The Cloud Computing: What is cloud computing and why is it important for Adult Literacy?” report is the first of its kind and details how cloud computing can contribute to literacy in Canada. The opportunities cited in the report include:
- Powerful computing infrastructure and the ability to buy computing software, as needed, over the Internet.
- For educators and learners, cloud computing can help centralize and connect e-learning materials and literacy communities interspersed throughout the internet, and lead to the creation of a centralized online platform, enabling adult educators and learners to share and collaborate on resources, tools, forums and more.
- Literacy funders and organizations will be better able to design and operate e-learning software based on users’ online habits and performance.
In addition, the report suggests that, as we enter the “smart” age, where free Internet is becoming available in many public places, literacy organizations and researchers can collaborate on cloud computing services, creating synergy and great potential for service.
The 2009-10 Annual report highlights AlphaPlus’s initiatives, including:
- AlphaPlus Blog
- Tech Podcasts
- eNews
- Index to Web Resources
- Pathfinders
- Ontario Adult Literacy Curriculum Initiative – Curriculum Development Team
- Tech Survey
- E-channel
- Moodle Hosting
- Moodle Training
- Tech Tuesdays
- Web Savvy.
This practitioner guide gives tutors and instructors information and guidelines on how to use the workbooks and how to match the materials to the rest of their literacy programming.
Tutors and instructors will find ideas for setting up and using the activities in the workbook, information about Essential Skills resources, and suggestions for using the online activities along with the workbook activities.
Other resources in this series:
Skills at Work: Guide to Workforce Literacy
Skills at Work: Guide to Blended Learning
This resource is a guide to using a blended approach to learning. The guide focuses on bringing the best resources, technology, and practices from the e-learning world into the classroom setting – blended learning combines the best features of face-to-face sessions with the flexibility of e-learning.
Other resources in this series:
Skills at Work: Practitioner Guide
Skills at Work: Guide to Workforce Literacy
This guide provides background information on workforce literacy, ideas on program planning and examples of what other workforce-focused literacy agencies in Ontario have done to support learners who have employment goals.
Other resources in this series:
Skills at Work: Practitioner Guide
Skills at Work: Guide to Blended Learning
This workbook helps learners explore employers’ expectations about reading, writing, and math on the job. They will read about the tasks people do every day in different kinds of jobs.
Developed as part of the Skills at Work set, this workbook explores common entry-level jobs and how literacy, numeracy, and technical skills are used at work.
Other resources in this series:
Skills at Work: Practitioner Guide
Skills at Work: Guide to Workforce Literacy
Skills at Work: Guide to Blended Learning
This workbook allows learners to collect information about their employment goals and about the world of work. They identify skills they need to work on to reach their goals. They will find information about different kinds of training and learn some ways to find, save, and use information about jobs.
Developed as part of the Skills at Work set, this workbook explores common entry-level jobs and how literacy, numeracy, and technical skills are used at work.
Other resources in this series:
Skills at Work: Practitioner Guide
Skills at Work: Guide to Workforce Literacy
Skills at Work: Guide to Blended Learning
154 learners ranging in age from 27 to 39 participated in this research study, developing and piloting distance and online learning delivery models for adult basic education (ABE) programs in Ontario, Canada. Almost three-quarters of the participants were women, the preferred language of two-thirds of the participants was English, and half of the learners were not employed at the time of the study. On average, almost two and a half years had passed since the participants’ last upgrading course in an on-site environment. Almost half of the participants reported their learning goal was to pursue further training and almost the same amount said they would rather work independently toward achieving their goals. Each of the programs differed in population served, method of instructional delivery, and curriculum.
The literacy programs involved in this research project were:
Centre de formation pour adultes J’aime apprendre Inc. – Formation multi-modale en alphabétisation et formation de base – Cornwall and Alexandria
Community Learning Centre Napanee (Kingston Literacy) – The Distance Delivery Development Project – Napanee, Tamworth, and Kaladar
Sioux-Hudson Literacy Council – Good Learning Anywhere – First Nations Management Training program, Pelican Falls High School, Hudson, and Pikangikum
Confederation College – LBS Distance Delivery Project – Thunder Bay, Kenora, Onigaming, and Grassy Narrows.
The results were extremely promising. The study found that distance delivery is a viable option for serving students who are not otherwise able to attend traditional programs or who are in more isolated areas. The study also found that, with proper support and training, distance learners can use technology as a valuable adjunct to learning and can make good learning progress with some level of teacher contact and support. Specifically the study showed that distance learning can be a valuable tool in providing services to rural and isolated populations, and very effective for learners with relatively low levels of literacy. But it also showed that distance learners don’t differ greatly from traditional learners who have done well in a classroom setting, although they do seem to have slightly higher preferences for working on their own.