This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It uses a woman-centered and culturally sensitive approach across 4 cornerstones: woman-centered, culturally sensitive, relevant to age and life stage, and adult education principles. The program was field tested through full pilots and specific activities. It assesses skills using the PDQ tool and showed increases across all skills areas. The curriculum is adaptable and consists of 3 modules on exploring oneself, community, and future plans. It uses experiential learning methods and reflection.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
The document outlines details of the Cleveland SHRM mentoring program, including contact information for program coordinators, dates and locations of program events from September 2015 through May 2016, and benefits for both mentees and mentors. Mentees gain career insights and expand their network, while mentors help develop others' skills and stay engaged as experts in their field. Matches consider factors like interests, experience levels, goals, and availability to find appropriate pairings.
This workshop cuts through the noise and clutter of social media for you.You’ll learn how to get started with social media; which social media platforms make the most sense for your business; how to augment your marketing and business development strategies with these platforms; and how to find relevant followers; fans and friends, hence customers. Social media is where your customers and clients are, so it’s where you need to be no matter how small your presence
This document discusses leadership and volunteerism. It provides reasons why people volunteer, such as to gain skills, help a cause, or feel a sense of accomplishment. It also outlines what volunteers want, such as preparation, meaningful work, appreciation, and clear communication. The document discusses expectations of volunteers like reliability and understanding the organization's mission. It also covers developing leadership skills, including reflecting on strengths and weaknesses, seeking feedback, and finding a mentor. The goal is to help people understand leadership and how to improve their own potential.
Session 5.2 Further resources by Kathleen VaughanCGIAR
The document summarizes feedback from participants of a management workshop on enhancing diversity and inclusion. The feedback focused on taking actions like investigating opportunities to hire people with disabilities, implementing diversity and inclusion action plans, increasing awareness of the benefits of diversity and inclusion, and looking beyond just gender to promote more diversity during recruitment. Participants also committed to getting more involved in defining diversity and inclusion policies, understanding current policies, and consciously incorporating diversity and inclusion into their conversations and decisions.
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
This document discusses strategies for online language teaching including:
1) Using technological tools to enhance student learning individually, in pairs, and groups.
2) Tips for holding interesting and complete videoconferences.
3) Developing and assessing activities to improve students' productive skills in an online course.
Creating Learning Opportunities through Collaborative Service for Students wi...Iowa Campus Compact
Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants.
Karen Roth
President
Partnerships in Education and Service
Northfi eld, IL
Carol Burns
Director
Bethesda College of Concordia University
Gabby Schmidt
Student
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Kate Zilla
Associate Professor, Special Education
National Louis University
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
The document outlines details of the Cleveland SHRM mentoring program, including contact information for program coordinators, dates and locations of program events from September 2015 through May 2016, and benefits for both mentees and mentors. Mentees gain career insights and expand their network, while mentors help develop others' skills and stay engaged as experts in their field. Matches consider factors like interests, experience levels, goals, and availability to find appropriate pairings.
This workshop cuts through the noise and clutter of social media for you.You’ll learn how to get started with social media; which social media platforms make the most sense for your business; how to augment your marketing and business development strategies with these platforms; and how to find relevant followers; fans and friends, hence customers. Social media is where your customers and clients are, so it’s where you need to be no matter how small your presence
This document discusses leadership and volunteerism. It provides reasons why people volunteer, such as to gain skills, help a cause, or feel a sense of accomplishment. It also outlines what volunteers want, such as preparation, meaningful work, appreciation, and clear communication. The document discusses expectations of volunteers like reliability and understanding the organization's mission. It also covers developing leadership skills, including reflecting on strengths and weaknesses, seeking feedback, and finding a mentor. The goal is to help people understand leadership and how to improve their own potential.
Session 5.2 Further resources by Kathleen VaughanCGIAR
The document summarizes feedback from participants of a management workshop on enhancing diversity and inclusion. The feedback focused on taking actions like investigating opportunities to hire people with disabilities, implementing diversity and inclusion action plans, increasing awareness of the benefits of diversity and inclusion, and looking beyond just gender to promote more diversity during recruitment. Participants also committed to getting more involved in defining diversity and inclusion policies, understanding current policies, and consciously incorporating diversity and inclusion into their conversations and decisions.
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
This document discusses strategies for online language teaching including:
1) Using technological tools to enhance student learning individually, in pairs, and groups.
2) Tips for holding interesting and complete videoconferences.
3) Developing and assessing activities to improve students' productive skills in an online course.
Creating Learning Opportunities through Collaborative Service for Students wi...Iowa Campus Compact
Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants.
Karen Roth
President
Partnerships in Education and Service
Northfi eld, IL
Carol Burns
Director
Bethesda College of Concordia University
Gabby Schmidt
Student
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Kate Zilla
Associate Professor, Special Education
National Louis University
Coach Me! Working with Cultural Differences to Create Successful Outcomessondramilkie
This document discusses coaching, mentoring, and culture. It defines coaching as facilitating people's potential to reach goals and make decisions. Mentoring is defined as sharing intellectual and emotional resources in a task-centered, socially supportive, or career-guidance focused relationship. Culture is the unique characteristics of a group, including visible and buried traits like norms and values. The document then discusses an example of cross-cultural interactions between colleagues Teresa and Kshinté in planning a workshop, highlighting potential cultural orientation differences and challenges, as well as strategies for addressing them.
This document provides guidance for Rotary clubs to start a leadership development program. It outlines 10 recommended leadership topics to cover, including communication skills, leadership styles, motivating volunteers, mentoring, time management, goal setting and accountability, strategic planning, ethics and the Four-Way Test, building consensus, and teamwork. For each topic, it provides an introduction, speaking points, discussion questions, and suggested activities. The document advises clubs to assess member needs and tailor the program accordingly. It also discusses follow-up and evaluation to reinforce the skills learned.
This document outlines learning objectives for essential leadership including understanding communication as the base of leadership, generational differences, identifying leadership styles, and applying leadership basics. It discusses four main leadership styles: autocratic, where the leader makes unilateral decisions; bureaucratic, which follows procedures precisely; democratic, where the leader encourages creativity and participates in decision making; and laissez-faire, which gives team members freedom in how they work but risks lack of management if deadlines are not met. The document emphasizes that communication is the base of all effective leadership.
This webinar discussed research on STEM mentoring for youth with disabilities. Research found mentoring has benefits like increased confidence and engagement in STEM. Effective mentoring is strengths-based, involves hands-on activities in areas of interest, and uses compatible mentors and mentees. The DO-IT program was presented as an example that uses electronic mentoring through discussion boards. Recommendations included emphasizing strengths-based mentoring tailored to youths' goals and providing diverse mentoring experiences. The webinar provided resources on mentoring youth with disabilities.
This document discusses the Bronco LEAD program at Cal Poly Pomona which aims to develop student leadership. It outlines the program's curriculum levels and opportunities for participation such as workshops, fairs, and conferences. The document then examines different leadership styles like task-oriented, relations-oriented, and charismatic. It explores the characteristics of each style and how to work with different styles. Participants will learn to identify their own style and stumbling blocks to becoming an effective leader.
2017 Fall Directors and Coordinators Meeting - Bonner BusinessBonner Foundation
This document provides an agenda and summaries for a Bonner Business directors and coordinators meeting. The agenda covers networking, assessment, funding, and tools/resources. Under assessment, there will be discussions on a data study showing Bonner students perform similarly or better than peers, a student impact survey pilot with 15 campuses, and a new Bonner outcomes rubric. Funding topics include Financial Aid surveys on meeting cost of education and stipends. New wiki resources and an updated website are mentioned under tools/resources.
Bonner Fall Directors Meeting 2017 Continued WellnessBonner Foundation
This document summarizes a discussion on wellness resources for Bonner Fall Directors' and Coordinators' meetings. It defines wellness, outlines campus initiatives at Berea College, and connects wellness to the Bonner Common Commitments. Case studies are presented on addressing student wellness issues. The Bonner Foundation provides wellness guides, campus examples, and discussion materials. Meeting participants shared wellness practices in their programs and suggested next steps to further support student wellness in the Bonner Network.
WE16 - Feeling Over Scheduled and Overworked? Use These Tools to Manage Your ...Society of Women Engineers
The document provides an overview of tools that can help manage time and reduce clutter. It begins with introducing the presenter and stating the learning objectives are to identify effective time management tools and how to use them. The bulk of the document then lists and briefly describes 15 different tools that can help reduce clutter in emails, passwords, calendars, paper files, the mind, and food intake. It concludes by thanking attendees and providing contact information.
Listen and you might Learn Report 2016 PUBLICCarolyn Wood
This document summarizes the findings of a community engagement project in North East Glasgow that aimed to identify the needs of local people in terms of making suicide safer communities. The engagement identified 7 priority areas: access to immediate suicide support, being listened to, suicide awareness/education, follow-up support, the value of lived experience, support for allies/supporters, and awareness of services. Recommendations focus on support for those with lived experience, outreach, allies/supporters, GPs, crisis support services, and a community theatre project.
Class presidencies have responsibilities to watch over and fellowship class members, help them establish friendships and learn leadership skills, and conduct Sunday meetings. Class secretaries are responsible for attendance, presidency meeting notes, and assisting with planning activities. Young women have meaningful leadership opportunities through Sunday classes, camps, Personal Progress, Mutual activities, and serving others with the gospel. Opening exercises for Sunday meetings include a welcome, hymn, prayer, theme, and announcements to invite the Spirit.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
This document summarizes diversity and inclusion data for Valdosta State University and the Mu Zeta chapter. It shows that the university population is 56% white, 31% black, and 4% Hispanic, while the chapter is 52% white, 41% black, and 7% other. The benefits of diversity are then outlined as providing new perspectives, promoting personal growth, and promoting a culture of acceptance. Finally, the document describes Mu Zeta's inclusiveness initiative which includes annual training from the VSU Office of Social Equity, attending cultural events on campus, presentations to the chapter and campus, and encouraging study abroad.
This document discusses the use of ePortfolios in higher education. It describes ePortfolios as personal online archives that can be used for learning planning, career development, and demonstrating skills and qualifications. EPortfolios allow students to collect work samples, reflections, and other evidence over time. They support learning, professional identity development, and ongoing professional development after graduation. Institutions can also benefit from using ePortfolios to holistically assess student outcomes and support accreditation. Success requires focusing on learning over assessment, providing support and examples, and promoting faculty and departmental use of ePortfolios.
Algonquin College is committed to recognizing prior experiential learning through its Recognition of Prior Learning (RPL) process. This helps reduce barriers to education for an increasingly diverse student population. The college has assigned personnel to champion the RPL process and provide intake and referral services to help students identify goals and available support services. The RPL approach involves self-assessment of interests, abilities, and work values to help students understand where their talents meet workforce needs and develop career benchmarks. Assessment processes are designed to be valid, fair, and encourage students to recognize their strengths and transferable skills.
This document summarizes a panel discussion on tools and programs to help mature workers. It describes ESPORT, a program that helps mature workers identify new career opportunities by assessing their existing skills and comparing them to skill requirements for different jobs. ESPORT uses various tools to analyze skill gaps, demonstrate skills to employers, and provide online learning modules if additional training is needed. Panelists discussed how mature workers benefit from seeing their lifelong skills documented and applying them to new careers. Employers also value resumes that showcase relevant abilities. Facilitating effective use of ESPORT in skills training programs was highlighted. Contact information was provided for organizations that have implemented ESPORT.
John Atherton, Director General of Active Employment Measures at Human Resources and Skills Development Canada, gave the opening remarks at the 2010 CAPLA conference on the mature worker and recognition of prior learning. Atherton has over 20 years of experience at HRSDC and its founding departments, holding several director positions in both employment programs and strategic policy areas. He was previously the Director General of Horizontal Policy and Planning and Senior Director of Labour Market Policy responsible for Employment Insurance Part I policy.
This document discusses ePortfolios in 2012 from a global perspective. It summarizes presentations and discussions at several ePortfolio conferences that year regarding trends in the use of ePortfolios. Key topics included the growing role of social media and mobile technologies in ePortfolios, the development of digital identity, and uses of ePortfolios across different educational levels and for lifelong learning and professional development. The document also provides an overview of the Open Badges initiative and its potential to recognize informal learning through alternative credentials.
This document discusses the development of an ePortfolio system called Career Portfolio Manitoba. It would provide adults in transition a digital tool and learning environment to showcase their skills, work experience, education, and reflections. The ePortfolio would leverage web technologies to allow sharing, collaboration, and building an online professional identity. It is envisioned as a lifelong learning tool to support career development, employability, and continuing education opportunities for all Manitobans.
Open Badges: Making Learning Visible - BADGE CHALLENGE VERSIONDon Presant
Shortened version with an open challenge for an Open Badge for "Discerning Learners". Find the misleading slide and add a piece of helpful information to earn the badge.
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
The Canadian Healthcare Association (CHA) is a federation that represents hospitals, health organizations, and services across Canada such as acute care, home care, long-term care, public health, and addiction services. CHA works to develop and advocate for health policy solutions that meet the needs of Canadians. It also operates CHA Learning, which provides education opportunities to Canadian health professionals through distance education programs in areas like management, risk management, and health information. CHA Learning is committed to supporting students through qualified educators, updated program content, and partnerships with healthcare organizations.
ePortfolios for Employability and Human Capital Development - WPLAR 2012Don Presant
This document discusses using ePortfolios to help adults develop employability skills. It describes how ePortfolios can be used to showcase skills, collect work samples, and connect to networks. Mahara is presented as an open-source ePortfolio tool that can integrate with other systems like learning management systems and job boards. The benefits of ePortfolios for adults include skills assessment, career planning and development.
Coach Me! Working with Cultural Differences to Create Successful Outcomessondramilkie
This document discusses coaching, mentoring, and culture. It defines coaching as facilitating people's potential to reach goals and make decisions. Mentoring is defined as sharing intellectual and emotional resources in a task-centered, socially supportive, or career-guidance focused relationship. Culture is the unique characteristics of a group, including visible and buried traits like norms and values. The document then discusses an example of cross-cultural interactions between colleagues Teresa and Kshinté in planning a workshop, highlighting potential cultural orientation differences and challenges, as well as strategies for addressing them.
This document provides guidance for Rotary clubs to start a leadership development program. It outlines 10 recommended leadership topics to cover, including communication skills, leadership styles, motivating volunteers, mentoring, time management, goal setting and accountability, strategic planning, ethics and the Four-Way Test, building consensus, and teamwork. For each topic, it provides an introduction, speaking points, discussion questions, and suggested activities. The document advises clubs to assess member needs and tailor the program accordingly. It also discusses follow-up and evaluation to reinforce the skills learned.
This document outlines learning objectives for essential leadership including understanding communication as the base of leadership, generational differences, identifying leadership styles, and applying leadership basics. It discusses four main leadership styles: autocratic, where the leader makes unilateral decisions; bureaucratic, which follows procedures precisely; democratic, where the leader encourages creativity and participates in decision making; and laissez-faire, which gives team members freedom in how they work but risks lack of management if deadlines are not met. The document emphasizes that communication is the base of all effective leadership.
This webinar discussed research on STEM mentoring for youth with disabilities. Research found mentoring has benefits like increased confidence and engagement in STEM. Effective mentoring is strengths-based, involves hands-on activities in areas of interest, and uses compatible mentors and mentees. The DO-IT program was presented as an example that uses electronic mentoring through discussion boards. Recommendations included emphasizing strengths-based mentoring tailored to youths' goals and providing diverse mentoring experiences. The webinar provided resources on mentoring youth with disabilities.
This document discusses the Bronco LEAD program at Cal Poly Pomona which aims to develop student leadership. It outlines the program's curriculum levels and opportunities for participation such as workshops, fairs, and conferences. The document then examines different leadership styles like task-oriented, relations-oriented, and charismatic. It explores the characteristics of each style and how to work with different styles. Participants will learn to identify their own style and stumbling blocks to becoming an effective leader.
2017 Fall Directors and Coordinators Meeting - Bonner BusinessBonner Foundation
This document provides an agenda and summaries for a Bonner Business directors and coordinators meeting. The agenda covers networking, assessment, funding, and tools/resources. Under assessment, there will be discussions on a data study showing Bonner students perform similarly or better than peers, a student impact survey pilot with 15 campuses, and a new Bonner outcomes rubric. Funding topics include Financial Aid surveys on meeting cost of education and stipends. New wiki resources and an updated website are mentioned under tools/resources.
Bonner Fall Directors Meeting 2017 Continued WellnessBonner Foundation
This document summarizes a discussion on wellness resources for Bonner Fall Directors' and Coordinators' meetings. It defines wellness, outlines campus initiatives at Berea College, and connects wellness to the Bonner Common Commitments. Case studies are presented on addressing student wellness issues. The Bonner Foundation provides wellness guides, campus examples, and discussion materials. Meeting participants shared wellness practices in their programs and suggested next steps to further support student wellness in the Bonner Network.
WE16 - Feeling Over Scheduled and Overworked? Use These Tools to Manage Your ...Society of Women Engineers
The document provides an overview of tools that can help manage time and reduce clutter. It begins with introducing the presenter and stating the learning objectives are to identify effective time management tools and how to use them. The bulk of the document then lists and briefly describes 15 different tools that can help reduce clutter in emails, passwords, calendars, paper files, the mind, and food intake. It concludes by thanking attendees and providing contact information.
Listen and you might Learn Report 2016 PUBLICCarolyn Wood
This document summarizes the findings of a community engagement project in North East Glasgow that aimed to identify the needs of local people in terms of making suicide safer communities. The engagement identified 7 priority areas: access to immediate suicide support, being listened to, suicide awareness/education, follow-up support, the value of lived experience, support for allies/supporters, and awareness of services. Recommendations focus on support for those with lived experience, outreach, allies/supporters, GPs, crisis support services, and a community theatre project.
Class presidencies have responsibilities to watch over and fellowship class members, help them establish friendships and learn leadership skills, and conduct Sunday meetings. Class secretaries are responsible for attendance, presidency meeting notes, and assisting with planning activities. Young women have meaningful leadership opportunities through Sunday classes, camps, Personal Progress, Mutual activities, and serving others with the gospel. Opening exercises for Sunday meetings include a welcome, hymn, prayer, theme, and announcements to invite the Spirit.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
This document summarizes diversity and inclusion data for Valdosta State University and the Mu Zeta chapter. It shows that the university population is 56% white, 31% black, and 4% Hispanic, while the chapter is 52% white, 41% black, and 7% other. The benefits of diversity are then outlined as providing new perspectives, promoting personal growth, and promoting a culture of acceptance. Finally, the document describes Mu Zeta's inclusiveness initiative which includes annual training from the VSU Office of Social Equity, attending cultural events on campus, presentations to the chapter and campus, and encouraging study abroad.
This document discusses the use of ePortfolios in higher education. It describes ePortfolios as personal online archives that can be used for learning planning, career development, and demonstrating skills and qualifications. EPortfolios allow students to collect work samples, reflections, and other evidence over time. They support learning, professional identity development, and ongoing professional development after graduation. Institutions can also benefit from using ePortfolios to holistically assess student outcomes and support accreditation. Success requires focusing on learning over assessment, providing support and examples, and promoting faculty and departmental use of ePortfolios.
Algonquin College is committed to recognizing prior experiential learning through its Recognition of Prior Learning (RPL) process. This helps reduce barriers to education for an increasingly diverse student population. The college has assigned personnel to champion the RPL process and provide intake and referral services to help students identify goals and available support services. The RPL approach involves self-assessment of interests, abilities, and work values to help students understand where their talents meet workforce needs and develop career benchmarks. Assessment processes are designed to be valid, fair, and encourage students to recognize their strengths and transferable skills.
This document summarizes a panel discussion on tools and programs to help mature workers. It describes ESPORT, a program that helps mature workers identify new career opportunities by assessing their existing skills and comparing them to skill requirements for different jobs. ESPORT uses various tools to analyze skill gaps, demonstrate skills to employers, and provide online learning modules if additional training is needed. Panelists discussed how mature workers benefit from seeing their lifelong skills documented and applying them to new careers. Employers also value resumes that showcase relevant abilities. Facilitating effective use of ESPORT in skills training programs was highlighted. Contact information was provided for organizations that have implemented ESPORT.
John Atherton, Director General of Active Employment Measures at Human Resources and Skills Development Canada, gave the opening remarks at the 2010 CAPLA conference on the mature worker and recognition of prior learning. Atherton has over 20 years of experience at HRSDC and its founding departments, holding several director positions in both employment programs and strategic policy areas. He was previously the Director General of Horizontal Policy and Planning and Senior Director of Labour Market Policy responsible for Employment Insurance Part I policy.
This document discusses ePortfolios in 2012 from a global perspective. It summarizes presentations and discussions at several ePortfolio conferences that year regarding trends in the use of ePortfolios. Key topics included the growing role of social media and mobile technologies in ePortfolios, the development of digital identity, and uses of ePortfolios across different educational levels and for lifelong learning and professional development. The document also provides an overview of the Open Badges initiative and its potential to recognize informal learning through alternative credentials.
This document discusses the development of an ePortfolio system called Career Portfolio Manitoba. It would provide adults in transition a digital tool and learning environment to showcase their skills, work experience, education, and reflections. The ePortfolio would leverage web technologies to allow sharing, collaboration, and building an online professional identity. It is envisioned as a lifelong learning tool to support career development, employability, and continuing education opportunities for all Manitobans.
Open Badges: Making Learning Visible - BADGE CHALLENGE VERSIONDon Presant
Shortened version with an open challenge for an Open Badge for "Discerning Learners". Find the misleading slide and add a piece of helpful information to earn the badge.
Moved from a duplicate account (http://www.slideshare.net/donpresant9)
The Canadian Healthcare Association (CHA) is a federation that represents hospitals, health organizations, and services across Canada such as acute care, home care, long-term care, public health, and addiction services. CHA works to develop and advocate for health policy solutions that meet the needs of Canadians. It also operates CHA Learning, which provides education opportunities to Canadian health professionals through distance education programs in areas like management, risk management, and health information. CHA Learning is committed to supporting students through qualified educators, updated program content, and partnerships with healthcare organizations.
ePortfolios for Employability and Human Capital Development - WPLAR 2012Don Presant
This document discusses using ePortfolios to help adults develop employability skills. It describes how ePortfolios can be used to showcase skills, collect work samples, and connect to networks. Mahara is presented as an open-source ePortfolio tool that can integrate with other systems like learning management systems and job boards. The benefits of ePortfolios for adults include skills assessment, career planning and development.
This document discusses using ePortfolios to help educational assistants transition to the workplace. It describes how ePortfolios can be used for career development, applying for jobs, continuing education, and tracking skills over time. Benefits of ePortfolios include organizing information, demonstrating skills with multimedia, and collaborating with others. The vision is for a lifelong career portfolio system in Manitoba that is learner-owned and helps develop essential workplace skills. Next steps include creating online and mobile ePortfolio templates and galleries to share examples.
ePortfolios in 2012 (according to Don) - CAPLA versionDon Presant
The document provides an overview of ePortfolios in 2012 from a global perspective. It discusses trends in social software, digital identity, portfolios for learning, and open education. Major events from 2012 like Mahara UK 2012 and AAEEBL 2012 are summarized. Survey results from AAEEBL show the most popular platforms and reasons for ePortfolio adoption. The document concludes by discussing possibilities for ePortfolios in areas like K-12 education, lifelong learning, skills recognition, and higher education.
This document discusses a proposed "Mahara Suites" model for providing eportfolio and career development services across multiple institutions through a shared platform. It outlines examples of existing multi-institutional Mahara implementations and distributions. Potential options for the Mahara Suites model include offering core Mahara functionality, third-party plugins, customization services, and specialized distributions focusing on areas like education, employment, or learning communities. Key considerations include governance, support for diverse needs, and opportunities for collaboration beyond individual institutions.
Similar to the previous ones, with minor updates, including "Why ePortfolios"; this was presented to the Winnipeg Organization of Recruitment Coordinators 14 April 2011.
Career Portfolio Manitoba - moodlemoot.de 2011 Elmshorn, GermanyDon Presant
This document discusses the Career Portfolio program in Manitoba, Canada. It introduces the program which helps participants reflect on their life experiences and skills to build an electronic portfolio. The portfolio highlights essential skills and is used to improve resumes, interviews, and career development. The document outlines the portfolio building process and discusses implementing an online version using the Mahara e-portfolio platform.
Career Portfolio Manitoba CanadaMoot 2011Don Presant
This document discusses using ePortfolios to support employability and career development in Manitoba. It proposes developing a Career Portfolio Manitoba program using the open-source Mahara platform. Learners would build portfolios to showcase their skills, collect work samples, and reflect on experiences. This would help with resumes, interviews, and lifelong learning by providing an archive of accomplishments and skills. The program would be implemented through partnerships and aim to benefit all Manitobans by developing essential skills for employment.
This document discusses portfolios and ePortfolios as tools for employability and career development. It defines portfolios and ePortfolios, explaining that portfolios collect evidence of a person's learning and skills, while ePortfolios are digital versions. EPortfolios allow users to showcase qualifications, reflect on learning, and network online. The document provides examples of ePortfolios and argues they help develop essential skills and can be used by students, job seekers, and employers to enhance career management.
Learning Forum London 2010 - Summary for CAPLA 2010Don Presant
This document provides a summary of the Learning Forum London 2010 conference. It discusses several topics that were covered, including projects using eportfolios for health applications, reflective learning, and student guidance. Emerging technologies mentioned include open source platforms like Moodle and Sakai, as well as social software like YouTube and Twitter. International eportfolio developments in Europe, Australia, the United States, and Canada were also reviewed. The document concludes by discussing the potential for a lifelong learning eportfolio system in Manitoba, Canada called Career Portfolio Manitoba.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
This document discusses positive youth development and life skill building. It defines positive youth development as a process that focuses on developing competencies in youth through mastery of life skills. The document outlines characteristics of positive youth development approaches and identifies specific life skills developed through 4-H programs, such as leadership, communication, and planning/organizing. It also describes the experiential learning model and methods for helping youth develop life skills, including projects, demonstrations, and skill-a-thons. Finally, it discusses the benefits of youth-adult partnerships and tips for making them effective.
This document discusses the benefits of mentoring programs. It defines mentoring as a long-term relationship that helps support personal and professional development. It provides examples of famous people who had mentors and discusses the career support mentors can provide, including advice, networking opportunities, and confidence building. The document also describes various mentoring programs available at Westminster University for students, including opportunities to be paired with mentors in different career fields.
This document discusses instructional leadership for developing global competence in students. It outlines how the modern economy requires skills like technological literacy, critical thinking, and cultural awareness. Teachers need to help students develop knowledge of other cultures and issues, investigate topics from a global perspective, recognize different perspectives, communicate ideas to diverse audiences, and take informed action. The document provides examples of how to teach these competencies and develop them in teachers through experiences like international travel. It emphasizes that educating students for a globalized world requires new approaches to teaching and curriculum planning.
This document outlines SDN Children's Services' journey to embedding cultural competence through a whole organization approach. It discusses:
1. Why cultural competence is a priority, including key initiatives, a mindset shift, and improving outcomes for diverse families and children.
2. How SDN developed a tailored cultural competence training program combining tools with staff expertise, and delivered it to over 380 staff through half-day sessions, receiving positive feedback.
3. SDN's long-term vision of pathways for culturally competent practices among families, staff, and the organization as a whole as they continue their journey of reflection and growth.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This document discusses the Girl Guide and Girl Scout experience, which includes their educational method and leadership model. The educational method has five elements: learning in small groups, my path my pace, connecting with others, connecting with the world, and learning by doing. It emphasizes a learner-led approach. The leadership model focuses on developing six leadership mindsets: leading yourself, leading relationships, leading for innovation, leading in context, leading for girls' empowerment, and leadership practice. The overall goal is to empower girls and young women to reach their full potential.
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
Bonner Student Developmental Model and Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presented at the Bonner Summer Leadership Institute in 2018. It introduces a student developmental model and staff pipeline project. Participants broke into small groups by level to discuss. The document provides details on student skills and knowledge areas, outcomes, and a developmental training sequence for students. It also discusses a developmental lens and operationalizing skills for staff at different levels, and identifies next steps for the staff development project.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document outlines the various roles and responsibilities of a mentor, including being a resource, problem solver, advocate, facilitator, coach, collaborator, learner, assessor, and trusted listener. It discusses specific skills and competencies mentors should have, such as questioning, providing examples, giving feedback, and encouraging reflection. The document also notes that mentors wear different "hats" like being technical, managerial, and social. An effective mentor makes the mentee feel valued and helps them expand their horizons.
Bonner Student Developmental Model and Staff Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presentation at the 2018 Bonner Summer Leadership Institute. It will reintroduce the Bonner Student Developmental Model, introduce the Bonner Staff Development Pipeline Project, and have small group networking and discussion by student and staff levels. The document provides details on the developmental models, trainings, and professional development opportunities available for both students and staff at different levels within the Bonner program.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
The majority of participants found the Creating Space 2014 event to be very successful in accomplishing its intended outcomes. Key insights from participant feedback include:
- The most helpful outcomes were opportunities to reflect, learn about network leadership, and meet people.
- Participants valued making connections, the quality of content, and diversity of perspectives.
- Tools and approaches identified as useful included network mapping, design thinking, and open space.
- Participants found the interactive format, mix of participants, and Odin's facilitation contributed to transformational learning.
- Feedback indicated the space/location, pacing, and limiting participation to 60 people were effective design elements.
The document describes a mentoring journal that is designed to help build successful mentoring relationships through meaningful interactions and creative activities. The journal includes sections for documenting meetings, assessing the relationship, and completing developmental activities. Research shows that strong emotional connections formed through creative activities can improve outcomes for youth in mentoring programs. The mentoring journal is intended to help programs monitor relationships, align with their goals, and increase match success and longevity.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Here are a few things you could do with $2 in your pocket:
- Buy a coffee or tea from McDonald's or another fast food restaurant. Many have $1 drinks.
- Purchase a snack like a granola bar, packet of crackers, chips or candy bar from the dollar store.
- Ride public transit for a few stops if you live in an area with bus/metro fares around $1-2 per ride.
- Add it to a larger amount you're saving up for something specific. Every little bit helps!
- Donate it to a homeless/panhandling person you encounter who needs help.
- Put it towards a cheap meal deal at some restaurants (e
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Project Overview
Local gap in programming – women displaced by the
recession
Needed by Immigrants and Citizens
Women-positive and focused
Local and national partners
Advisory Team
Funded by the Office of Literacy and Essential Skills,
Human Resources & Skills Development Canada
3. Content design
4 Cornerstones
Women-centred & Gender-based
Culturally Sensitive
Age & Life Stage Relevant (40 yrs+)
Principles of Adult Education
4. Woman-centred & Gender-based
“How could a nineteen-year-old know what it feels
like to be fifty-five, a mother, a wife, a breadwinner
for a family without a father? How does a sixty-year-
old man know what a middle-aged woman feels like
competing with a twenty-five-year-old as she sits in
an interview experiencing hot flashes?”
~ Spotlight on Change participant
5. Age & Life Stage Relevant
“It was very helpful to hear how other woman within my
own age thought, felt and dealt with circumstances in their
lives. In the act of observing my classmates, in hearing
what they had to say, I was able to change my perspective
on many things.”
~ Spotlight on Change participant
6. Linked to Essential Skills
“Pulling the transferable skills out of their hobbies was
interesting for the women. We came up with such things as:
Sewing - good hand-eye coordination; following
patterns/directions.
Baking - creativity; following directions.
Yoga - ability to focus and concentrate; good
coordination; patience.
Artwork - hand-eye coordination; creativity; patience.”
~ Field-test facilitator
7. Learning Methodologies
o Cooperative & Collaborative
o Mentoring
o Group Discussion/Transformative
o Learner-centred & Participatory
o Community-based
o Real-life Context
o Experiential & Reflective
o Holistic
8. Experiential & Reflective
“Through this unit, I found out about learning and training
opportunities, and came to a conclusion about what I
have to do from here onwards. I now have a definite idea
of what my skills are, and what course I need to take to
upgrade my skills and find a job.”
~ Spotlight on Change participant
9. Field tests
Full Pilot:
• Focus for Ethnic Women, Waterloo, ON
• Douglas College, Coquitlam, BC
Specific Activities:
• The Literacy Group of Waterloo Region, ON
• Cambridge YMCA Immigrant Services, ON
Can it be used as a whole and/or in parts? Yes
10. PDQ – Assessment Tool
PDQ is an online assessment tool designed to help assess
someone’s functional literacy skills. PDQ stands for Prose,
Document, and Quantitative. There is a full length test and
a shorter “locator” test. We used the PDQ full test as both a
pre and post test.
Available from Educational Testing Service
http://www.ets.org
11. PDQ Results – Skills Increases
#6
pre post
Prose
285 290 +5
Document
Use
335 365 +30
Quantitative
305 400 +95
12. Curriculum Overview
The curriculum is adaptable to a variety of settings and
timelines:
• Run the whole program from start to end
• Select specific activities and units
• Adapt the activities to fit specific timeframes
• “Sharing time” was instrumental to the success of the
program and the learning of the women
13. Role of the Facilitator
Resource
Guide
Support
Catalyst
Critical Reflection
Innovator
Participant
15. #1 My Self
Outcome:
The participant creates a skill, knowledge and
personality profile and uses the profile to identify
areas of employment that reflect her interests and
strengths.
16. #2 My Community
Outcome:
The participant creates a profile of the employment
and training opportunities in her community and
identifies options that match her interests, strengths
and needs.
17. #3 Action Plan: Exploring My
Future
Outcome:
The participant creates an
Action Plan for employment
or training based on her
needs and goals, and sets
this Action Plan in motion by
initiating the step of her
choice.
WHAT do I
need?
WHERE or HOW I
can get what I need?
WHEN I will
do this?
WHO can
help me get
it?
18. Types of Activities
• Group discussion
• Flip charting
• Using the information to shape follow up activities
• Group and individual activities
• Guest speakers
19. Types of Activities
• Create a portfolio – save work to use later
• Using a learning journal – reflection
• Computers – build skills, mentoring
• Independent research
20. Download the curriculum package at:
http://www.projectread.ca/publications.html
Wrap Up
“I am more confident now. Learning about
myself has been so very helpful.”
~ Spotlight on Change Participant
Editor's Notes
How project came about
Funded by OLES
Managed by Project READ Literacy Network
We established a set of guiding principles that we used to shape both the content itself and the design of the content
Consulted with Women’ s Studies professor Dr. Lorraine Vander Hoef, WLU
The content respects and is firmly situated within the perspectives and “ways of knowing/learning” of women, while at the same time recognizing and making room for individual differences
The content focuses upon the perspectives and issues of women seeking to re-enter the workforce at mid-life
focuses upon the Essential Skills needed for work, learning and life - reading text, document use, numeracy, writing, oral communication, working with others and computer use – and specifically, the combination of skills that will help the woman make employment-related transitions based on her goals, and initiate change in her life in ways important to her.
drawing upon the participants’ experiences and helping them apply critical reflection to create meaning and knowledge from them; using a cyclical learning process that employs experience-reflection-experience to integrate what is learned back into real-life situations; using critical reflection as an ongoing approach to enact change (transformative learning), and to develop metacognitive (learning how to learn) skills.
Two full curriculum test sites – one in Ontario and one in BC; at three additional test sites program coordinators selected specific activities or units and fit them into a group they were already working with.
Two full test sites we used PDQ for pre and post testing.
The test takes about 90 minutes, although it is not timed. Test takers work at their own pace within a reasonable period of time. Each literacy task is representative of a kind of text and a kind of process or strategy that is associated with adult contexts.
A written “profile” is provided at the end of the test by ETS – current skills, skills to strengthen and skills to build in the future.
While the curriculum is not directed specifically at increasing essential skill, these skills did improve
Looking at the starting results, the average adult learner for this program was at:
•Prose – 246 or mid-level 2 of the Essential Skills 5-point scale
•Document Use – 224 or high-level 1 of the Essential Skills 5-point scale
•Quantitative – 276 or beginning-level 3 of the Essential Skills 5-point scale
At the end of the training, the average adult learner leaving this program was at:
•Prose – 275 or high-level 2 of the Essential Skills 5-point scale
•Document Use – 281 or low-level 3 of the Essential Skills 5-point scale
•Quantitative – 301 or mid-level 3 of the Essential Skills 5-point scale
Even using a 5-point scale, the results show significant increases in all three literacy skills.
the Spotlight on Change materials can be used in the ways that best suit the group of women you are serving
Select specific activities or units - in support of regular learning sessions and programs.
We found that the length of many of the activities were dependent upon the skills and interests of the women in the group. Discussions lasted a lot longer in many cases than the facilitators had thought they would, as the women shared and learned from each other, and expressed their emotions and experiences
As a result of participation in Spotlight on Change, it is our hope and intent that each woman will better understand herself – and her unique blend of skills, strengths, needs and interests as they relate to finding work.
It is also our aim that each woman better understands her community, its unique makeup, employment needs, and the opportunities it offers her specifically.
She will gain a clearer understanding of the job she wants, and how she will get it. She will make decisions based on what is best for her in consideration of her skills, interests, and life situation, and will formulate these decisions into an Action Plan.
My Self: The content has been developed to encourage the participant to first look inward to discover her strengths and interests, to explore her past experiences, and to acknowledge and overcome her challenges and barriers.
My Community: Next, the content provides the opportunity for each woman to look outward to explore her community to gain a better understanding of the resources and opportunities she can find there and the support available to her. It is designed to help her examine the employment landscape where she lives, and explore her skills and interests in light of her discoveries.
My future: In the final section, the participants will look forward using the skills and knowledge they have gained as a result of their participation in the learning activities to develop an Action Plan for the future. This is an extremely important part of the program as it encourages participants to synthesize what they’ve learned about themselves and their community to enact change in their lives.
Within each module are a number of units – and we’ll take a brief look at each module.
Each module has a specific outcome.
the content of each unit within a module builds toward demonstrating the outcome. The content of this module has been developed to encourage the participant to first look inward to discover her strengths and interests, to explore her past experiences, and to acknowledge and overcome her challenges and barriers.
And it starts with activities that allow the participants to get to know one another. It provides the opportunity for each woman to reflect on her life experiences and draw positive applications from those experiences.
Many of the women in the field tests had work experience but we also provided the opportunity to acknowledge the skills and knowledge from unpaid work – both formal and informal opportunities.
This module also allowed the women to examine their strengths and their challenges in terms of job skills, ways of learning and personality.
Unit 1: Getting to Know Each Other
Unit 2: The View from Here – Living My Life
Unit 3: What I Gained from My Past Work
Unit 4: Skills Learned Through Unpaid Work
Unit 5: My Strengths and Challenges
Unit 6: How I Work and Learn
Unit 7: Taking Advantage of My Personality
Unit 8: Stitching the Pieces Together
the content of this module provides the opportunity for each woman to look outward to explore her community to gain a better understanding of the resources and opportunities she can find there and the support available to her. It is designed to help her examine the employment landscape where she lives, and explore her skills and interests in light of her discoveries.
In the final section, the participants will look forward using the skills and knowledge they have gained as a result of their participation in the learning activities to develop an Action Plan for the future. This is an extremely important part of the program as it encourages participants to synthesize what they’ve learned about themselves and their community to enact change in their lives.
Each woman is also asked to initiate a step of her choice from her Action Plan with the support of the facilitator and her peers. This is crucial in helping the individual make a successful transition from the Spotlight on Change program towards her plans for the future.
Various types of activities
OR introduce an activity and ask them to provide info about the types of activities that are used?
Review content design principles
Review use of PDQ – not necessary but could be useful
Mention online info session – October & Workshop at OLC conference
How other people can access the content
www.projectread.ca/spotlightonchange