Browse by author starting with "C"
71. Basic Hitch-Hiker Series (1997)
Authors: Calvin Coish
Collection: Learning Materials
This series of six readers is based on the book The Hitch-Hiker, published in 1995. These readers provide a closer look at Newfoundland and Labrador. Each book begins with a Vocabulary listing the new words that learners might have difficulty pronouncing, and ends with a series of Questions to test comprehension and then topics For Discussion and Study. The series comprises:
Book 1 - Western Newfoundland ISBN 0-9682905-0-7 (bk. 1)
Book 2 - Labrador ISBN 0-9682905-1-5 (bk. 2)
Book 3 - Central Newfoundland ISBN 0-9682905-2-3 (bk. 3)
Book 4 - Eastern Newfoundland ISBN 0-9682905-3-1 (bk. 4)
Book 5 - South Coast ISBN 0-9682905-4-x (bk. 5)
Book 6 - Avalon Peninsula ISBN 0-9682905-5-8 (bk. 6)
Funders:
Added: 1997-01-01
72. The benefits of experiential learning: (2008)
Lessons in Learning – February 21, 2008
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
The authors note that improvements in post-secondary educational attainment are an important response to the growing demand for skills in the Canadian labour market. However, in addition to academic skills, employers require their employees to have occupational skills, including both job-specific technical skills and “soft skills” like interpersonal communication and teamwork.
The authors say that many post-secondary students turn to programs that include an experiential learning component – such as co-operative education, internships or other forms of work placements – in order to develop a broader range of occupational skills.
The authors discuss ways to expand and improve experiential learning opportunities in Canada, including increasing awareness of such opportunities; implementing incentive programs; and ensuring that experiential learning programs provide students with good quality learning environments.
Added: 2011-10-14
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73. Best Practices (2009)
Fact Sheet 5
Series: CAMA's Workplace Literacy and Essential Skills Fact Sheets
Authors: Canadian Association of Municipal Administrators (CAMA)
Collection: Research Materials
The CAMA Literacy and Essential Skills in Municipal Workplaces Project has developed a six-part series of fact sheets on workplace literacy and essential skills. The fact sheets are:
1. Myths and facts about workplace literacy and essential skills
2. Why municipal workplaces are involved in literacy and essential skills
3. How municipal workplaces are tackling the issues
4. Challenges and solutions
5. Best practices
6. What will your return on investment be?
About this fact sheet:
Since the early 1990s, as workplace learning programs were being successfully introduced in municipal workplaces across Canada, CAMA has gathered a lot of valuable information on the factors that made them work. This fact sheet highlights this knowledge in the form of Best Practices.
Funders:
Added: 2009-11-18
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74. Best Practices in Managing the Classroom to Improve Student Commitment (2003)
Series: Retention Through Redirection
Authors: College Sector Committee for Adult Upgrading (CSC)
Collection: Research Materials
This document discusses best practices in managing the classroom to improve student commitment in Ontario college LBS programs. The best practices are listed in three sections; each is organized under the area or individual having the greatest control of those practices. These sections are: institution controlled; practitioner controlled, and; shared control.
Added: 1990-01-01
75. Beyond Recruitment: An Online Workshop About Recruitment & Maintaining Volunteers in the New Environment (2000)
Course Manual
Authors: Community Literacy of Ontario (CLO), Ontario Ministry of Agriculture, Food & Rural Affairs
Collection: Research Materials
This document is a reproduction of the course manual that accompanied an electronic workshop offered in 2000 by Community Literacy Ontario and Ontario Ministry of Agriculture, Food and Rural Affairs. The workshop was designed for anyone working with literacy volunteers. The manual contains six modules covering these topics: the changing volunteer environment, the new volunteer, getting the right volunteers, finding, retraining and acknowledging volunteers. The modules are accompanied by activities, discussion questions and additional resources. The manual is supplemented with definitions and a list of websites about volunteer management.
For more information on this workshop, please contact:
Community Literacy of Ontario (CLO),
80 Bradford Street, Suite 508,
Barrie ON L4N 6S7
Tel. (705) 733-2312
Fax (705) 733-6197
E-mail : kaattari@bconnex.net
WWW : http://www.nald.ca/clo.htm
Funders:
Added: 2000-11-21
76. Beyond Worksheets: A Social and Holistic Approach to Numeracy (2007)
Series: Beyond Worksheets
Authors: Tom Ciancone, Flora Hood, Joy Lehmann
Collection: Research Materials
Literacy practitioners across Ontario have continually requested more professional development and resources to support numeracy facilitation in their programs. Metro Toronto Movement for Literacy (MTML) hosted the workshop, “Facilitating Numeracy: An Introduction,” developed and delivered by Tom Ciancone in August 2001. The purpose of the project was to develop an approach for contextualizing the teaching of numeracy in adult literacy and workforce literacy environments. This report uses an approach that sees numeracy as social practice and adopts a holistic way of learning.
The report is divided into eight chapters:
1. Introduction
2. What are the numeracy needs of adults in literacy programs?
3. Developing an approach to numeracy
4. A Social and Holistic Approach to Numeracy: Propositions and Perspectives
5. Modelling Numeracy as Social Practice Through Holistic Learning
6. Adopting A Social and Holistic Approach
7. Direction Toward Adopting A Social and Holistic Approach
8. Next Steps for Adult Numeracy Practice in Ontario
Added: 2009-09-02
77. Beyond Worksheets: A Social and Holistic Approach to Numeracy - Practitioner Summary (2007)
Series: Beyond Worksheets
Authors: Tom Ciancone, Flora Hood, Joy Lehmann
Collection: Research Materials
For the past several years, literacy practitioners across the province have continually requested more professional development and resources to support numeracy facilitation in their programs. In direct response to this request, Metro Toronto Movement for Literacy (MTML) hosted the workshop, “Facilitating Numeracy: An Introduction,” developed and delivered by Tom Ciancone in August 2001. The purpose of the project was to develop an approach for contextualizing the teaching of numeracy in adult literacy and workforce literacy environments. This report uses an approach that sees numeracy as social practice and adopts a holistic way of learning.
Added: 2009-09-02
78. Blended Delivery Resource Guide: Moving the Technology into the AU/LBS Classroom (2012)
Series: Moving the Technology into the AU/LBS Classroom Project
Authors: Bea Clark
Collection: Learning Materials
This resource guide is one component of a project aimed at helping Ontario’s colleges provide “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs, an approach that combines traditional classroom instruction with online learning.
The guide includes sections explaining the nature of blended delivery; discussing student responses to the approach; outlining the resources required to start blended delivery; defining commonly used terms; and providing practical advice for teachers on redesigning courses for blended delivery.
The author has also included a checklist for teachers and an extensive list of additional resources.
Funders:
- Ministry of Training, Colleges and Universities (MTCU), ON
Added: 2013-04-09
79. Blended Delivery: A Literature Review (2011)
Series: Moving the Technology into the AU/LBS Classroom Project
Authors: Bea Clark
Collection: Research Materials
This literature review is part of a project designed to provide Ontario’s 24 colleges of applied arts and technology with the resources to offer “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs in an efficient and effective manner. Also known as hybrid delivery, blended delivery refers to courses that combine face-to-face classroom instruction with online learning, with the goal of maximizing both student learning and physical resources.
The author notes that research about blended delivery is not plentiful, given that it is a relatively new concept. However, the literature clearly shows that students are satisfied with blended delivery courses and do as well as or better than they do in face-to-face and fully online courses.
Blended delivery is particularly appealing to adult students because it can be more flexible and convenient, and may reduce such expenses as parking and travel.
The author also points out that training for faculty and technical support for both faculty and students are critical to the successful implementation of blended delivery.
Funders:
- Ministry of Training, Colleges and Universities (MTCU), ON
Added: 2011-07-26
80. Blended Delivery: Report of Survey Results (2011)
Series: Moving the Technology into the AU/LBS Classroom Project
Authors: Bea Clark
Collection: Research Materials
This report offers an assessment of the current state of “blended delivery” in Ontario’s college-based adult upgrading (AU) and literacy and basic skills (LBS) programs.
Blended delivery refers to courses that combine face-to-face classroom instruction with online learning. Such an approach, also known as hybrid delivery, is used to maximize both student learning and physical resources.
To get a picture of the state of blended delivery, three surveys were conducted early in 2011: a survey of college AU/LBS practitioners; a survey of college professional development staff; and a survey of AU/LBS students at Cambrian, Durham, Georgian, Mohawk, Sault and Sheridan colleges.
Based on these results, the author says, it is clear that blended delivery and the use of technology is the way of the future; students want and are prepared for flexible course delivery options; and while there are challenges to developing such courses, there are supports in place at most colleges to help practitioners move forward.
Funders:
- Ministry of Training, Colleges and Universities (MTCU), ON
Added: 2011-07-26
© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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