Planning

1. Plan appropriate group processes to support transformative learning.
2. Apply the use of technology, time and physical space to support
   learning.

Facilitating and Coaching

1. Create and sustain a participatory environment that supports critical and
   creative thinking in a variety of disciplines.
2. Demonstrate effective facilitation and coaching communication skills
   (e.g. Active listening, developing rapport, providing feedback).
3. Develop cross-cultural competency and create learning environments of
   inclusivity, safety and trust.

Knowledge

1. Describe various learning theories and develop the ability to identify
   individual and group learning needs.
2. Identify a variety of facilitation/coaching methods and techniques.

Professionalism

1. Engage in ongoing reflection and learning related to coaching and
   facilitation.
2. Reflect on personal values and beliefs and their impact on facilitation,
   coaching and learning.

* Theory And Practice of Adult Education:

Learners are introduced to the principles and practices of adult education, Focusing on facilitation methods and instructional design, this course develops the practical skills necessary to teach adults. Whether in a classroom, other formal learning context or workplace, the class will explore how leaders are all teachers. This course equips leaders to facilitate transformational learning experience that are leaner-centred, supportive, well-organized and based on critical inquiry in the context of practice.

* Intercultural Communication And Facilitation:

 Learners will expand self-awareness and cultural competency, developing and applying practical strategies to create and facilitate culturally inclusive and respectful learning environments. Emphasis is placed on engagement and experience, allowing learners to establish meaningful intercultural communication and relationship and applying coaching facilitation skills to overcoming barriers related to challenges faced by indigenous people globally. Topics include analyzing personal cultural values and beliefs, examining the implicit biases in educational structures and processes and strategies for creating inclusive learning environment.

* Coaching for Transformational Blended Learning:

Examines the theoretical foundations and professional practices of coaching learners in blended-learning environment emphasizing transformational learning experiences. The intersection of adult learning educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools, and media literacy, including knowledge of copyright, open licensing  and digital citizenship.

* Creating and Leading Authentic Learning Communities:

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities and apply those strategies in a learning coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organization. Learners will develop a personal philosophy of Learning Communities exploring what it means to be personally authentic and how to lead authentically in a learning environment.

* Practicum (Personal And Professional Practice And Reflection):

Using reflective practice, learners apply adult learning theory, assessment theory, facilitation practices, and cross-cultural competency in a professional learning facilitation setting. The practicum is conducted with a supervised business, non-profit, social service, or institution related to the student’s personal interest and career gaols.