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Framework for Extended Learning
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Last modified: Sunday, 19 January 2025, 4:12 PM
Introduction
The Framework for Extended Learning at Cape Breton University is a guiding document to structure and unify non-credit educational pursuits of the institution and its stakeholders. Written through careful consideration of the university's foundational mandate and aspirations, as well as its existing conventions, operations, and obligations, this framework aims to streamline processes involved in the creation and sharing of new learning endeavours for the benefit of our community members. This framework is a living document and is updated routinely as new factors influencing CBU's organizational planning, strategy, and resources deem necessary.
Information is organized into sections and subsections. Click on a section heading to expand and reveal its contents, including sections for:
- Overview & Objectives
- Taxonomy of Learning Options & Delivery Modes
- Recognition of Completion
- Platform, Administration & Supports
- Finance
- Academic & Operational Oversight
Underpinning CBU’s Extended Learning is the desire to leverage its talent, reputation, relationships, and infrastructure to extend its reach beyond diploma and degree programs and provide further value to the broader community through its core competency, education. An aligned programme of extended learning offers a range of flexible, accessible, and high-quality learning opportunities designed to meet the needs of diverse learners, including alumni, industry professionals, lifelong learners, and CBU employees. CBU’s contributions in this area address commitments outlined in its Strategic Plan, as well as the Academic, Research, SEM, EDI Action, and Accessibility Action plans to accomplish five primary objectives:
1. Expand community access to lifelong learning;
2. Strengthen CBU’s role in regional economic development;
3. Enhance student workforce preparedness and career pathways;
4. Provide strategic professional development for CBU employees;
5. Reach previously untapped regional and demographic market segments.
In recognition of the financial burden and risks posed by traditional continuing education units, this framework outlines a decentralized model where CBU departments, third-party providers, and partners are equipped with information, tools, resources, and support to aid in the development and delivery of programming to meet their unique objectives. It also provides a structured model of learning options, guidelines, and processes to maintain alignment with our institution’s goals and quality assurance standards.To provide flexible, accessible educational options to meet
diverse community needs and share CBU expertise with the broader community. Support
community members in their personal and professional growth, reduce barriers to
university-quality education, and address CBU’s community outreach goals.
KEY BENEFITS
- Increased access to education for non-traditional learners.
- Opportunities for personal and professional development.
- Strengthened community engagement and outreach.
To deliver targeted skill-development programs to meet employer and labour market needs in key areas of strength such as health and wellness, human and social services, business leadership and entrepreneurship, hospitality and tourism, and arts and culture. Develop partnerships with businesses and organizations to address workforce gaps collaboratively, upskill sectors, and drive regional economic growth.
KEY BENEFITS
- Supports workforce readiness and regional skill gaps.
- Strengthens reputation and partnerships with local businesses and organizations.
- Drives innovation and growth in critical economic sectors.
To bridge the gap between academic programs and workforce readiness for students completing CBU academic programs. Map education and training to CBU graduate attributes and industry expectations, allowing all students to enter their careers with relevant, up-to-date skills and competencies.
KEY BENEFITS
- Encourage program innovation through industry-aligned skills training.
- Increased employability and career readiness for graduates.
- Stronger relationships between CBU and employers.
To develop in-house professional development programs for onboarding, role transitions, upskilling, and succession planning, targeting specific needs for enhancing institutional capacity while developing marketable training for external audiences. Identify and endorse third-party professional development that aligns with institutional competency mapping.
KEY BENEFITS
- Enhanced employee performance and updated skillsets.
- Support for leadership succession and role transitions.
- Smart investments in professional development with appeal to external markets.
To identify and engage new learner groups and industries that have not traditionally accessed CBU’s educational offerings. By tailoring programming to emerging trends and underserved demographics, such as mid-career professionals, international learners, and niche industry sectors, Extended Learning can attract a broader audience.
KEY BENEFITS
- Broader learner demographics, including international and underserved groups.
- Increased institutional visibility and reputation in new regions or industries.
- Diversified revenue streams through innovative and niche programming.
- Enhanced adaptability to evolving market and learner demands.
This section outlines the four primary types of Extended Learning offerings available at Cape Breton University: Courses, Workshops, Webinars, and self-paced Online Learning Modules. Each option is described in terms of its purpose, target audience, key characteristics, and development. Detailed guidance is provided on recognition, delivery modes, quality assurance, and listing requirements. These flexible learning formats empower departments, instructors, and partners to address diverse educational, professional, and community needs, ensuring alignment with institutional goals and a consistent, high-quality learning experience.
These guidelines provide standards and processes to ensure the efficient development, delivery, and administration of Extended Learning options. Though staff look forward to working with anyone creating programming, time and resources may be limited. By following these guidelines and processes outlined in section 4–Platform, Administration and Supports, anyone can independently develop, launch, and manage their project with confidence.
*Note that the term course does not suggest that this learning option shares the features and requirements of courses taken for credit in academic programs. Extended Learning courses do not bear credit.
A structured program of study that leads to the acquisition of specific knowledge, skills, or competencies that contribute to addressing identified labour market needs, meeting continuing education units (CEU) requirements and certification criteria for industry accrediting bodies, internal employee and student career development objectives, or community outreach goals. A course is built around learning outcomes (usually competency-based), and learners are assessed through clearly linked formative and/or summative assessments.
CHARACTERISTICS
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COURSE DEVELOPMENT & LISTING REQUIREMENTS
Proponents will receive a course packet with forms and templates to expedite administrative tasks and guide development. This packet includes the Course Listing Information Form (Appendix A), Curriculum Outline Template (Appendix B), Course Theme Template (Appendix C), and a Course Design Blueprint (Excel).
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One month prior to opening registration, courses require the submission of the following completed documents: |
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QUALITY ASSURANCE
Pre-Learning and Post-Learning Surveys
Learners are issued a pre-learning survey one week before a course’s start date. Learners are issued a post-learning survey one week after a course’s end date. These surveys provide valuable information for the instructor and are used in quality assurance. Details about Pre-Learning and Post-Learning Surveys are included in section 6–Academic and Operational Oversight.
Curriculum Development and Instructional Design
Experience in curriculum development and instructional design is vital to maintaining quality standards in public-facing programming, even for non-academic learning. Effective learner-centred course delivery requires specific and achievable learning objectives, assessment outlines and rubrics, lesson plans, and a communication strategy suitable for the intended mode of delivery. Consider completing the Design and Delivery for Extended Learning online learning module prior to submitting a proposal, working with a CBU academic department, or contracting an educational developer.
Informing Academic Leadership
CBU faculty are not required to create course curricula, and CBU staff, third-party organizations, and contractors can develop and deliver Extended Learning courses to assist the university and its stakeholders in meeting their goals. However, faculty subject matter experts in related fields should be consulted during the development process and provide their endorsement in the Course Information Document once completed. Deans should be informed of new courses related to their school disciplines.
A focused and interactive learning experience designed to address specific topics or skill sets, workshops emphasize hands-on activities, group engagement, and real-world application. Workshops are ideal for short-term, targeted learning objectives, offering participants an opportunity to gain practical knowledge or skills in a collaborative environment. They may cater to professional development, industry-specific training, or community needs and are well-suited for small to medium-sized groups.
CHARACTERISTICS
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WORKSHOP DEVELOPMENT & LISTING REQUIREMENTS
Proponents will receive a workshop packet with forms, templates, and resources to expedite administrative tasks. This packet includes the Workshop Listing Information Form (Appendix D) and Workshop Outline Template (Appendix E) and an Activity Design Blueprint (Excel).
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Two weeks prior to opening registration, workshops require the submission of the following completed documents: |
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QUALITY ASSURANCE
Pre-Learning and Post-Learning Surveys
Upon registration, participants will receive a short pre-learning survey to identify their learning goals and expectations. After the workshop, a post-learning survey gathers feedback on their experience and perceived learning outcomes. These tools are integral to continuous improvement and quality assurance.
Workshop Development & Facilitator Experience
Hosting high-quality and effective workshops requires some preparation and attention to :
· Clearly defined objectives tailored to the topic and audience.
· Hands-on, interactive activities to reinforce practical learning.
· Materials or tools necessary for participants to actively engage (e.g., workbooks, case studies, or digital tools).
· Flexible agendas to accommodate varying participant needs and group dynamics.
Facilitators are encouraged to complete the Facilitating Engaging Workshops module offered through CBU’s Extended Learning to refine their delivery methods and align with best practices.
Effective workshops involve engaging facilitation and incorporating both the
subject matter and active learning strategies. Facilitators should use
structured agendas, clear objectives, and interactive activities to foster
engagement and knowledge retention. Resources for those developing workshops
can be found under the Guides section of the Extended Learning platform.
Oversight
CBU staff, faculty, contractors, and third-party facilitators are encouraged to create and deliver workshops within their area of expertise to meet institutional and community needs.
A webinar is a live, virtual session designed to deliver concise, interactive, and engaging content on a specific topic. Webinars typically focus on sharing expert knowledge, fostering dialogue, and addressing immediate learning needs in a format that allows for real-time interaction. They are ideal for broad audiences seeking accessible and timely insights, professional updates, or continuing education. Webinars can also serve as standalone learning opportunities or as part of a larger series.
CHARACTERISTICS
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LISTING REQUIREMENTS
Webinar proponents receive a webinar development packet with resources to support planning and delivery. The packet includes the Webinar Listing Information Form (Appendix F) and Session Outline Template (Appendix G), which helps guide structuring content, integrating engagement strategies, and managing logistics.
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Two weeks prior to opening registration, webinars require the submission of the following completed documents: |
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· Webinar Listing Information Form (PDF or online form) |
QUALITY ASSURANCE
Pre-Learning and Post-Learning Surveys
Registrants receive a short pre-learning survey to understand their expectations and learning needs. Following the session, a post-learning survey evaluates the presentation's effectiveness, the content's relevance, and overall participant satisfaction. These surveys inform ongoing improvements.
Webinar Development & Delivery
There are some best practices for planning and hosting effective webinars that can make the experience easy on the host, and meaningful for the participants. Good webinars include:
· A well-defined topic relevant to the target audience.
· A clear agenda outlining key points and interactive elements.
· High-quality visuals, slide decks, or multimedia to enhance delivery.
· Interactive components, such as live Q&A sessions, polls, or breakout discussions, to encourage active participation.
Resources for those developing a webinar or a webinar series can be found under the Guides section of the Extended Learning platform.
Self-paced online learning modules offer flexible, independent learning tailored to meet specific educational or professional development needs. These modules are ideal for learners to engage with content at their own pace without the constraints of scheduled sessions. Online learning modules can be standalone options or scaffold into more robust learning programs, providing a platform for industry-specific topics or foundational concepts in various fields. With continuous registration, their strength lies in a design for accessibility and convenience.
CHARACTERISTICS
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MODULE DEVELOPMENT & LISTING REQUIREMENTS
Proponents receive a development packet to streamline design and administrative processes. The packet includes the Module Listing Information Form (Appendix H), OLM Curriculum Outline Template (Appendix I), Module Theme Template (Appendix J), and Content Design Blueprint (Excel).
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Two weeks prior to opening registration, modules require the submission of the following completed documents: |
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QUALITY ASSURANCE
Feedback Dropbox
Each online learning module template includes an anonymous Feedback Dropbox which is a valuable resource for revision and maintain high-quality programming.
Module Design & Development
Although learners will not interact with an instructor throughout their learning, attention to diverse learner needs should still be an important facet of design and development. Some best practices in self-paced module design include:
· Clearly articulated learning outcomes that guide content design.
· Structured modules with small, manageable sections to aid comprehension.
· Multimedia elements such as videos (1-15 min), infographics, quizzes, and H5P elements to maintain engagement.
· Formative assessments, such as quizzes or reflection prompts to reinforce learning.
Resources for those developing a Online Learning Modules can be found under the Guides section of the Extended Learning platform.The five primary delivery modes available for Extended Learning programming are the same as CBU’s course delivery for academic programs, including In-Person, Online (Live), Online (Self-Paced), Blended, and Dual-Mode. Each mode offers distinct advantages and challenges, and selecting the right mode depends on the learning option, nature of the content, audience needs, and logistical considerations. The following details provide insights into the characteristics of each mode to support informed decision-making.
In-person delivery occurs in a physical classroom or on-site setting, ideal for hands-on learning and fostering direct interaction. Benefits include immediate feedback, active participation, the ability to use physical tools and materials, and the sense of community created through face-to-face engagement. However, this format is limited to local participants, requires access to limited facilities, and may be less accessible for those with scheduling or travel constraints.
CONSIDERATIONS FOR IN-PERSON DELIVERY
- Ensure the venue meets accessibility and capacity needs.
- Plan for materials, equipment, and scheduling logistics.
- Provide participants with detailed and accurate directions and location information.
- Ensure liability coverage if taking place off-campus.
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Online live sessions are delivered in real-time through Microsoft Teams. This format allows for geographic flexibility and real-time interaction with participants. Benefits include broad reach and the ability to engage learners in dynamic discussions, while drawbacks include potential technical difficulties, reliance on participants’ internet access, and scheduling challenges across time zones.
CONSIDERATIONS FOR ONLINE (LIVE) DELIVERY
- Activities and assessment strategies should consider the Extended Learning learner profiles, and the familiarity and ability to use online tools.
- Provide technical requirements and support for participants.
- Incorporate engagement strategies to maintain focus and interaction.
Self-paced courses and modules allow learners to engage independently with pre-designed content. This format offers maximum flexibility, scalability for large audiences, and accessibility across time zones. However, it lacks real-time interaction, relies on learner self-motivation, and requires careful content design to maintain engagement and clarity.
CONSIDERATIONS FOR ONLINE (SELF-PACED) DELIVERY
- Include varied media (videos, readings, quizzes) for engagement and learner needs.
- Provide clear navigation and instructions.
- Incorporate interaction opportunities, like discussion boards, for coursework.
Hybrid online learning combines live sessions and self-paced learning and activities, allowing learners to manage their time while benefiting from live interaction. Benefits include accommodating diverse schedules, promoting learner engagement through multiple touchpoints, and offering structured and independent learning flexibility. However, this approach requires careful planning to ensure coherence between live and asynchronous content, and instructors must effectively manage both formats to maintain quality.
CONSIDERATIONS FOR HYBRID DELIVERY
- Clearly outline the relationship between live and self-paced components and how one supports the other.
- Ensure live sessions add value to the learning and incentivize participation.
- Provide time to answer questions or review self-paced activities in live sessions.
- Maintain communication between online sessions, including reminders of upcoming modules and sessions and sending participants recaps and recordings.
Dual-mode delivery simultaneously serves in-person and online participants in a live learning format, offering flexibility and accessibility for synchronous delivery. This format supports diverse participation and expands reach, but it requires advanced technology and skilled facilitation and can result in differing experiences for online and in-person learners. Additionally, Dual-Mode classrooms are limited and rarely available as they are primarily used for academic courses.
CONSIDERATIONS FOR DUAL-MODE DELIVERY
- Ensure instructors and facilitators are trained in using dual-mode technology to effectively deliver lessons for both in-person and remote participants.
- Design activities that engage both in-person and remote participants equally.
- Actively involve both in-person and online learners by eliciting responses and monitoring online chat for participation.