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This manual was developed as part of a two-year Getting Online (GO) project funded by the Office of Literacy and Essential Skills, Human Resources and Skills Development Canada and sponsored by Athabasca University. All members of the GO team were involved in delivering online learning to literacy practitioners in their home provinces and saw potential benefits in using technology for professional development.
The manual is divided into four chapters. The first chapter, Being an Online Learner, discusses how to set up for online learning; working with groups online; and contributing to an online learning community.
The second chapter, Developing Online Learning Content, deals with developing online courses and content, while the third chapter, Exploring Online Learning Technology, looks at common technologies that can be used for online learning.
The fourth chapter, Facilitating Online, explores roles and required skills as well as offering the authors’ top ten tips for online facilitation.
Community development is one of the key tools in community capacity building. This Handbook has been created to support the understanding and effective application of community development. This handbook was designed to look at community development, realizing that capacity building and other processes often get confused with it. This introductory handbook is not designed to be a textbook for practitioners, but as an introductory guide to community development and capacity building.
It is designed primarily for those who have an interest in community development but who may not have an in-depth understanding of the concept, the process or the resources available across Canada. For those already possessing knowledge about the topic and/or experience in the field, this handbook provides a resource for exploring and initiating community development and reviewing the basics of the community development process. This handbook is designed to spark, rekindle and reaffirm your interest in community development. To do this, information and tools are offered to assist in building common understanding and appropriate approaches.
For more information : Ruth McKay, Labour Market Learning and Development Unit, HRDC, 5th floor, Place du Portage IV, 140, prom. du Portage, Hull QC K1A 0J9, Tel. (819) 953-7414, Email : email@example.com (02.04.04)
Authors: Community Literacy of Ontario (CLO)
The authors of this document note that each position in a literacy organization, whether paid or volunteer, should have a written job description that clearly states the responsibilities and key expectations for that position.
They provide a template for developing job descriptions and offer sample job descriptions for both staff and volunteer positions. The authors have also included a section on the legal responsibilities of the board of directors of a non-profit organization.
Throughout the document, the authors have included links to websites offering more information about job descriptions and governance in the non-profit sector.
This document is aimed at coordinators of Literacy and Basic Skills (LBS) programs who need to find ways to make program evaluation part of their ongoing activities.
The authors provide an overview of how and where program evaluation can fit into a program; identify entry points for integrating evaluation into day-to-day activities; offer suggestions for using entry points effectively; and relate evaluation efforts to Core Quality Standards and five LBS Service Delivery Functions.
The authors have also including appendices that explain Core Quality Standards and offer tips for facilitating a focus group.
This document offers a capsule summary of basic skills training and the workplace.
The authors begin by providing an overview of the stages in establishing basic skills training in the workplace and listing the objectives at each stage. From there, they go on to list, for each stage, the objectives and main activities to be carried out; discuss the impact of basic skills training on a firm’s productivity; offer practical suggestions for integrating the assessment process into the basic skills training; and give examples of the types of materials to be used throughout the process.
The authors describe the organization of the document as a highway with various exits, which means that it can be used in a number of ways. Readers can go back and forth within the same stage; take shortcuts that meet their needs; go from one objective in one stage to an objective in another stage; or stop to review the summary table of objectives.
Role of Volunteers in the Assessment Process, The
Authors: Vicki Trottier
This report is the result of a project designed to examine the role that volunteers can, and do, play in the assessment of learning.
The project’s goals included researching effective models for volunteer involvement in assessment within the province and both nationally and internationally; describing the strengths and weaknesses of different models of volunteer involvement; looking at how agencies support volunteer tutors involved in the assessment process; and developing a resource manual of models, best practices, resources, and strategies.
Research revealed little formal documentation of the role volunteers play in learning assessment. However, focus group research and personal interviews provided anecdotal evidence supporting the premise that volunteers do indeed play a significant role in assessment.
The project was carried out by Community Literacy of Ontario (CLO), a network of Literacy and Basic Skills (LBS) agencies located in communities, both large and small, across that province. For more information, please click here: http://www.nald.ca/clo.htm.
College Sector Committee Provincial Conference 2005 Report
Authors: Goforth Consulting
What's Gnu? was planned as an inclusive event involving program managers, faculty/classroom support staff, and administrative support staff. The goal of the Conference was to meet the information needs and expectations of all participants.
The conference and provided participants with opportunities to:
1. Find out about new directions and developments in the field
2. Learn new concepts and strategies to apply in daily practice
3. Meet and share information with colleagues from other colleges
Displaying Results 1 to 7 of 7