Orientation
Program of Study
Course Offerings
Fall 2009
Winter 2010
Spring 2010
| COURSE | TITLE | TOTAL HOURS |
| CORE COURSES (REQUIRED) | ||
| TTA5501 | 12 | |
| TTA5502 | Learning Theory and Managing the Learning Environment Prerequisite: TTA5501 |
24 |
| TTA5503 | Teaching Strategies that Work Best for Adults Prerequisite: TTA5501 |
24 |
| TTA5504 | Assessment and Evaluation of Adult Learning Prerequisite: TTA5501 |
24 |
| TTA5505 |
Prerequisite: TTA5501 |
12 |
| TTA5506 |
Prerequisite: TTA5501, TTA5502, TTA5503, TTA5504, TTA5505 |
30 |
| ELECTIVES (CHOOSE TWO) | ||
| TTA5507 | Strategies for Effective eLearning Prerequisite: TTA5501 |
24 |
| TTA5508 |
Prerequisite: TTA5501 |
24 |
| TTA5509 | Presentation Skills | 24 |
| TOTAL NORMATIVE HOURS | 174 | |
Core Courses
TTA5501 - Teaching Adults: Getting Started – 12 hours
In a combination of classroom sessions and online activities, participants will be introduced to the major roles and responsibilities of adult educators, and the tools for online learning that are an integral part of this course. A panel of experienced faculty will answer questions and offer insights into what makes a successful adult educator. Participants will receive an orientation to Blackboard, the course management system that is used for online course delivery at Algonquin College. Independent online follow-up activities will get learners started with elearning activities. Participants will be encouraged to set up a personal learning portfolio that may be used as a tool for evaluation at the end of the program of study.
Upon successful completion of this course, participants will have demonstrated their ability to
- Cross-reference their own teaching skills with those required of an adult educator
- Use a personal skills checklist to identify significant learning goals
- Use a Blackboard account to complete a set of learning activities
- Establish a framework for building a teaching portfolio
TTA5502 - Learning Theory and Managing the Learning Environment – 24 hours
This course introduces the principles of adult learning and leads participants through a series of practical exercises to determine how individuals learn. These activities will help participants understand the experiential learning cycle and the concept of deep learning. Participants will examine ways to establish a climate that is conducive to learning and discover techniques that will maintain a balance between individual freedoms, special needs, and respect for the needs of the whole group. Participants will identify and log resources available to help instructors increase their own knowledge in these areas. A closing workshop will bring participants together to share their findings and develop conclusions.
Upon successful completion of this course, participants will have demonstrated their ability to
- Link learning activities in which they have participated to the four stages of the experiential learning cycle
- Use learning style inventories to identify their own learning style and explain how it may influence their own teaching practice
- Identify major theories that have an impact on course design and instruction
- Create a personal inventory of resources to use for continued learning
- Collaborate with a peer group to present and summarize key ideas in the course
- Use Blackboard as a learning tool
TTA5503 - Teaching Strategies that Work Best for Adults – 24 hours
This course includes a series of hands-on practical sessions in a classroom where learners interact with each other and try out various teaching techniques. Participants will translate a course outline into a lesson plan, examine a range of teaching techniques along with their relative strengths and weaknesses, and determine how to choose the most appropriate teaching methods for the particular circumstances. Learners will select several techniques, prepare course materials, and try them out on colleagues in mini-classes. In-class workshops will be supported by online discussions and online learning strategies such as web quests and collaborative activities.
Upon successful completion of this course, participants will have demonstrated their ability to
- Use at least four different methods to deliver course content
- Develop course materials to support learning activities
- Lead a classroom learning experience for a small group
- Complete online activities and participate in online discussions
TTA5504 - Assessment and Evaluation of Adult Learning – 24 hours
Giving feedback that supports learning is often challenging for adult educators. This course explores the principles of assessment and evaluation, reliability and validity, and practical application in the learning environment. Participants will learn how to prepare an evaluation plan from a course outline or a training plan and how to design and use meaningful assessment and evaluation tools for use in the classroom or workplace. There will be two classroom workshop sessions supported by independent and collaborative online activities.
Upon successful completion of this course, participants will have demonstrated their ability to
- Prepare an appropriate evaluation plan for a course or training plan
- Select appropriate evaluation techniques and develop a set of evaluation tools to measure learner performance
- Use a variety of evaluation tools to give feedback to learners
TTA5505 - Professional Standards – 12 hours
Three workshops combined with independent online learning will help participants discover the realities and constraints of delivering a course for adults that meets the needs of all parties: the learners, the institution, the profession, and the instructor. This short course sets out a code of conduct and guidelines for maintaining professional standards in the role of an adult educator. Important issues such as managing competing personal demands, professional ethics, confidentiality, copyright laws, dealing with conflicts in the classroom, and academic dishonesty will be discussed in group sessions and supported by independent online activities. The course will help instructors establish a network of resources and professional organizations to support their teaching and may assist participants to create a personal career growth plan.
Upon successful completion of this course, participants will have demonstrated their ability to
- Apply ethical and professional standards in simulated teaching/training contexts
- Identify key legislation, organizational policies and professional expectations that guide the practice of an adult educator
- Identify and use resources that will support their teaching and promote growth as an adult educator
Prerequisites—All Core Courses
TTA5506 - Teaching Practicum – 30 hours
Under the guidance of a mentor, and in collaboration with a peer group, participants will engage in all the teaching activities that are required of an adult educator. Participants will demonstrate their skill in establishing a comfortable learning environment and managing a class effectively. They will use their analysis of the course outline or training plan to design, prepare, and deliver one or more teaching modules with appropriate learning activities, feedback strategies, and evaluation criteria to a regular group of learners. Participants will evaluate the learning and solicit feedback on the learning experience from the learners themselves. Using this feedback, participants will make plans for modification or further development.
Alternate delivery modes will be included in this practicum so that participants can demonstrate their flexibility in using different strategies to meet various teaching goals.
Upon successful completion of this course, participants will have demonstrated their ability to
- Observe and analyze classes led by experienced faculty/trainers
- Prepare detailed lesson plans and deliver course material to a group of learners in a classroom and online
- Prepare assignments, evaluate them, and return them to learners with meaningful feedback
- Apply professional and ethical standards in handling the learning environment and the learners themselves
- Assess his or her own teaching performance and map out plans for continued professional development
Electives(Participants will select two)
TTA5507 – Strategies for Effective eLearning – 24 hours
Using electronic tools to enhance and support teaching requires re-thinking traditional course delivery techniques and managing learning activities in new ways. In this hybrid course, participants will be introduced to some of the innovative ways instructors can reach learners, increase peer-group collaboration, and evaluate their learning. In-class sessions will be supplemented by various independent and group out-of-class (including online) learning activities designed to teach participants the best practices of online learning by engaging them in the activities themselves. Participants will learn how to manage online communication tools, give feedback to learners, encourage group collaboration, and make learners more independent by giving them control over more aspects of their own learning. Research has shown that interesting and lively online learning activities engage learners and increase their opportunities for academic success.
Upon successful completion of this course, participants will have demonstrated their ability to
- Convert several traditional learning activities into online activities that demonstrate a good knowledge of effective online teaching techniques
- Develop a Blackboard site using effective online design principles
- Moderate online discussions in ways that encourage learner participation
- Use communication tools in Blackboard to give timely and detailed feedback to learners
TTA5508 - Course Planning– 24 hours
This course links course design to the overall goals of the learning program. Participants will define the learning outcomes for their course or training plan and map out a viable evaluation strategy. A detailed schedule of activities will be developed to fit the time frame, and participants will develop all components of at least one module. This will include learning outcomes, an assignment designed to meet at least one outcome, associated learning activities, feedback mechanism, evaluation strategy, instructor’s notes and learning resources for additional learning support. Based on formative assessments, participants will be encouraged to revise the module to strengthen its effectiveness.
Upon successful completion of this course, participants will have demonstrated their ability to
- Create a course outline/training plan with clearly defined learning goals and performance-based outcomes
- Prepare a complete teaching module to meet one outcome that includes instructor’s notes, learning activities, an assignment, an evaluation scheme that is suitable for classroom delivery
TTA5509 - Presentation Skills – 24 hours
In this course, participants develop, practice and refine oral presentation skills. Participants will learn how to overcome anxiety and how to use nonverbal communication methods for projecting confidence. Through individual and small group presentations, learners demonstrate effective organization of a message, successful delivery techniques, and strategic use of audio-visual support. The course will also suggest ways to handle thorny individuals and promote techniques for generating positive audience interactions
Upon successful completion of this course, participants will have demonstrated their ability to
- Give several presentations that demonstrate clear organization and effective delivery techniques
- Create audio-visual materials and project them using electronic tools in an e-classroom
- Create and load audio-visual materials to support course materials in Blackboard