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Welcome to LDRS 663:Transformational Blended Learning

Welcome

Welcome to LDRS 663: Effective Coaching for Transformational Learning in Blended Learning Environments!

Program Learning Outcomes

  • Demonstrate effective facilitation and coaching communication skills (eg. active listening, developing rapport, providing feedback)
  • Identify a variety of facilitation/coaching methods and techniques.

Course Learning Outcomes

On successful completion of this course, students should be able to:

  • analyze the characteristics of the coaching role within theoretical models of blended teaching and learning;
  • demonstrate the ability to model metacognitive strategies for self-regulated learning;
  • apply intercultural competencies in coaching learners in transformational blended learning environments;
  • evaluate the quality of feedback in light of evidence-based research
  • evaluate interactions in a learning environment and develop strategies for high quality educative interactions;
  • Design cognitive and social activities to meet learning outcomes.
  • apply multi-modal communication and collaboration tools effectively to support learning in a higher education context.
  • apply information and media literacies to research, produce, analyse and present information online.

Resources

Please note that you are not required to purchase any of the folllowing resources. They are freely available on the web or accessible through the library.

  1. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). New York: Society for Research into Higher Education & Open University Press. Available as eBook through TWU Library.
  2. Committee on How People Learn II: The Science and Practice of Learning, Board on Behavioral, Cognitive, and Sensory Sciences, Board on Science Education, Division of Behavioral and Social Sciences and Education, & National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press. Link
  3. Vaughan, N., Cleveland-Innes, M., & Garrison, D. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca: AU Press. Retrieved from Link
  4. Bates, A. W. (2019). Teaching in a Digital Age – Second Edition. Tony Bates Associates Ltd. Link
  5. Campbell, G. (2009). A Personal Cyberinfrastructure. EDUCAUSE Review, 44(5), 58-59. Retrieved from https://er.educause.edu/articles/2009/9/a-personal-cyberinfrastructure

It will be assumed that you have read, understand, and agree to the information provided at the ‘Academic Dishonesty Policy’ button below. If you have any questions at all please contact your instructor.

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Graduate Level Writing Standards

For students in 663, graduate level writing standards following APA 7 are expected. Please consult the OWL Purdue website for guidance and seek assistance from the TWU Writing Center and writing coaches as needed. Assignments have rubrics that attribute some marks to APA formatting and cannot be graded as fully meeting expectations if there are APA errors. That said, your conceptual understanding remains of primary importance. It is your responsibility to ensure polished work to the highest standard of which you are capable. This demands meticulous attention to detail, which will become more ‘natural’ with practice. Please seek any necessary clarification from your instructor.