This document is housed on the AlphaPlus server, where it can be downloaded in PDF format.
The author has combined a literature review with in-depth interviews with educators who are using digital technologies in adult basic education (ABE) programs and to support professional development.
This is a review of the book “Educating the Human Brain,” written by Michael I. Posner and Mary K. Rothbart, and published in 2006. The reviewer is described as a doctoral candidate in the psychology department of Dalhousie University in Halifax, Nova Scotia.
Education Matters: Insights on Education, Learning and Training in Canada, April 2008, Vol. 4, No. 5
Based on findings from the 2003 International Adult Literacy and Life Skills Survey (IALLS), this article examines the literacy proficiency of First Nations and Métis adults living in urban parts of Manitoba and Saskatchewan.
Education Matters: Insights on Education, Learning and Training in Canada, April 2008, Vol. 5, No. 1
This article, published by Statistics Canada, provides an analysis of some findings from the 2003 International Adult Literacy and Life Skills Survey (IALLS).
The National Adult Literacy Database (NALD) celebrated its 20th anniversary in 2009. This anniversary booklet, which features highlights of its 20-year history, was produced by NALD staff as a commemorative keepsake as the year came to a close.
Open and distance educational institutions share a commitment to principles of access and flexibility which, in turn, reflect a set of foundational beliefs that shape learning activity. Housed within this broad mandate is an explicit recognition of the presence and value of mature learners’ prior learning.
While the recognition of prior learning at post-secondary institutions in Canada is not widely practiced, it constitutes a solid plank in Athabasca University's mission as an open and distance institution. Although both challenge-for-credit and portfolio assessment strategies are used at AU, learners are best able to control their destinies and celebrate their diversities by engaging in the reflexive portfolio processes.
Practitioners at Athabasca University have observed gaps between learners' romanticized views of past events and thepedagogical or cognitive contribution of those events to learning. The need to acknowledge and close these
