Resources for Adult Learners

This is an excellent resource for Adult Learners in Quebec.

• Call 888 488 3888
• Adult Learnline - Free Service for Adults | Literacy Foundation
• Continuing Education - HeadingForSuccess.com
• Immigration, Diversité et Inclusion Québec - Adult or continuing education
• Adult Learnline

Good luck. Steve

Bookkeeping Course Basic Free Tutorial

Ugly but true. 

Lesson no 1:The Development of Bookkeeping Lesson no 2:The debit & credit rules Lesson no 3:Journal Entries Lesson no 4:Nominal Ledger Lesson no 5:Trial Balance Lesson no 6:Annual Statements (Profit & Loss/Balance Sheet) Lesson no 7:The Balance Sheet Lesson no 8:Bank Reconciliation Lesson no 9:Salaries Lesson no 10:Tax Deduction at Source Lesson no 11:Value added tax

Bookkeeping Course Basic Free Tutorial, Accounts training, financial training, Bookkeeping-Course.Com

Shambles

Shambles in S.E.Asia (The Education Project Asia) at www.shambles.net

Shamblesguru backchannel tools live chat - gabbly | chatzy group tools - etherpad | ietherpad | - primarypad | piratepad | - wallwisher | tinychat | - GE IWB | skrbl | - scribblar | nota | - twiddla | pindax | - flockdraw | axess | - todaysmeet | presentation tools - sketchcast | file sharing - drop.io twitter aggregators - monitter | twitterfall |tweetgrid | read twitter #hashtag -tweetchat | visible tweets | music channel - shambles DJ (blip) | video - youtube | vimeo | - screenr | time keeping - timer | clock |

| art and design | assessment | audio-visual | business studies | citizenship | | counsellor | cross curriculum | design technology | drama | educational visits | | elearning | english | ESL / EAL / TEFL | extra curricular | games | | geography | headteacher | history | info tech ICT | info literacy | | librarian | mathematics | modern languages | music | multimedia | nurse | | physical education | plagiarism and copyright | policies | religious education | | science | special needs | student hangout | teacher & support staffroom | technicians | | General TOPICS | staff | students | whole school | | website of the day | currency calculator | weather satellite map over S.E.Asia | | check your email | website slide show | searching for pictures and clipart | | about | advertisers/sponsors | copyright | privacy statement | | terms and conditions | site map | FAQs | contact | | newsletter | Press Kit | add or modify individual school details | | linking to shambles | compare S.E.Asia country profiles | | Shambles Glossary | advertisers, affiliates, sponsors, partners list | Guestmap |

Shambles Tours screencasts connect teachers globally video in the classroom personal learning networks web 2.0 start pages virtual worlds k-12 to college information literacy Webinar Part 1 Part 2 set up a youtube playlist virtual keyboard 4 search tech survival toolkit screencasts hosted at

conscious competence learning model matrix

People develop competence only after they recognise the relevance of their own incompetence in the skill concerned. More: conscious competence learning model matrix

	competence	incompetence
conscious	3 - conscious competence the person achieves 'conscious competence' in a skill when they can perform it reliably at will the person will need to concentrate and think in order to perform the skill the person can perform the skill without assistance the person will not reliably perform the skill unless thinking about it - the skill is not yet 'second nature' or 'automatic' the person should be able to demonstrate the skill to another, but is unlikely to be able to teach it well to another person the person should ideally continue to practise the new skill, and if appropriate commit to becoming 'unconsciously competent' at the new skill practise is the singlemost effective way to move from stage 3 to 4	2 - conscious incompetence the person becomes aware of the existence and relevance of the skill the person is therefore also aware of their deficiency in this area, ideally by attempting or trying to use the skill the person realises that by improving their skill or ability in this area their effectiveness will improve ideally the person has a measure of the extent of their deficiency in the relevant skill, and a measure of what level of skill is required for their own competence the person ideally makes a commitment to learn and practice the new skill, and to move to the 'conscious competence' stage
unconscious	4 - unconscious competence the skill becomes so practised that it enters the unconscious parts of the brain - it becomes 'second nature' common examples are driving, sports activities, typing, manual dexterity tasks, listening and communicating it becomes possible for certain skills to be performed while doing something else, for example, knitting while reading a book the person might now be able to teach others in the skill concerned, although after some time of being unconsciously competent the person might actually have difficulty in explaining exactly how they do it - the skill has become largely instinctual this arguably gives rise to the need for long-standing unconscious competence to be checked periodically against new standards	1 - unconscious incompetence the person is not aware of the existence or relevance of the skill area the person is not aware that they have a particular deficiency in the area concerned the person might deny the relevance or usefulness of the new skill the person must become conscious of their incompetence before development of the new skill or learning can begin the aim of the trainee or learner and the trainer or teacher is to move the person into the 'conscious competence' stage, by demonstrating the skill or ability and the benefit that it will bring to the person's effectiveness

Steps to learning diagram search page

Three Web-Based Mind Mapping Tools Reviewed: Business Collaboration News «




99 Mind Mapping Resources, Tools, and Tips - College Degree.com

Applications of Mind Mapping for Education

• Lesson planning and preparation.
• Curriculum planning. 
• Providing students with an overview of a subject. 
• Teaching tool in the classroom. 
• Student assessment. (Can the student draw a mind map of the schema they are studying?)
• A tool which can be passed on to students to use themselves.

More:

• Mind Mapping for Education
• ConceptDraw MINDMAP: mindmapping and brainstorming tool overview
• Many indexed topics Education World ® Technology Center: Electronic Portfolios in the K-12 Classroom

Nosebleed level:

• www.iis.sinica.edu.tw/page/jise/2003/200311_06.pdf A detailed analysis of the process of learning and evaluation.
• Taxonomy of Significant Learning (Diagram) ~ L. Dee Fink
• personality styles, types, theories and psychometrics models, personality tests and quizzes theory

Fun:

• Encyclopedia - Online Dictionary | Encyclopedia.com: Get facts, articles, pictures, video

What About Moodle - overview

This is an excellent overview of our next Board approved platform: What About Moodle: 


"What Moodle Has…
Secure login and authentication via LDAP
Course announcements and messaging
Links to documents, websites, videos, etc.
File directory (upload files, control student access)
Assignments (upload, online, offline)
Forums (discussion boards)
Online tests, quizzes, and test generator
Lessons (a form of adaptive release)
Grade book
Groups for class work and assignments
Email (class, selected individuals)
Calendar (w/ links to assignments and activities)
Wikis
Glossary

Database
What Moodle Has (cont’d)
RSS feed capture
Course backup and restore
Student and course activity reports
Customizable roles
Administrator role for system configuration and maintenance
What Moodle Lacks…
Virtual classroom/whiteboard
Full enterprise integration with other institutional software
Live chat (Moodle has a chat tool, but it is so slow students use other services)"

3 rd Party Options

• Alfresco – open source content/document mgmt. http://www.alfresco.com/

• Elluminate – virtual meetings and classrooms http://www.elluminate.com/moodle_course_management_system.jsp

• Mahara – open source ePortfolios http://mahara.org/

• McGraw-Hill Online Learning Packages http://onlinelearning.mhhe.com/index.php?page=course-and-program-catalog
• Turnitin – plagiarism detection software http://turnitin.com/static/products.html
• Wimba – virtual classrooms, audio, etc. http://www.wimba.com/products/moodle_integration/
• WizIQ – free virtual classroom software http://www.wiziq.com/downloads/moodle/

: Google Apps and Moodle Integration

Use each systems strengths, avoid its weaknesses. Steve


"As excited as I am that I was actually able to get it to work, I am more excited for the possiblity of stopping the excuses that many people have in either not implimenting a LMS because it doesn’t have a collaborative suite built in or not implimenting Google Apps because it doesn’t work within their LMS. I would like to get to a point where people only are talking about the learning possibilities, not the pitfalls of the technology."

The Killer App: Google Apps and Moodle Integration? | Learning is Change.: "Moodle does a very good job of monitoring students, giving assessments/grades, providing content, and doing discussion forums. It does not do a very good job of synchronous collaboration, wikis, email, or any of the other things that Google Apps does an amazing job at. I guess that is why Moodlerooms decided that it would be a great idea to get the two projects together and create an easy way to do single-sign-on.


I am amazed at the potential for something like this. Imagine being able to log into your classes, your e-mail, your sites, and your docs all at one place. Well, after much working on my own installation, I would like to provide a simple how to for making this process happen in your Moodle instance:"

The Value of Lifelong Learning

Of interest to teachers and students. YouTube - The Value of Lifelong Learning: thank you Gaëlle

"

Competency Development Centre has a New Website

Launched today. 
WELCOME TO LAURIER COMPETENCY DEVELOPMENT CENTRESWelcome to our new website. We hope that you will find all the information you require to make the best possible choice for your life project.

• Competency Development Centre
• http://bilingualtraining.ca/en/

From the MIT Kitchen Chemistry course - best way to eat spaghetti not making a mess

Pasta physics - best way to eat spaghetti not making a mess - Brief Article | Science World | Find Articles at BNET: "The trick: Use a fork to roll spaghetti onto a spoon held parallel to the plate. Then eat the pasta off the spoon. Bib not required!"

More MIT OpenCourseWare Kitchen Chemistry, | Related Resources

Syllabus

Assignments

Download Course Materials

New Promotion for Hotel Reception Program

• Hotel Reception Program
• Acquire skills - job opportunities
• Start date: March 22, 2010
• cdcedtech.com

Good Luck Maria and Jacques!

Does Training Make a Difference?

• by Saikiran Srinivas Murthy trainer with Hewlett Packard, Bangalore India Can we turn our participants into learning magnets who can't seem to wait to attend their next training session? Yes, absolutely. Do we expect improved performance in their work as a result of the time and energy that we invest in training? Definitely. We just need to pay a little attention to the following: a. The trainer who is presenting the training b. The way the training is presented c. The role that we expect from our participants. I believe what our trainees do during training sessions makes all the difference to training transfer to the workplace. As trainers, we need to put forth ideas to address complaints from participants about training (i.e. "It's a waste of time," "It's not interesting," "anything I learn in training cannot be applied in my job role," etc.) and spark improved performance in their respective job roles. Here are a few ways to make this happen effectively: Tip ONE: The trainer makes the difference Many participants react favorably to trainers who are experts at content or have experience in their industry. They appreciate trainers who have experienced and addressed the issues and situations highlighted in training. The closer the trainer can link the training to participant real life experience, the better for training transfer, the application of the information later on the job. Tip TWO: Present training as a part of a consistent message from the organization Our delivery in classes should build on each other and reinforce content learned in the previous sessions of training. Too many organizations around the world approach training as a potpourri or rather a menu of available sessions. However when there is no connected link between respective training sessions, these organizations lose the opportunity of reinforcing the basic skills and approaches. The important fundamental in training is that we must reference earlier sessions, draw parallels and most of all reinforce content previously learned. Tip THREE: Provide training in "CHUNKS" scheduled over a time period It is a proven fact that our trainees learn more in sessions that provide small amounts of content based on well defined objectives. Chunking sessions allows candidates to understand faster and apply the content learned between training sessions. It is important that the content of training and their application are reinforced at each subsequent session allowing candidates to discuss their successes and difficulties. Tip FOUR: Train the attendees in skills and content that are immediately applicable for their job The common saying, "USE IT or LOSE IT," is particularly true in training. Even with strategic skills such as performance feedback and team building, set up situations in which practice is immediate and frequent to help the attendees retain the content covered. Tip FIVE: Positive and productive tone How the trainer starts the session and begins managing the various expectations in training is an all important skill, however every opening should stress on "WIIFM" (What's in it for me) . The trainer must emphasize the value of the session and the value of information provided during the training. I would like to iterate one important point here, the trainer needs to ensure all objectives are realistic and achievable and should not "over-promise." Tip SIX: Use of session pre-work during actual training I have used several techniques across my training career in HP, however the best that gave the desired results was to distribute a list of focus questions prior to the training event. Attendees were instructed to answer the questions in this list as completely as possible and to keep the answers private. Once the trainees arrive to the training room, I would write down the following on the board: "Feel free to discuss your answers." After a substantial period of discussion, I then continue the training. I found that when the attendees are given a topic of discussion and allowed to discuss it before the start of the training session, the topic was better understood and retained. TIP SEVEN: Use of learning styles When trainers realize and recognize that different activities appeal to participants' varied learning styles, and teach using a variety of methods, the session yields better results. Try to use an amalgam of real life examples, group discussions, presentations, experiential exercises, case studies, audio and visual aids, and simple analogies. Keep your training varied, exciting and stimulating so that you help delegates retain the knowledge. Tip EIGHT: Increase the trainee investment in the session using Action Tasks The trainer should provide easy ways for the participants to take notes, jot down ideas and discussions. Such "Active Learning" tasks help ensure that trainees understand and retain the knowledge imparted. TIP NINE: Provide reference materials and job aids Providing the right job aids is very important in a training session. Most of the manuals I have seen have either too much information and are hundreds of pages in size, or not enough. It is crucial that manuals and job aids are well refined to suit the needs of the training session. Manuals or Job Aids should not only contain information but also suggestions, ideas and tips that were discussed during the training session. The trainer should also take note of the ideas and discussions to include them in the next manual to improve training content.

http://training-games.com/

HTML for Beginners (French)

http://www.siteduzero.com/

voici le site du zéro ...vous trouverais le cours de XHTML sur le côté gauche du site ...il est en plusieurs parties

bonne lecture Merci Réda

Designing multi-level lesson plans for individualized instruction

Use a spreadsheet with a Level field (Beginner Average Advanced or 1, 2, 3) and set up an autofilter for students. This will display / hide information as the student progresses.

• sample
  cdc (choose list view to filter)
  cdc LIST VIEW (filter is on)
  Web Page View (does not filter)
• Note: the default level is 2, use level 1 if the student is falling behind.
• Level 1 should list required pages.
• Level 2 should list pages and exercises to be skipped.
• Level 3 is the whole manual but contains notes pertaining to pages skipped in level 2.

The Subtotal/grouping function in excel would reveal required levels

Creating a Pivot table might group the information in an interesting way.

Alternatively use a tree structure to show/hide 3 versions of the outline (sounds like more work for the teacher). (I don't know know to do it)

The key is organizing the outline/lesson plan so one cell contains the activities for one block of 3 hours at one level. Level 2 and 3 material should appear in a second row (ewe...).

Help! I'm loosing my structure.

Classroom Management Software Research Summary

Now what were we discussing? Compose material in modules and collect it in various ways for learners...

Connexions Rice University

http://cnx.org/

Connexions - New Author Guide

a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: authors create and collaborate; instructors rapidly build and share custom collections; learners find and explore content

• Lesson Plans not for the Faint Heared eLML "elesson markup language" Download Files
  Schema-directed editing and validation. This makes creating invalid lessons almost impossible.eLML (eLesson Markup Language) is an XML framework for creating structured eLessons based on a pedagogical model. eLML consists of an XMLSchema and XSLT files to create XHTML, XSL-FO/PDF, LaTeX, IMS CP and SCORM versions, standards supported by most LMS.
• Firedocs eLML Editor All about eLML deployment, tools, etc. http://www.elml.org/website/en/latex/website.pdf

Computer-supported collaborative learning

• World University
• A side note: Sugar Labs—learning software for children

Some "old standards"

1. Dokeos
2. Fle3 is a Learning Environment! - Fle3 CSCL Software Future Learning Environment - Innovative Methods and Applications for Collaborative Learning
3. HotChalk
4. GCompris
5. LAMS Register Demo server - Learning Activity Management System LAMS: Get a trial account
6. Moodle
7. LON-CAPA - Wikipedia, the free encyclopedia Online, Personalized Learning.
   Examples of Individualizing Problems
   With LON-CAPA, an instructor can create and/or assemble individualized assignments, quizzes, and examinations with a large variety of conceptual questions and quantitative problems. "Individualized" means that each student sees a slightly different computer-generated problem.
   Source: Document The LearningOnline Network with CAPA
   CampusSource · Software · LON-CAPA

Classroom Group interaction management

• CoFFEE Coffee-Soft - video The CoFFEE Experience

Web Based Course Management System.

• Claroline Publish documents in any format (PDF, HTML, Office, Video...).* Manage a list of links.
  
  

The most complete resource I have ever seen:

• Education Software for Schools: Free Software, Open Source | School Forge
  This is the list with descriptions Educational Software - World University

Just a cool graphic tool for designing courses

• methopedia

300 GB FREE ONLINE STORAGE and SHARING! Sadly, the same old upload download interface, but the specs are huge.Maximum Upload up to 25 files of 300MB each. Email files through links. Clean. Some ads but they don't interfere with the operation.

• http://www.filefactory.comMy Files File Manager

Mind mapping software source: World University

• http://toncar.cz/Tutorials/MindMaps/getting_started_with_freemind.html
• http://www.mindnode.com/

Surveys

Survey Monkey	http://www.surveymonkey.com		a simple way to create surveys
Lime Survey Software	http://www.limesurvey.org/

This one is for you Ron Create a Data Mashup DataMasher

Shared access sharedaccess/seeit/classroom.mspx thanks Ron

Resume Writing TIps

Which of these three is on your resume? Tell little stories.

Knows PowerPoint

Created overheads for exec

Prepared a multi-media PowerPoint presentation for sales meeting with 250 reps, including a 150-page bound handout

Lots more: Resume Enhancers

New Video Courses for School Boards only

Login to: VoD Zone click Access VoD zone, enter code.

D) Technical and Vocational Training

1. Principes pour le déplacement sécuritaire des bénéficiaires

Entrez dans la réalité de madame Croze, de monsieur Lallier et de monsieur Couture. Leur état de santé ainsi que le contexte dans lequel ils évoluent sont très différents. À vous de déterminer le niveau d’assistance nécessaire afin de les aider dans leurs déplacements:

• Transfert de la civière au lit
• Lever du fauteuil
• Asseoir au lit Asseoir à la toilette
• Utiliser le lève-personne
• Rehausser au fauteuil

Source: English Language Video Resources - New Releases

www.pdsb.info

VIDEOS: Études de cas sur les PDSB - Informations d’utilisation