning environment that supports and enhances deep approaches to learning; - diagnose student misconceptions related to course content and take appropriate steps to provide scaffolding; - evaluate interactions in a learning environment and develop ideas to encourage high quality educative interactions; - design activities to direct cognitive and social processes to realize learning outcomes. |
- Weekly blog posts - 20% -Learning environment critique - 20% - FAR Handbook Creation - 30% - Lesson Design (Liberating Structures) - 10% - Teach a Lesson (Liberating Structures) - 20% |
| LDRS 664 - Creating and Leading Authentic Learning Communities | - Plan appropriate group processes to support transformative learning. | - Articulate a justified, world-view based vision for adult learning communities. - Apply strategies for forging learning connections with students and creating authentic learning communities. -Articulate a platform of beliefs about adult learning for a specific organization. -Discuss the identity and integrity of the teacher and how these traits lead to effective teaching. |
- Reading Response Blog Posts 30% - Company Website Analysis 20% - Platform paper 50% |
| LDRS 665 - Creating and Sustaining Digital Learning Communities | - Create and sustain a participatory environment that supports critical and creative thinking in a variety of disciplines. | - Apply digital communication and collaboration tools effectively in a higher education context. - Apply advanced search strategies to identify and select relevant open access resources to support learning - Demonstrate the effective application of digital skills in support of learning and information literacies to research, produce, analyse and present information online in a higher education context. - Use multimodal communication to express outputs of learning effectively in a digital online environment. - Evaluate the authority of online information from a variety of sources including open access materials, mass-media, and social media for the purposes of learning in the higher education context. - Develop a positive digital online identity in support of learning commensurate with good practice for privacy, security and interpersonal communications. - Demonstrate how to participate legally and ethically in an online digital learning community - Engage in the 5R rights of open educational resources, |
- daily try (low-stakes media creation) 20/50 - online learners' bill of rights 15/15 - online learning manifesto 15/15 - blog posts 20/50 - FAR Handbook Creation 30/30 - Adult Learning - EdTech - Open Licensing - Media Literacy - Personal Cyberinfrastructure |
| LDRS 667 - Practicum (Personal and Professional Practice and Reflection) | - Engage in ongoing reflection and learning related to coaching and facilitation. |
- Demonstrate the ability to create realistic, attainable goals, learning objectives, and supportive activities that will ensure successful project outcomes and demonstrate leadership development; - show evidence of their ability to integrate what they have learned through in-class study, life experience, and past leadership applications into a structured setting - thoughtfully engage and reflect on effective leadership principles |
- Project Proposal (submitted prior to registration) /15 - Mentor Agreement /10 - Leadership Competencies Selection Form /10 - Project Objectives and Activities Plan /15 Journals (5 entries x 8) /40 - Time Log and Verification of Hours (meets required hours)__/10 |