By the end of this course, you will be able to:

• Describe the process of learning in terms of educational theory
• Compare the two major learning theories: behaviorism and constructivism
• Identify various psychologists, philosophers and researchers associated with it
• Discuss trends in contemporary student development
• Outline key cognitive, social and moral development theories
• Explain how cultural differences can affect students’ educational experiences
• Describe the most common types of disabilities encountered in classrooms
• Indicate the physical, social, academic and cognitive differences in terms of gender role
• State the fundamentals of special education
• Outline an individual education plan for a student with special education needs

By the end of this course, you will be able to:

• Discuss information technology for managers
• Discuss understanding and interpreting information
• Identify business frameworks
• Explain corporate strategy using information technology
• Identify management's control of information in a company
• Identify the issues and benefits of globalisation for a company
• Discuss software and database technologies
• Identify the importance and function of database management
• Discuss building an information system
• Identify the importance of the early stages of building an information system

By the end of this course, you will be able to:

• Explain the benefits of being organized
• Describe how to get in the right state of mind
• Recall how to prioritize work
• Discuss useful techniques for becoming organized
• Explain methods for dealing with procrastination
• Discuss the Sisyphus effect and how to stop feeling as if you are pushing a boulder uphill

By the end of this course, you will be able to:

• Identify the different functions which communication serves in the classroom
• Effectively use verbal and non-verbal communication
• Dentify and describe the four main participation structures that guide communication in ways expected by the class, including their advantages and disadvantages
• Use communication in the classroom to stimulate students’ thinking
• Identify the differences between how a teacher uses communication and how a student uses communication
• Select general learning goals for their students
• Formulate specific educational objectives using cognitive or behavioral approaches
• Explain the theories of behaviorism, self-efficacy and self-determination

After completing this course you will be able to:

• Describe how historic travel patterns led to the formation of the modern tourist industry
• Outline the sectors of the tourist industry and the employment and career opportunities it offers
• List the main priorities of business and pleasure travelers and the ways in which travel destinations can appeal to both groups
• Explain how travel destinations and tourism businesses can effectively market and promote themselves
• Describe the role of tour wholesalers, travel agencies and online travel services in packaging and selling tourism products

By the end of this course, you will be able to:

• Identify the different purposes and functions which communication serves in the classroom
• Identify the different types of communications
• Define the term classroom register
• Identify the differences between how a teacher uses communication and how a student uses communication
• Manage different situations in class through applying the different functions and types of communication

After completing this course, you will be able to:

• Describe the theory of Behaviorism and how it relates to motivation
• Discuss operant conditioning in terms of motivation
• Describe the difference between the type of goals that affect a student’s motivation
• Explain how to generate interest in a topic to help students get motivated
• Discuss the different attributions about success and failure, and how they affect a student's motivation
• Describe the theory of self-efficacy
• Identify sources of self-efficacy beliefs in a student, and how to influence them positively
• Define and describe self-determination
• Define and describe the TARGET model

By the end of this course, you will be able to:

• Select the general learning goals and formulate objectives for your class
• Structure and correctly use a curriculum framework and curriculum guide
• Describe Bloom's taxonomy of educational objectives, and its revised form
• Practice differentiated instruction in your classroom
• Call on a variety of resources to enhance students’ learning
• Use modeling to demonstrate a desired behavior or to represent an important theory
• Encourage students to recall what they already know about a new material being learned
• Anticipate preconceptions of students and respectfully remove misconceptions
• Help students make the transition from practice that is relatively guided to practice that is relatively independent