Learners, instructors and coaches share how they use Evernote to manage resources and effectively support learners in a multi-level classroom.
Learn how Maxine, the LBS instructor from Dixon Hall, set up and is using Evernote in her multi-level class.
Explore the videos below to learn how literacy learners from Dixon Hall LBS program in Toronto feel about using Evernote.
An AlphaPlus coach speaks about Evernote:
Using Evernote with low-level adult literacy students – a success story webinar.
Additional Resources
Use Digital Technology Instructional Resources
The recording is no longer available but you can view the slides.
Open Badges, a new online standard launched in March 2013 by Mozilla, is open source, free software, which any organization can use to create, issue and verify digital badges to recognize and verify learning.
Many of us are familiar with and likely earned some kind of physical badge in our lifetime. Who can forget all those colourful badges sewn or pinned on a sleeve, jacket or hat of a Girl Guide or Boy Scout? These badges represent the accomplishment of various achievements and are often proudly displayed by the recipients.
Digital badges, originally introduced in games, are also used to recognize achievements and completion of specific tasks, but they are issued and shared digitally.
They are often treated as rewards and recipients seek them to:
Digital badge issuers use digital badges for:
To provide a common system for the issuance, collection, and display of digital badges on multiple instructional sites, Mozilla Foundation developed Mozilla Open Badges – free software and an open technical standard any organization can use to create, issue and verify digital badges.
Many educational institutions and learning management system providers, such as Blackboard and Moodle, quickly partnered with Mozilla to enable online teachers and administrators to issue Open Badges for course and activity completions.
Use Apps in your literacy classroom.
The recording is no longer available but you can view the slides.
This package of instructional resources was developed in 2012 and includes sample tasks and learning activities to support practitioners using digital technology in Literacy and Basic Skills (LBS) programs within the context of the Ontario Adult Literacy Curriculum Framework (OALCF).
As this is an older document, you may find the links to resources have become outdated.
The sample tasks and learning activities are organized by theme:
Package 1 (PDF) includes:
Package 2 (PDF) includes:
These instructional resources were developed in collaboration with Anne-Marie Kaskens and Tracey Mollins. Instructors and learners at The Literacy Group of Waterloo Region reviewed many of the tasks and provided valuable feedback. We thank them all for their invaluable support.
This research report is based on the study of the perceptions and experiences of ten adult learners with digital media as they work through small group sessions to create their own digital texts and then reflect on whether and how they think that digital media might help them build digital literacy skills and whether they might be able to apply these skills in their daily lives.
The purpose of this small scale study was twofold:
The report explores the following four themes:
A report on a short-term project conducted in partnership with four self-selected, community-based, adult literacy agencies in the Greater Toronto Area (GTA).
Although over the years we have worked closely with many adult literacy programs across the province, we wanted to look more closely at the realities of using digital technologies for adult literacy teaching and learning.
Specifically, we wanted to:
Social Networking Sites and Adult Literacy Learning: Raising the Issues, explores how educators and adult learners might harness the full potential of Social Networking Sites (SNS) and other social media in the service of adult literacy teaching and learning.
This paper, commissioned by AlphaPlus, is a synthesis of the critical analysis of the issues that we uncovered from the literature, policy documents, web-based sources and, more importantly, from literacy learners and educators themselves.
Acknowledging that informal literacy learning is occurring in the process of using SNS, the paper addresses various factors that influence literacy learners’ use of these sites such as 21st Century skills, social and civic engagement, marginalization, the digital divide, and digital citizenship. Noting the ubiquity of digital technologies in today’s society, the authors argue that literacy programs have an important role in helping adult literacy learners keep pace with others in society. However, the paper also raises important issues that will need to be addressed if SNS are to be incorporated into literacy programs.
“Social networking sites and adult literacy learning go hand in hand, in our opinion, yet the issues and questions we’ve raised require careful consideration if they are to be brought together in non-formal and formal educational contexts.”