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Minor in Organizational Learning and Teaching


Minor in Organizational Learning and Teaching

This undergraduate minor provides the opportunity to explore and understand the many complex, interdisciplinary aspects of pedagogy in organizational contexts outside of the K-12 educational system. This field of study will appeal to those with interests and/or career paths in areas such as corporate and not-for-profit training, banking, the judiciary system, health and safety, outdoor education, early childhood education, alternative schooling models, adult education, post-secondary education, interpretation centres, coaching, municipal and community programming, museum education, and inter-professional education.  This innovative program aims to develop knowledge, skills and expertise in the practice of: coaching, training, teaching, and facilitating learning in a wide variety of environments.

The courses that comprise this Minor are open to non-Education university students, and do not lead to a Bachelor of Education.  

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Course Overview

Course: EDUC 4200 Theories of Individual and Collective Learning
Pre-requisites: Semester 3 standing or above.

Course: EDUC 4050 Instructional Technologies
Pre-requisites: Semester 3 standing or above.

Course: EDUC 4000 Diversity and Inclusion in the Learning Organization
Pre-requisites: Semester 3 standing or above.

Course: EDUC 4100 Learning-Centred Teaching: Planning, Delivery, Assessment and Evaluation
Pre-requisites: Semester 3 standing or above

Course: EDUC 4150 Learning Organizations: Management and Leadership
Pre-requisites: Semester 3 standing or above.

Course: EDUC 4800 Experiential Learning Field Placement
Pre-requisites: EDUC 4200, EDUC 4100, EDUC 4150, EDUC 4050, EDUC 4000

Course Details

EDUC 4000. Diversity and Inclusion in the Learning Organization

This course will examine the evolution of the concepts of diversity and inclusion in social organizations, key management practices for improving performance, and current diversity and inclusion challenges in organizations. Diversity and inclusion are important aspects of learning organizations for the purpose of developing strategic options for improvement in many different ways. (Prerequisite: Semester 3 standing or above)

EDUC 4050. Instructional Technologies
This course has been designed to provide students with an introduction to theoretical and practical issues pertaining to the use of informational and instructional technologies in learning organizations. Students will examine and critique the context of the field of instructional technologies and learn to apply current instructional technologies and media to instructional design and practice and the enhancement of learning opportunities. Basic concepts in educational technology, major developments, the present status of informational and instructional technologies, key principles of educational technology as an approach and tool for teaching and learning, and the development of appropriate educational technologies in terms of a learning organization’s goals will also be examined. Technological literacy will be emphasized throughout while exploring computer applications, the utilization of converging digital technologies, and the use of the internet and web resources. (Prerequisite: Semester 3 standing or above)

EDUC 4100. Learning-Centred Teaching: Planning, Delivery, Assessment, and Evaluation
Students will learn about principles and theories of learning-centred practices. Specifically, students will critically examine and synthesize the findings of current research and scholarly texts on teaching and learning to develop a critical personal understanding of learning-centred practices that are applicable to a wide range of diverse workplace contexts. Through assigned readings and texts, students will acquire, integrate, and apply knowledge pertaining to planning, instructional delivery, and the assessment and evaluation of learning. Self-, peer-, and teacher-evaluated assignments will provide students with opportunities to integrate research and practice and to facilitate the development of particular skills, notably, interpersonal communication skills, planning, facilitation and organization of learning, critical thinking, inquiry learning, and reflection. (Prerequisite: Semester 3 standing or above)

EDUC 4150. Learning Organizations: Management and Leadership
Students will learn about current management theories and practices in contemporary learning organizations where learning is a primary or significant characteristic or quality of the organization. Specifically, from a leadership perspective, this course will examine the nature of leading and managing in learning organizations, the role of learning, and the complex legal, ethical, and social issues that give shape to the organization and its leaders. Through the use of a variety of resources and approaches, students will explore and question theories, models, tools, and best practices for managing and leading in learning organizations, prompting and providing critical perspectives and practical tools that may be applied in different contexts. (Prerequisite: Semester 3 standing or above)

EDUC 4200. Theories of Individual and Collective Learning
Students will examine current theories pertaining to learning and learners in diverse organizational contexts. Particular themes will be examined, including the nature of learning, patterns of growth and development, the dynamics and complexities of learning in diverse educational contexts, and current educational realities in society. Specifically, students will examine a number of important issues, such as: learning and cognitive processes; personal, social and moral development; individual and group differences; social-cognitive views (e.g., racial discrimination, bullying, harassment, abuse, gender bias, xenophobia, homophobia, stereotyping); motivation and cognition relevant to individual and collective learning; knowledge construction and higher-order thinking. In this course, students will develop a critical awareness of learning theories and related issues and will critique, analyze, and reflect on the underlying assumptions associated with matters and the implications for individual and collective learning in learning organizations. (Prerequisite: Semester 3 standing or above)

EDUC 4800. Experiential Learning Field Placement
This course has been designed to provide students with an experiential learning opportunity with which to connect theoretical and practical issues in a field-based learning environment. Under the guidance of the course instructor and the partners in the field, students will engage in a collaborative process leading to the production of a final paper on an issue or topic of inquiry of relevance to the partners in the field. This course will present students with authentic assessment tasks that situate their on-going inquiries in a context that enables them to apply and further critique what has been previously learned. Students will engage in matters pertaining to learning and learners applicable to research, needs assessment, program review, and policy development, as appropriate. The final project will be grounded in the field experience, and will show evidence of knowledge, skills of inquiry, reflection and problem-solving acquired through the other courses. This course will be taken following completion of the other course-work in the minor option. (Prerequisites: EDUC 4000, EDUC 4050, EDUC 4100, EDUC 4150, EDUC 4200)