Cloud computing offers potential benefits for adult literacy programs by providing access to computing resources and services at lower costs. However, adult literacy in Canada currently faces challenges including a lack of coordinated policy and funding instability. While some programs utilize basic IT like websites and online courses, adoption of cloud computing has been limited due to issues like lack of access, trainer skills, and studies on effectiveness. For cloud computing to benefit adult literacy, strategies are needed to address concerns regarding security, infrastructure, and control by large companies.
Ten Key Reasons for Enterprise to Choose Cloud Computing
Cloud computing isn’t about doing anything new, instead it’s about applications that run in the web rather than your desktop. Some technology experts define CLOUD: Common, Location-independent, Online Utility provisioned on-Demand. As per my analysis, the key aspects for selecting Enterprise Cloud
Computing are:
Presentasi tentang pemanfaatan komputasi awan dalam dunia pendidikan. Dipresentasikan dalam National Seminar on Cloud Computing yang diselenggarakan oleh Politeknik Negeri Semarang (POLINES) bekerjasama dengan Microsoft User Group Indonesia (MUGI) Semarang
Networked Learning Conference 2010 Aalborg, DenmarkDr. Robin Yap
Presenting the Yap-Robben Model on leveraging social network technologies in corporate environments at the "Networked Learning Conference" 2010 in Aalborg, Denmark
Yap robben networked learning may 2010 v4Joost Robben
Presentation of Robin Yap and Joost Robben at the Networked Learning Conference, may 2010, Aalborg. Presenting paper on leveraging social technologies. See also www.joostrobben.nl or www.robinyap.com
Ten Key Reasons for Enterprise to Choose Cloud Computing
Cloud computing isn’t about doing anything new, instead it’s about applications that run in the web rather than your desktop. Some technology experts define CLOUD: Common, Location-independent, Online Utility provisioned on-Demand. As per my analysis, the key aspects for selecting Enterprise Cloud
Computing are:
Presentasi tentang pemanfaatan komputasi awan dalam dunia pendidikan. Dipresentasikan dalam National Seminar on Cloud Computing yang diselenggarakan oleh Politeknik Negeri Semarang (POLINES) bekerjasama dengan Microsoft User Group Indonesia (MUGI) Semarang
Networked Learning Conference 2010 Aalborg, DenmarkDr. Robin Yap
Presenting the Yap-Robben Model on leveraging social network technologies in corporate environments at the "Networked Learning Conference" 2010 in Aalborg, Denmark
Yap robben networked learning may 2010 v4Joost Robben
Presentation of Robin Yap and Joost Robben at the Networked Learning Conference, may 2010, Aalborg. Presenting paper on leveraging social technologies. See also www.joostrobben.nl or www.robinyap.com
What impact does cloudcomputing have in educations 2011 v1 - publishMichael Wetering, van
English version of Cloud Computing in Education presentations. Please Note: some grahics and the notes below the sheet are in Dutch, haven't had time to translate but Google will certainly help you with that ;-)
The cloud and higher education: a health warningRichard Hall
My presentation for HeLF 26, 13 June 2012. It might beread alongside this article on emergent tech, which has some detail on the Cloud: http://www.triple-c.at/index.php/tripleC/article/view/378
Enhancing participation in agricultural development - directions for digital ...annstarasts
Consideration of the role of technology in helping farmers learn and in helping future industry development. Identifies individual and industry level capacities to use technology for learning.
Empowering Young People to Take Action - Online davidkeyes
Empowering Young People to Connect, Collaborate and Take Action - presentation on PugetSoundOff.oor and Civic Voice Curriculum. By David Keyes, City of Seattle and Chris Tugwell YMCA, for NCDD.org 2012 conference
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Cloud Computing in Academic Libraries A Reviewijtsrd
"Now in the age of information and communication technology Cloud Computing is the most popular technology used to deliver the library services in the effective manner. Various types of technologies like Web 2.0, utility computing, grid computing etc are included in the Cloud Computing. Libraries are able to give their services promptly with the help of Cloud Computing technology. Now libraries using Cloud Computing technology to attract their users. Due to explosion of information, problems in accessing the information, need of cloud computing is increasing day by day. Vichare Dattatray. T ""Cloud Computing in Academic Libraries: A Review"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Fostering Innovation, Integration and Inclusion Through Interdisciplinary Practices in Management , March 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23101.pdf
Paper URL: https://www.ijtsrd.com/computer-science/computer-network/23101/cloud-computing-in-academic-libraries-a-review/vichare-dattatray-t"
The Central Highlands Digital Enterprise program ran a Farming in the 21st Century workshop for Pyrenees farmers. The workshop covered technology and apps used to farm more efficiently, and introduced farmer's to the Twitter site 'AgChatOZ'.
ILLITERACY around world and focused on India's condition.
What is illiteracy.
Stats about illiteracy around World. (Collected from UNESCO)
Causes of illiteracy.
Stats for India.
Policies implemented by government. (in India)
Benefits of LITERACY.
What should be done to overcome the problem.
What impact does cloudcomputing have in educations 2011 v1 - publishMichael Wetering, van
English version of Cloud Computing in Education presentations. Please Note: some grahics and the notes below the sheet are in Dutch, haven't had time to translate but Google will certainly help you with that ;-)
The cloud and higher education: a health warningRichard Hall
My presentation for HeLF 26, 13 June 2012. It might beread alongside this article on emergent tech, which has some detail on the Cloud: http://www.triple-c.at/index.php/tripleC/article/view/378
Enhancing participation in agricultural development - directions for digital ...annstarasts
Consideration of the role of technology in helping farmers learn and in helping future industry development. Identifies individual and industry level capacities to use technology for learning.
Empowering Young People to Take Action - Online davidkeyes
Empowering Young People to Connect, Collaborate and Take Action - presentation on PugetSoundOff.oor and Civic Voice Curriculum. By David Keyes, City of Seattle and Chris Tugwell YMCA, for NCDD.org 2012 conference
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Cloud Computing in Academic Libraries A Reviewijtsrd
"Now in the age of information and communication technology Cloud Computing is the most popular technology used to deliver the library services in the effective manner. Various types of technologies like Web 2.0, utility computing, grid computing etc are included in the Cloud Computing. Libraries are able to give their services promptly with the help of Cloud Computing technology. Now libraries using Cloud Computing technology to attract their users. Due to explosion of information, problems in accessing the information, need of cloud computing is increasing day by day. Vichare Dattatray. T ""Cloud Computing in Academic Libraries: A Review"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Fostering Innovation, Integration and Inclusion Through Interdisciplinary Practices in Management , March 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23101.pdf
Paper URL: https://www.ijtsrd.com/computer-science/computer-network/23101/cloud-computing-in-academic-libraries-a-review/vichare-dattatray-t"
The Central Highlands Digital Enterprise program ran a Farming in the 21st Century workshop for Pyrenees farmers. The workshop covered technology and apps used to farm more efficiently, and introduced farmer's to the Twitter site 'AgChatOZ'.
ILLITERACY around world and focused on India's condition.
What is illiteracy.
Stats about illiteracy around World. (Collected from UNESCO)
Causes of illiteracy.
Stats for India.
Policies implemented by government. (in India)
Benefits of LITERACY.
What should be done to overcome the problem.
OER exploration with the adult literacy program, August 2016Manisha Khetarpal
Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.
Skills and Practices in Long-term Adult Literacy DevelopmentIpsos UK
Professor Steven Reder, Department of Applied Linguistics, Portland State University presented evidence from PIAAC and the Longitudinal Study of Adult Learning at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Learn how you can use the CoSN SEND II Decision Tree for Education Technology to make sure that your K–12 technology initiatives create a more engaging learning experience that empowers students, teachers, and administrators alike.
View the Webcast: http://cs.co/9004B80G0
AN EMPIRICAL STUDY OF USING CLOUD-BASED SERVICES IN CAPSTONE PROJECT DEVELOPMENTcsandit
Cloud computing is gaining prominence and popularity in three important forms: Software as a Service, Platform as a Service, and Infrastructure as a Service. In this paper, we will present
an empirical study of how these cloud-based services were used in an undergraduate Computer Science capstone class to enable agile and effective development, testing, and deployment of sophisticated software systems, facilitate team collaborations among students, and ease the project assessment and grading tasks for teachers. Especially, in this class, students and teachers could leverage time, talent, and resources collaboratively and distributedly on his/her own schedule, from his/her convenient location, and using heterogeneous programming platforms thanks to such a completely All-In-Cloud environment, which eliminated the necessity of spending valuable development time on local setup, configuration, and maintenance, streamlined version control and group management, and greatly increased the collective productivity of student groups. Despite of the relatively steep learning curve in the beginning of the semester, all nine groups of students benefitted tremendously from such an All-In-Cloud experience and eight of them completed their substantial software projects successfully. This paper is concluded with a vision on expandin and standardizing the adoption of the Cloud ecosystem in other Computer Science classes in the future.
Application of Cloud Computing Models in Educationijtsrd
The cloud computing is a rapidly developing technology, which has brought significant changes and opportunities to various sectors in India. It is a pervasive computing paradigm that has revolutionized how Information Technology infrastructure and services can be delivered. There is a growing interest around the utilization of cloud computing in the education sector. Education plays an essential role in maintaining the economic growth of a country. Now a days the classroom teaching is changing and students are becoming more technology oriented in his changing environment, it's critical that we think about the latest technologies to incorporate in the teaching and learning process. The survey identifies and analyses the advantages and dangers that the use of cloud computing may have for the main stakeholders in education. Dr. S. VenkateshKumar | M, Karthick "Application of Cloud Computing Models in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29341.pdf Paper URL: https://www.ijtsrd.com/engineering/computer-engineering/29341/application-of-cloud-computing-models-in-education/dr-s-venkateshkumar
Now Refer your #College or #University to #EMC Academic Alliance, a collaboration with colleges and universities worldwide to help prepare #students for successful #careers in a transforming #ITindustry via http://bit.ly/RefertoEMCAA
Why Cloud Computing (MSc) has Become so popular in the UKAHZ Associates
With the development of the modern computational world, the demand for MSc Cloud Computing in the UK is increasing now-a-days. Pursuing a career in Cloud computing is a big challenge as it deals with information technology towards real-life experience through accessing data and programs remotely in the cloud or a virtual platform.
Employing cloud ian moyse - workbooks - whitepaperITpreneurs
2012 is rumored to be the tipping point for cloud. For the last four to five years, we have heard that cloud (Internet-delivered solutions) is about to go mainstream. However, this year it’s not just the hype, but also the real user benefits that are driving cloud adoption.
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Cloud Computing for Adult Literacy
1. Cloud Computing & Adult Literacy How cloud computing can sustain the promise of Adult Learning Creative Commons Attribution 3.0 License Griff Richards, Rory McGreal, Brian Stewart CNIE May 2011 Hamilton ON
http://www.enterpriseirregulars.com/wordpress/wp-content/uploads/2010/11/elasticity.jpg http://www.masternewmedia.org/images/network_differences.jpg With desktop computing, each user is limited to the resource (processing, memory, and data storage) available in their personal computer. With cloud computing users can request as much computing power as they need.
http://geekandpoke.typepad.com/geekandpoke/2006/11/ Since it is difficult to know where a virtual job will be processed (i.e. where the computer is physically located), data may easily cross international boundaries and suddenly be open to legal inspection in other countries - this would be a concern for example should Canadian data that is supposed be protected under Protection of Privacy Laws cross over to the USA and be subject to the Patriot Act. Haigh (2010) notes that Microsoft located its European email server farm in Dublin to avoid client concerns that their data would be open to the US government. Private, secure or mission critical data should not be processed in third party public cloud computing environments. Secure data could be processed in private clouds - for example Danek (2010) notes that the Canadian government forecasts setting up its own secure cloud computing environment to rationalize the use and cost of government ICT infrastructure across several departments. The second concern is the need for a fast and reliable internet connection . Cloud computing involves rapidly moving the data to be processed elsewhere, and then quickly returning the results. A slow or intermittent internet connection can interrupt the data flow and separate the user from the virtual machine. (One author of this report had to re-type several paragraphs when a communications interruption disconnected him from the word processing application in a cloud environment.) Cloud computing may initially not be a successful strategy for users in rural and remote areas until they can be assured continuous robust connectivity. The third concern is about switching costs . Of course legacy applications will need to be incorporated into the Cloud environment and incompatibility in design standards can pose significant hurdles and be quite costly when porting them to a cloud platform. Fortunately, as has been mentioned above, very few adult literacy organizations have investments in ICT. On the other hand, the costs of “lock in” cannot be avoided. The “Monkey and the Coconut” tale suggests you can catch a monkey by chaining a coconut to a tree and boring a hole just large enough for a monkey to reach his hand in and grab a fistful of honeyed rice. The closed fist is too large to go backwards through the hole. For the monkey to be free of the trap, he has to let go of his investment in the bait. The costs of “letting go” from a cloud service to an internal ICT infrastructure (or to another cloud) may be insurmountable - just as it is difficult for a homeowner to dispute rate hikes by the local electricity provider or get energy from another source. It is conceivable that in the future, the “free” Google and Microsoft academic and email services may come at a price to recover costs or for profit. Institutions that are “locked in” at that point may have to search for new resources or abandon their cloud services. The fourth concern is hype. Katz, Goldstein & Yanosky (2009) note that cloud computing seems to have caught the attention of almost every technology journalist to the point where it might be oversold. While the cloud has arrived for common services like email, for many other services the transition may take much longer. Much technical and policy work remains to be done by the adult literacy community to determine which applications can go to the cloud and which require a more conservative approach. Expectations will need to be adjusted to reflect realistic and achievable applications.
3 technical/marketing categories: Infrastructure as a Service (IaaS) where the expert user implements their own software to optimize use of the computing facility, Platform as a Service (PaaS) where the client customizes their application to run inside the cloud management software, and Software as a Service (SaaS) like Gmail where the user simply uses the software provided. This flexible approach means that an organization with special needs and the appropriate technical skills can build their own computing solution while customization and the use of generic software can meet most users’ requirements. As a rough analogy, if IaaS were renting a car at the airport, then PaaS would be hailing a taxi, and SaaS would be taking the bus. The service models provide options to suit user independence, expertise, budget and technical needs. Different services will have different benefits; the uptake rate will be influenced by the applicability within organizations. The models will need to evolve with requirements of the adult literacy provider and their needs for the cloud; executing working cloud models, and ensuring satisfactory quality of service, are essential.
http://jamscott.edublogs.org/files/2011/03/canada_map2-obn042.gif Adult Education and Literacy in Canada is also divided by different approaches and organizational types. In some regions it is community groups that deliver the bulk of adult literacy education; in other areas this is left to community colleges or partnerships of both. Funding comes from a mix of federal employment initiatives and provincial education programs. The funding is usually short term, and literacy providers spend a good deal of their time applying for the next grant or writing reports. The lack of a long term funding strategy makes it difficult to sustain programs and staff (Movement for Canadian Literacy, 2007). Adult Basic Education has been described as “the poorest cousin of the education system” (Horsman & Woodrow, 2009).
OECD (2002) identifies aboriginals and the working poor as the two populations least served by adult education programs. Many Aboriginals grow up in isolated areas and learn English from parents for whom English was an imperfectly learned second language. Many of the current generation also often fail to master their own native language and are caught between two cultures. The increasing urbanization of the aboriginal population brings many within reach of targeted literacy programs and there are a number of elearning approaches that are being initiated to reach those in remote areas. However, low literacy adults in isolated communities are among those with the least access to internet connectivity and computers.
While there are a lot of people falling through the cracks, some adult literacy practices are making significant inroads. Prior Learning Assessment and Recognition enables individuals to get recognition for life experiences and skills, and the resulting academic credits make academic credentials accessible. In BC considerable work has also taken place in “laddering” or transferring credits earned in college or trades as entry paths into higher education
Despite the low level of federal-provincial co-ordination in Adult Literacy, the community is organizing itself into regional and national networks to exchange information and educational resources. Of particular note is the National Adult Literacy Database ( www.nald.com ) that maintains a repository of up-to-date research and Alpha Plus ( www.alphaplus.com ) which also shares learning resources. When the Canada Council on Learning ended its mandate in 2009, the Adult Learning centre spun out the Movement for Adult Literacy which is now the National Literacy Learning Network, a forum for all of the regional literacy networks across Canada.
http://www.newlanguage.ca/com001.jpg rapidly evolves, there are four basic patterns of using technology for literacy education: Learners receive individualized computer-based lessons from CD-ROMs or via web-sites. The web delivery is becoming more practical as it resolves the software distribution issues and learners can maintain records of their progress, however in areas with poor internet access it may be more practical to transfer the lessons to a CD-ROM or DVD. Drill and practice sessions are particularly effective for initial skills and knowledge including phonetics, building vocabulary, improving spelling and learning grammar. Audio-video materials such as podcasts can also help create a contextual awareness of language conventions. Literacy might borrow techniques from a number of very effective second language learning web-sites such as japanesepod101.com that match services to the motivation and budget of the learner. Free materials are very useful, but study texts, drills and maintenance of a vocabulary portfolio require a subscription. Tutor-mediated online conversation sessions are available for an additional fee. An unexpected boon has been the wealth of free informal learning materials available in video format on sites such as Youtube.com. Online course or workshops can be used to offer higher-order learning activities such as reading and discussing articles from newspapers with other learners in a text or voice chat. Cohort-paced online courses enroll learners in a group so they move through the learning activities about the same time and speed. The cohort reduces the feeling of isolation, learners can interact to discuss the course content and to give each other support. A course facilitator or instructor or tutor helps the group move through the materials in a timely fashion and provides answers to questions that may arise. Cohort-paced courses typically have lower drop-out rates than independent courses or self-study materials. In some instances cohorts may involve synchronous computer conferencing however the scheduling of such events can be complicated and they can make it difficult for learners who have other obligations like childcare, shift work or travel. Some community learning centres also equipped with broadband videoconference facilities that make it possible to bring small groups of learners together for work or study sessions, although the main use to date appears to be for the professional development of the tutors rather than for literacy instruction (iCCAN, 2010). Web searches, email, conferencing, writing, blogging and digital media projects are authentic everyday communications activities that provide rich opportunities for literacy instruction. This type of support is best provided in (or from) a learning centre where a staff member can be available to assist learners with the technology and with their literacy tasks. The completed artifacts can be copied into an e-portfolio to promote reflection on progress over time. There is no reason why the instructional support could not be given at a distance. This would benefit transient literacy learners – especially if they could access their personal files from any internet connection. Another area is the use of assistive technologies, for example, software that can help the learner by reading electronic text files out loud, or providing online dictionaries and other reference materials. Some assistive software that patches onto Office software and reads text as it is composed has been particularly useful for English Language Learners and learners with dyslexia (Kurzweil Educational Systems, 2005). Assistive software will become portable and personal as the number of smart phones that link to the internet increases and a wide variety of assistive applications emerge for that platform.
http://www.innersci.com/wp-content/uploads/2010/11/adult-literacy.jpg Despite this enormous potential, technology has not built a strong following among literacy providers. Holun & Gahala (2001) note that technology has a reputation as a “moving target “ – by the time a serious intervention can be developed and evaluated, the technology has moved along. Another reason is the lack of technology accessible to literacy learners and the relatively low number of studies examining the use of technology for literacy training. Finally Fahy & Twiss (2010) note that while adult literacy educators are beginning to use technology for their personal communications and professional development, few have adopted technology into their teaching practices. A greater use and benefit of instructional technology can be achieved if technology enhanced learning is made accessible in a cloud computing environment that encourages localization and sharing across the wider community.
http://www.newlanguage.ca/com001.jpg rapidly evolves, there are four basic patterns of using technology for literacy education: Learners receive individualized computer-based lessons from CD-ROMs or via web-sites. The web delivery is becoming more practical as it resolves the software distribution issues and learners can maintain records of their progress, however in areas with poor internet access it may be more practical to transfer the lessons to a CD-ROM or DVD. Drill and practice sessions are particularly effective for initial skills and knowledge including phonetics, building vocabulary, improving spelling and learning grammar. Audio-video materials such as podcasts can also help create a contextual awareness of language conventions. Literacy might borrow techniques from a number of very effective second language learning web-sites such as japanesepod101.com that match services to the motivation and budget of the learner. Free materials are very useful, but study texts, drills and maintenance of a vocabulary portfolio require a subscription. Tutor-mediated online conversation sessions are available for an additional fee. An unexpected boon has been the wealth of free informal learning materials available in video format on sites such as Youtube.com. Online course or workshops can be used to offer higher-order learning activities such as reading and discussing articles from newspapers with other learners in a text or voice chat. Cohort-paced online courses enroll learners in a group so they move through the learning activities about the same time and speed. The cohort reduces the feeling of isolation, learners can interact to discuss the course content and to give each other support. A course facilitator or instructor or tutor helps the group move through the materials in a timely fashion and provides answers to questions that may arise. Cohort-paced courses typically have lower drop-out rates than independent courses or self-study materials. In some instances cohorts may involve synchronous computer conferencing however the scheduling of such events can be complicated and they can make it difficult for learners who have other obligations like childcare, shift work or travel. Some community learning centres also equipped with broadband videoconference facilities that make it possible to bring small groups of learners together for work or study sessions, although the main use to date appears to be for the professional development of the tutors rather than for literacy instruction (iCCAN, 2010). Web searches, email, conferencing, writing, blogging and digital media projects are authentic everyday communications activities that provide rich opportunities for literacy instruction. This type of support is best provided in (or from) a learning centre where a staff member can be available to assist learners with the technology and with their literacy tasks. The completed artifacts can be copied into an e-portfolio to promote reflection on progress over time. There is no reason why the instructional support could not be given at a distance. This would benefit transient literacy learners – especially if they could access their personal files from any internet connection. Another area is the use of assistive technologies, for example, software that can help the learner by reading electronic text files out loud, or providing online dictionaries and other reference materials. Some assistive software that patches onto Office software and reads text as it is composed has been particularly useful for English Language Learners and learners with dyslexia (Kurzweil Educational Systems, 2005). Assistive software will become portable and personal as the number of smart phones that link to the internet increases and a wide variety of assistive applications emerge for that platform.
http://www.innersci.com/wp-content/uploads/2010/11/adult-literacy.jpg Despite this enormous potential, technology has not built a strong following among literacy providers. Holun & Gahala (2001) note that technology has a reputation as a “moving target “ – by the time a serious intervention can be developed and evaluated, the technology has moved along. Another reason is the lack of technology accessible to literacy learners and the relatively low number of studies examining the use of technology for literacy training. Finally Fahy & Twiss (2010) note that while adult literacy educators are beginning to use technology for their personal communications and professional development, few have adopted technology into their teaching practices. A greater use and benefit of instructional technology can be achieved if technology enhanced learning is made accessible in a cloud computing environment that encourages localization and sharing across the wider community.
akae.blogspot.com e.g. a tourist's digital snapshot of a street sign into text, to translate the text to the target language and to return an audio message to the user, perhaps with an accompanying map and directions back to the hotel. Such appliances are already being used and can be adapted for a wide variety of literacy
a movement toward utility computing where large "server farms" located next to "green energy" sources and connected by low-power high bandwidth fiber optic