Digital Resource Library – Page 5 – Skills for Success Practitioner Tools & Resources

Emerging Technologies

Emerging Technologies are any new technological tools used to create innovative and engaging teaching methods and learning experiences. Some examples are Artificial Intelligence, Augmented Reality and Virtual Reality.

The power of VR for adult learning. https://www.itcilo.org/stories/power-vr-adult-learning

Emerging Trends in Adult Education

Adult Learning TheorySFS-1.1

Emerging trends in adult education discusses the research and discovery in adult learning. These include mobile training, microlearning and video training, self-led learning and game-based learning.

Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New directions for adult and continuing education, 2008(119), 17-26. (login required).
Abraukhova, V., & Zimovetc, A. (2021). Trends in adult complementary education in the modern digital space. E3S Web of Conferences, 273, 12001. https://doi.org/10.1051/e3sconf/202127312001
Social Research and Demonstration Corporation. (2020). Characteristics of adults who return to education: Understanding barriers to adult learning. https://www.srdc.org/media/553114/srdc-adult-learners-lisa-report.pdf

Feedback

Adaptability, Assessment, CommunicationASS-1.3, ASS-3.1, ASS-4.1, ASS-4.3, DEL-3.4, DES-3.2, SFS-2.7, SFS-3.5, SFS-3.6, SFS-3.7, SFS-3.9

Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant’s learning.

Feedback and Formative Assessment Tools. https://www.queensu.ca/. (n.d.). https://www.queensu.ca/teachingandlearning/modules/assessments/11_s2_03_feedback_and_formative.html
Feedback. https://tlc.ontariotechu.ca/. (n.d.). https://tlc.ontariotechu.ca/teaching/course-design/assessment-and-evaluation/feedback.php
Giving Effective Feedback in an Intercultural Class. https://www.algonquincollege.com/lts/giving-effective-feedback-in-an-intercultural-class/
Receiving and Giving Effective Feedback. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-feedback
Providing Feedback to Students. https://umanitoba.ca/centre-advancement-teaching-learning/support/providing-feedback

Flexible Delivery Strategies

Adult Learning Theory, ResearchDEL-1.3

Flexible Delivery Strategies are various teaching strategies designed to allow for flexibility of time, place, audience and technology in an educational setting.

Alex, J. L., Miller, E. A., Platt, R. E., Rachal, J. R., & Gammill, D. M. (2007). Making the Invisible Visible: A Model for Delivery Systems in Adult Education. Journal Of Adult Education, 36(2), 13-22.
Cornelius, S., Gordon, C., & Ackland, A. (2011). Towards flexible learning for adult learners in professional contexts: an activity-focused course design. Interactive Learning Environments, 19(4), 381-393. https://doi.org/10.1080/10494820903298258 (login required)
LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult Education and the Social Media Revolution. Adult Learning, 22(2), 4-12. https://doi.org/10.1177/104515951102200201 (login required)

Formative Assessment

AssessmentASS-1.2, ASS-1.3, ASS-2.2, ASS-3.1, DES-3.2, SFS-2.7

Student Assessment in Adult Basic Education: A Canadian Snapshot . http://cdeacf.ca/copian. (n.d.). http://www.en.copian.ca/library/research/snape/9.htm
Drew, Ryan. (n.d.). Formative assessment toolkit: Elsa levels literacy to 7. https://listn.tutela.ca/. https://listn.tutela.ca/wp-content/uploads/17.Formative-Assessment-Toolkit-Complete-Package-Aug-20121.pdf
Assessment for Learning Formative Assessment. https://www.oecd.org. (n.d.). https://www.oecd.org/site/educeri21st/40600533.pdf

Foundational Reading Skills

ReadingSFS-3.1

Foundational reading skills are the basic skills and abilities needed to be successful at reading, including alphabet knowledge, phonics and spelling.

Learner Variability Navigator. Foundational Reading Skills. https://lvp.digitalpromiseglobal.org/content-area/adult-learner/factors/foundational-reading-skills-adult-learner/summary
Adult Learning and Foundational Skills: Findings from the first cycle of the Programme for the International Assessment of Adult Competencies (PIAAC). https://www.cmec.ca/Publications/Lists/Publications/Attachments/422/PIAAC_2012_%20Adult_Learning_and_Foundational_Skills_in_Canada_EN.pdf
BBC Teach – Reading. https://www.bbc.co.uk/teach/skillswise/reading/zn4twty

Goal Setting

Active Learning Strategies, AdaptabilitySFS-2.8, SFS-3.7

Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants’ motivation and achievement levels.

Goal setting: Literacy basics. Literacy Basics RSS2. (n.d.). https://literacybasics.ca/learner-retention/goal-setting/
Bridges, M. (2022, March 18). The importance of setting goals as an adult learner. ReUp Education. https://reupeducation.com/the-importance-of-setting-goals-as-an-adult-learner/

Growth Mindset

Adaptability, Problem-solvingASS-3.2, SFS-1.1, SFS-2.8, SFS-3.7

Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.

Transforming Education: Growth Mindset Toolkit
Campbell, A., Craig, T., & Collier-Reed, B. (2020). A framework for using learning theories to inform ‘growth mindset’ activities. International Journal of Mathematical Education in Science and Technology, 51(1), 26-43. https://doi.org/10.1080/0020739X.2018.1562118

Human Capital Theory

Social-Economic TheorySFS-1.1

Human Capital Theory suggests that education and training are investments that make individuals more productive.

Bourdieu, P. (1986). The Forms of Capital. In J.G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-58). Greenwood Press. http://dx.doi.org/10.1002/9780470755679.ch15 (login required).
Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. Seabury Press. http://dx.doi.org/10.4324/9781003060635-5 (login required).
Almendarez, L. (2011). Human Capital Theory: Implications for Educational Development. https://www.open.uwi.edu/sites/default/files/bnccde/belize/conference/papers2010/almendarez.html

Identity

Diversity and InclusionDEL-1.3, SFS-1.2

Identity refers to the unique social characteristics of participants in training programs, such as race/ethnicity, gender identity, biological sex, sexual orientation, age, socio-economic status, disability/ability, marital status, migration status, and religion. These identities overlap and intersect in dynamic ways that shape learners experiences in training.

Learning requires exploration of one’s identity. First Peoples Principles of Learning. (2019, August 9). https://firstpeoplesprinciplesoflearning.wordpress.com/learning-requires-exploration-of-ones-identity/
The International LGBTQ Youth and Student Organisation. Intersectionality Toolkit. http://briguglio.asgi.it/immigrazione-e-asilo/2015/marzo/toolkit-intersezionalita’.pdf
Intersectionality. The roadmap to pursue gender equality in the workplace. https://genderequalityblueprint.unglobalcompact.ca/intersectionality/
Gender-based Analysis Plus (GBA Plus). https://women-gender-equality.canada.ca/en/gender-based-analysis-plus.html