SFS-3.9 – Skills for Success Practitioner Tools & Resources

Assistive Technologies

Disability, Diversity and InclusionDEL-1.1, DEL-3.4, SFS-2.9, SFS-3.9

Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.

NEADS. Enhancing Accessibility in Post-Secondary Education Institutions. Assistive Technology. https://www.neads.ca/en/norc/eag/technology.php
LD@School. Assistive Technology for Students with Learning Disabilities. https://www.ldatschool.ca/assistive-technology/
University of New Brunswick. Supporting Students with Disabilities. What is Assistive Technology? https://www2.unb.ca/alc/resources/assistive-technologies.html
ABC Life Literacy. Tech Talk Tuesdays: Assistive Technologies. https://abclifeliteracy.ca/blog-posts/digital-literacy-blog-posts/tech-talk-tuesdays-assistive-technologies/

Differentiate

Active Learning Strategies, Adult Learning Theory, Skills for Success Best PracticesDEL-3.2, DEL-3.3, SFS-2.5, SFS-3.9

Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.

Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide (2016). (n.d.). http://edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage_2016/DI_EducatorsGuide_AODA.pdf
Huisman, J. (1998). Differentiation and diversity in higher education systems. HIGHER EDUCATION-NEW YORK-AGATHON PRESS INCORPORATED-, 13, 75-110.
TEAL Center Fact Sheet No. 5: Differentiated Instruction. LINCS. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/diffinstruct

Digital Skills Teaching and Learning Materials

Digital, Teaching and Learning MaterialsSFS-3.9

Digital teaching and learning materials are designed to help participants to use technology to find, manage, apply, create and share information and content. Digital skills enable participants to keep up with changing demands in the modern workplace, daily life and in education.

The following links include practical, printable, ready-made resources to use in the delivery of Skills for Success training.

UP Skills for Work. Digital. https://upskillsforwork.ca/wp-content/uploads/2022/09/ABC-UP-Digital-1-1.pdf
Wang, M. (2020). Key Concepts of Computer Studies. Pressbooks. Key Concepts of Computer Studies (bccampus.ca).

Direct instruction

Skills for Success Best PracticesDEL-3.2, SFS-2.6, SFS-3.9

Direct instruction refers to instructional approaches that are carefully structured, sequenced, and led by instructors. Explicit instruction can eliminate misinterpretations to improve and accelerate learning.

Margaret Berry Wilson. (2016). Interactive Modeling : a Powerful Technique for Teaching Children. Center For Responsive Schools, Inc.
National Institute for Direct Instruction

Emerging Technologies

Digital, ResearchSFS-3.9

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

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

Learning Differences and Disabilities

Disability, Diversity and InclusionDEL-1.1, DEL-3.1, DEL-3.4, SFS-2.9, SFS-3.9

Learning differences refer to the diverse ways all students learn and the rates at which they learn.

Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.

Learning Disability Association of Canada: https://www.ldac-acta.ca/
Learning Disability Association of Canada resources: https://www.ldabc.ca/resources/
Learning Disabilities in the Workplace (Literature List): https://ceric.ca/wpdm-package/learning-disabilities-in-the-workplace/
Issues specific to adults with Learning Disabilities: https://www.ldao.ca/introduction-to-ldsadhd/articles/about-issues-specific-to-adults-with-lds/
Boadi Agyekum, Pius Siakwah & John Kwame Boateng (2021) Immigration, education, sense of community and mental well-being: the case of visible minority immigrants in Canada, Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 14:2, 222-236, https://doi.org/10.1080/17549175.2020.1801488
Bonaccio, S., et al. (2020). The participation of people with disabilities in the workplace across the employment cycle: Employer concerns and research evidence. Journal of Business and Psychology (35), 135–158
Brucker, D. L., Mitra, S., Chaitoo, N., & Mauro, J. (2015). More likely to be poor whatever the measure: Working‐age persons with disabilities in the United States. Social Science Quarterly, 96(1), 273-296.
Ellenkamp, J. J., Brouwers, E. P., Embregts, P. J., Joosen, M. C., & van Weeghel, J. (2016). Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disabilities: A systematic review. Journal of Occupational Rehabilitation, 26(1), 56-69.
EY, in association with Made by Dyslexia. (2018). The value of dyslexia: Dyslexic strengths and the changing world of work. https://www.madebydyslexia.org/assets/downloads/EY-the-value-of-dyslexia.pdf
Government of Canada (2021a). COVID-19 and people with disabilities in Canada. https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-infection/guidance-documents/people-with-disabilities.html#a8
Holwerda, A., Groothoff, J. W., de Boer, M. R., van der Klink, J. J., & Brouwer, S. (2013). Work-ability assessment in young adults with disabilities applying for disability benefits. Disability and Rehabilitation, 35(6), 498-505.
Holwerda, A., van der Klink, J. J., de Boer, M. R., Groothoff, J. W., & Brouwer, S. (2013). Predictors of sustainable work participation of young adults with developmental disorders. Research in Developmental Disabilities, 34(9), 2753-2763.
Hughes, K., Bellis, M. A., Jones, L., Wood, S., Bates, G., Eckley, L., … & Officer, A. (2012). Prevalence and risk of violence against adults with disabilities: a systematic review and meta-analysis of observational studies. The Lancet, 379(9826), 1621-1629.Jones, L., Bellis, M. A., Wood, S., Hughes, K., McCoy, E., Eckley, L., … & Officer, A. (2012). Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies. The Lancet, 380(9845), 899-907.
Lindsay, S., Cagliostro, E., Albarico, M., Mortaji, N., & Karon, L. (2018). A systematic review of the benefits of hiring people with disabilities. Journal of Occupational Rehabilitation, 1-22. http://dx.doi.org/10.1007/s10926-018-9756-z
Martel, A., Day, K., Jackson, M. A., & Kaushik, S. (2021). Beyond the pandemic: the role of the built environment in supporting people with disabilities work life. Archnet-IJAR: International Journal of Architectural Research, 15 (1), 98-112.
Morris, S. (2019). Canadian Survey on Disability Reports: Workplace accommodations for employees with disabilities in Canada, 2017. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2019001-eng.htm
Morris, S., et al. (2018). Canadian Survey on Disability Reports: A demographic, employment and income profile of Canadians with disabilities aged 15 years and over, 2017. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2018002-eng.htm
Public Health Agency of Canada. (2018). Inequalities in perceived mental health in Canada. https://www.canada.ca/content/dam/phac-aspc/documents/services/publications/science-research-data/6.PerceivedMentalHealth_EN_final.pdf
Ruhindwa, A., Randall, C., & Cartmel, J. (2016). Exploring the challenges experienced by people with disabilities in the employment sector in Australia: Advocating for inclusive practice‐a review of literature. Journal of Social Inclusion, 7(1).
Schur, L. A. (2003). Barriers or opportunities? The causes of contingent and part‐time work among people with disabilities. Industrial Relations: A Journal of Economy and Society, 42(4), 589-622.
Shakespeare, T., Ndagire, F., & E. Seketi, Q. (2021). Triple jeopardy: disabled people and the COVID-19 pandemic. The Lancet, 397, 1331-1333. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)00625-5/fulltextShaw, N. T., Boudreau, S., & Issaoui, M. (2021). Digital Assistive Technologies to support remote working by people with disabilities: A scoping review. SSHRC/Future Skills Center.
Statistics Canada. (2020b). Impacts of COVID-19 on persons with disabilities. https://www150.statcan.gc.ca/n1/daily-quotidien/200827/dq200827c-eng.htm
Sundar, V., O’Neill, J., Houtenville, A. J., Phillips, K. G., Keirns, T., Smith, A., & Katz, E. E. (2018). Striving to work and overcoming barriers: Employment strategies and successes of people with disabilities. Journal of Vocational Rehabilitation, 48(1), 93-109.
Von Schrader, S., Malzer, V., & Bruyère, S. (2014). Perspectives on disability disclosure: the importance of employer practices and workplace climate. Employee Responsibilities and Rights Journal, 26(4), 237-255.
Wilson, E., & Campain, R. (2020). Fostering employment for people with intellectual disability: The evidence to date. Inclusion Australia. http://hdl.voced.edu.au/10707/582205
World Health Organization. (‎2001)‎. International classification of functioning, disability and health: ICF. World Health Organization. https://apps.who.int/iris/handle/10665/42407
Deloitte Insights (2019). The ROI in workplace mental health programs: Good for people, good for business; A blueprint for workplace mental health programs. https://www2.deloitte.com/content/dam/Deloitte/ca/Documents/about-deloitte/ca-en-about-blueprint-for-workplace-mental-health-final-aoda.pdf
Kruse, D., Schur, L., Rogers, S., & Ameri, M. (2018). Why do workers with disabilities earn less? Occupational job requirements and disability discrimination. British Journal of Industrial Relations, 56(4), 798-834.
Lingsom, S. (2008). Invisible impairments: Dilemmas of concealment and disclosure. Scandinavian Journal of Disability Research, 10(1), 2-16.
Wittenburg, D., Mann, D. R., & Thompkins, A. (2013). The disability system and programs to promote employment for people with disabilities. IZA Journal of labor Policy, 2(1), 1-25.

Learning Management Systems

Digital, Teaching and Learning MaterialsDEL-1.1, DEL-3.3, SFS-3.9

Learning management systems (LMS) are software applications for the administration, documentation, tracking, reporting and delivery of training programs and learning materials. They can be used for exclusively online courses as well as to support face-to-face and blended programs.

Kasim, N. N. M., & Khalid, F. (2016). Choosing the right learning management system (LMS) for the higher education institution context: A systematic review. International Journal of Emerging Technologies in Learning, 11(6).

Research on Teaching Digital Skills

Digital, ResearchSFS-3.9

Digital skills help participants to use technology to find, manage, apply, create and share information and content. Digital skills enable participants to keep up with changing demands in the modern workplace, daily life and in education.

The following links include research data and evidence to support the instruction of digital skills.

Chinien, C., & Boutin, F. (2011). Defining Essential Digital Skills in the Canadian Workplace: Final Report. Human Resources and Skills Development Canada. http://en.copian.ca/library/research/digi_es_can_workplace/digi_es_can_workplace.pdf
Delfino, M., Ferraris, M., Persico, D., & Pozzi, F. (2008). An approach to digital literacy for adults: The EuNIC proposal. In M. Kendall & B. Samways (Eds.), Learning to Live in the Knowledge Society (pp. 3-10). Springer US. https://doi.org/10.1007/978-0-387-09729-9_1 (login required).
Hamalainen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672 (login required).
Jimoyiannis, A., & Gravani, M. (2010). Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices. International Journal of Digital Literacy and Digital Competence (IJDLDC), 1(1), 40-60. https://doi.org/10.4018/jdldc.2010101903 (login required).
Jimoyiannis, A., & Gravani, M. (2011). Exploring Adult Digital Literacy Using Learners’ and Educators’ Perceptions and Experiences: The Case of the Second Chance Schools in Greece. Journal of Educational Technology & Society, 14(1), 217-227.
Moss, M. (2021). Effective practice in teaching essential digital skills – an account of a rapid literature review. The Education and Training Foundation. https://www.et-foundation.co.uk/edtech/effective-practice-in-teaching-essential-digital-skills-an-account-of-a-rapid-literature-review/
Pendell, K., Withers, E., Castek, J., & Reder, S. (2013). Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study. Internet Reference Services Quarterly, 18(2), 105-125. https://doi.org/10.1080/10875301.2013.800013 (login required).
SRDC. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
Vanek, J. B. (2017). Using the PIAAC Framework for Problem Solving in Technology-Rich Environments to Guide Instruction: An Introduction for Adult Educators. https://static1.squarespace.com/static/51bb74b8e4b0139570ddf020/t/589a3d3c1e5b6cd7b42cddcb/1486503229769/PSTRE_Guide_Vanek_2017.pdf
De Boer, E., Luse, A., Mangla, R., & Trehan, K. (2020). Digital collaboration for a connected manufacturing workforce. McKinsey Global Institute. https://www.mckinsey.com/business-functions/operations/our-insights/digital-collaboration-for-a-connected-manufacturing-workforce

Transfer of Learning

Communication, Skills for Success Best PracticesASS-4.3, SFS-3.9

Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.

Transfer of learning: Planning effective workplace education programs. http://library.copian.ca/item/369
Doyle, S. (n.d.). The Transfer of Learning Participants’ Perspectives of Adult Education and Training. https://www.academia.edu/. www.academia.edu/8705385/The_Transfer_of_Learning_Participants_Perspectives_of_Adult_Education_and_Training (login required)
The Seven Factors in the Transfer of Learning Process. https://www.sarclearningcentral.ca/wp-content/uploads/2021/07/The-Seven-Factors-in-the-Transfer-of-Learning-Process.pdf