COURSE DESCRIPTIONS

EDU2001 Online Learning Theories

The migration of online learning from the periphery to the mainstream of postsecondary education highlights the need for a focus on quality, pedagogically sound, online course material. Online developers and facilitators require foundational knowledge of online learning theories in order to optimize the online learning experience. Students explore theories, learning strategies, activities, adult learning styles and principles of online design.

EDU2002 Developing Online Course Content

The development of online course content requires an in-depth understanding of personal learning, the incorporation of digital competencies for the 21st century and compliance with ethical principles and current compliancy standards. The development of interactive content and activities that engage learners to practise and extend their knowledge and skills is emphasized. Students explore instructional media to create rich elements that are visually appealing and fully engage the learner with the content, fellow students and their facilitator.

EDU2003 Online Course Delivery

Facilitating online courses is a methodology that requires the knowledge and skills of proven strategies that involve students in active learning. Students learn synchronous and asynchronous communication strategies and create effective communication processes for online learners to enable them to construct new knowledge in collaboration with peers. Students research best practices in online student engagement and use key functions of learning management systems.

EDU2004 Evaluation Essentials

Assessment plays a significant role in learning, and cannot be underestimated. Learners explore using the following criteria: effectiveness, efficiency, reliability and validity when developing performance-based assessments. Using available tools, learners construct sequenced, balanced assessment plans that include feedback strategies that promote learning.

EDU2010 Reflective Educators

The systematic process of self-observation and self-evaluation allows educators to explore their teaching and learning philosophies in order to continually improve performance. Individually and with their peers, students reflect on their skills and develop strategies to enhance their current practice by engaging in a number of self-reflective activities.

EDU2011 Engaging Mobile Learners

By using technology and recognizing the mobile learner, educators can facilitate, support, enhance and extend the reach of education. Students start with an exploration of contemporary theories, research and trends in mobile learning, then progress to review current devices and popular apps. Application of theory is demonstrated by converting traditional learning activities into dynamic mobile learning experiences.

EDU2012 Ethics and Legislation in Education

Educators require an understanding of the major legal and ethical principles and issues that relate to Canadian education. Through research, analysis and discussion of common scenarios, students explore legal and ethical rights of all stakeholders in the educational process. As well, they learn to apply ethical principles to their own practice as educators.

EDU2013 Applied Research and Education

Applied research uses new or existing knowledge to solve real-world challenges; it has immediate practical application. Participants explore the concepts and types of educational applied research and learn essentials of proposal writing, funding and the ethics approval process. They examine completed applied research initiatives within educational programs and identify and write a short proposal for an applied research project.

EDU2014 Work Integrated Learning

Work-integrated learning is as much about learning as it is about work. Research highlights many benefits for students, institutions, employers and community partners. Students explore various forms of work-integrated learning. They review different definitions and relevant models of work integrated learning as well as types of documentation necessary to participate in off-campus experiences. Students create a field or clinical placement learning module.

EDU2015 Accessible Course Content

The Accessibility for Ontarians with Disabilities Act (AODA) requires that Ontario businesses and organizations remove barriers to ensure all services are fully accessible. Accessible formats allow individuals to interpret information independently and can include electronic format, large print, Braille, audio delivery and closed-captioned video. Students create examples of accessible curriculum by using various standard computer applications and tools.

EDU2016 Effective Use of Open Educational Resources

Open Educational Resources (OER) refer to educational resources that are freely available for use, reuse, adaptation and sharing. OER repositories exist worldwide and can be used in education to inform teaching and learning. Students search for and incorporate OER into course content and examine how they can contribute to the growth of this vast pool of learning resources.