Reaching the Basics and Beyond: Computer Software Resource for Adult Literacy
Authors: Sylvia Provenski
Describes the Computer Software Evaluation Project carried out by the Samaritan House Training Centre in Brandon, MB, in which learners were asked to evaluate educational freeware and shareware available on the Internet.
Authors: Lisa Langille
This is a thesis submitted to Acadia University in partial fulfillment of the requirements for a Degree of Master of Education (Curriculum Studies). It discusses a study undertaken to explore how adult literacy educators perceive computer technology integration.
Annotated Bibliography, An
Authors: Centre for Literacy of Quebec
This bibliography is intended to provide some context to the discussions around adult literacy and learning disabilities. The collected annotations are provided in the hope that they will inspire further research and lead to some common understanding of the ways that literacy and learning disabilities may or may not related.
Authors: Maia Shapley
Discussion groups are a convenient way for large groups to gather and share ideas, while reducing the need for face-to-face meetings. AlphaCom offers private discussion groups to literacy organizations free of charge. It provides registered users with moderated discussions, password-protection and the ability to attach files. The AlphaCom Guidebook aims to teach novice users how to register and participate in these discussions. The AlphaPlus Centre delivers and supports the AlphaCom web conferencing system.
This paper reports the results of an evaluation study of computer-assisted reading at Alberta Vocational College - Calgary. The purpose of this study was to determine the short- and long-term effectiveness of computer-assisted instruction (CAI) software in improving the reading skills of three groups of adult upgrading students. The study was intended to assist AVC - Calgary in determining the "usefulness" and "value" of employing computer-assisted reading instruction with adult upgrading students.
With the increasing presence of technology, the demands of the workforce are also changing. Workforce literacy programs need to reflect these demands.
This paper discusses the development and assessment of an instructional approach designed for adults in a workforce literacy program, learning how to effectively communicate in electronic contexts.
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.
Final Report to the Office of Learning Technologies Project #99561
Authors: Contact North
Residents of many rural and remote communities throughout Canada are not within realistic reach of face-to-face basic skills training, yet they are often in the most acute need of such training. These individuals are at a disadvantage because literacy programs and tutor support are rarely available in these communities. Through the research project presented in this paper, entitled "Building Basic Skills for Adults in Small Remote Communities," researchers examined the feasibility of developing and assessing literacy and numeracy skills at a distance, using audiographics and teleconferencing technology. The target group for this project was primarily adults whose opportunities were severely limited by their current need for literacy upgrading.
This report includes an executive summary, introduction, description of the project, project findings, conclusion, and several appendices that contain assessment tools for basic skills programs.
This is a report on a national workshop that took place before the Second National Literacy and Health Conference in Ottawa. Canadian graduate students were invited to apply to attend the workshop and conference and 22 graduate students from across Canada were accepted.
A case study approach was used to collect data on how Alberta schools were currently using the Internet and how teachers were learning to use it, as well as data on the perceptions of educators and parents of its value as an educational tool. The findings from these case studies were reported under four headings: perceptions of educators and parents of the value of the Internet, the use of the Internet by educators and students, knowledge of and training in Internet use, and the impact of the school context on Internet use.
The case study findings will be used to guide the design of a province wide survey focusing on how the Internet is being used to enhance learning in the schools of Alberta. The survey will provide base line data about the successes and problems with the use of the Internet as an educational tool. The studies have also opened up a new area of inquiry related to teachers' knowledge of information searching strategies within the context of research as a literacy task. This will be the focus of a further study beginning in September 1997.