The following six (6) micro-credentials have been developed specifically for Humber faculty by the Innovative Learning team. All micro-credentials are delivered in an asynchronous online format. Each micro-credential consists of four modules, or 12 hours of curriculum delivery. Micro-credential participants who achieve 50% or more in all assessments will receive a badge.
There is no fee or cost associated to register for the micro-credential. Please note that space is limited. Offered internally to active Humber employees only.
Upon completion of the form, interested participants will receive a secure link to register themselves through the CPL website. Emails will be sent out the week prior to the course start date.
TIMING
12 Hours of Curriculum
DELIVERY METHOD
Asynchronous online format
COMPLETION BADGES
Participants who achieve 50% or more in all assessments will receive a badge.
Facilitating Learning
This micro-credential engages faculty to think about the strategies to create impactful and intentional learning experiences. Throughout the micro-credential, faculty will consider how the facilitation of content – whether in a classroom or other setting – can support learning and professional development.
Learning Outcomes:
- Establish a positive learning environment
- Develop experiential learning strategies to engage learners
- Identify learning outcomes/objectives for specific instructional situations
- Create clear and effective lesson plans
- Reflect on learning experiences for personal and professional development purposes
- Identify methods to give and receive constructive feedback for learning
Curriculum Design and Development
Familiarizes faculty with the curriculum development process. Faculty will review ways to plan and create a well-designed and thoughtfully sequenced curriculum for a course or program.
Learning Outcomes:
- Review the components of Backward Course Design
- Identify how courses link to the program vocational learning outcomes
- Identify ways to incorporate learner variability and situational factors in course design
- Develop optimal ways to communicate and deliver course goals to learners
Teaching and Learning in HyFlex Environments
This micro credential introduces faculty to the methods, practices, and tools for adapting an existing in-person lesson plan for HyFlex teaching. Faculty will review strategies and methods to create a learning experience that engages learners in all three modalities and ensures an equivalent experience for all students.
Learning Outcomes:
- Identify the different learning modalities and the requirements for each modality
- Review opportunities and considerations for each modality and how educators can effectively respond to a variety of teaching and learning situations
- Design a lesson for a Hyflex learning environment
Assessments for Learning
This micro-credential focuses on assessments and evaluations in the teaching and learning cycle. Faculty will consider ways to design and deliver assessments so that they are part of the learning process instead of a product of learning.
Learning Outcomes:
- Explain the role of assessment in the process of learning
- Identify specific techniques associated with diagnostic, formative, and summative assessments in a post-secondary setting
- Analyze the purpose and types of assessment methods to evaluate learning outcomes
- Review rubrics to identify their role in the learning process
Educational Technology and Accessibility
This course is an introduction to accessibility, applications with technology and how these considerations can increase inclusion for all learners.
Learning Outcomes:
- Assess learner variability in an in-person and online learning environment in order to establish accessibility needs
- Select educational technologies tools (both online and in-person) that can support learner access
- Design a teaching plan that supports access for learner variability
- Explain what is meant by accessibility and what are teaching faculty’s roles and responsibilities in ensuring access for learners with disabilities
Equity and Anti-Oppressive Teaching in Post-Secondary Education
This Micro credential is intended to build capacity among Humber College staff in relation to equitable and anti-oppressive teaching. The microcredential participants will become familiar with the core tenets of equitable and anti-oppressive teaching, including identifying one’s own positionality, distinguishing between equality and equity, and engaging in critical self-reflexivity. Participants will also explore four domains of teaching – content, pedagogy, access, and climate – and assess their own teaching beliefs and practices in preparation for a concrete action plan they can implement into their own teaching contexts at Humber College.
Learning Outcomes
- Identify their own positionality and how it impacts their beliefs and practices in relation to their teaching
- Analyze the systemic inequities that impact learning and the learner’s experience in higher education classrooms
- Critically assess and self-reflect on the various elements of teaching to inform one’s practice
- Create a concrete action plan for teaching that is informed by equitable and anti-oppressive lenses and that seeks promote the success, well-being, and outcomes of students attending Humber College
