Constructivist literacy education engagesstudents in active learning, by having them create theirown texts, or by critically responding to texts they arereading. Students also create texts to communicatewithother people. Value is seen in engagement in real,orauthentic, literacy activity, rather than simulation or“dummy runs” of literacy activities

Basic Skills as a Foundation for Student Success in the California Community Colleges, Contextualized Teaching and Learning (CTL) is identified as a promising strategy that actively engages students and promotes improved learning and skills development. CTL has been defined in different ways, based on the intent of the group championing its use. Most recently, the United States Department of Education Office of Vocational and Adult Education (2001) characterized CTL as a “conception of teaching and learning that helps teachers relate subject matter c

ilmore (2007) defines authenticity as 'the language produced by a real speaker/writer for a real audience, conveying a real message'. For Richards and Schmidt (2002), it indicates the degree to which materials have the natural speech or writing qualities; thus it is 'synonymous with genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices' (Tatsuki, 2006: p1). The word 'authentic' refers to anything that was originally produced for a no

Listening. Many different podcasts are available to add listening opportunities to almost any topic or theme33 For example, elllo (http://www.elllo.org) offers more than 1,300 podcasts for ELLs on a variety of topics, with various levels of difficulty, utilizing different voices. Each short podcast has associated comprehension and vocabulary activities. of study in the adult English language acquisition classroom. Not only can podcasts provide listening practice, they can also be used to teach a variety of specific listening or note-taking strategies to increase the rig

This issue brief is a part of the LINCS ESL Pro suite of resources on Integrating Digital Literacy into English Language Instruction. The purpose of this Issue Brief is to provide teachers and administrators with a broad overview of digital literacy as it relates to adult English language learners (ELLs) in English language acquisition programs. It is intended to serve as an introduction to the topic of digital literacy that teachers and administrators can use as a springboard to additional in-depth resources on this topic. Although this Issue Brief provides links to resources that help illustrate the current issues in developing digital literacy, it is not intended to be used as an instructional guide. For more comprehensive, targ

It is desirable that the common reference points are presented in different ways for different purposes. For some purposes it will however be appropriate to summarise the set of proposed Common Reference Levels in a holistic summarized table. Such a simple ‘global’ representation will make it easier to communicate the system to non-specialist users and will provide teachers and curriculum planners with orientation points.

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n recent years, college instructors have begun to abandon traditional approaches to instruction, which merely transfer knowledge from faculty to students, for cutting-edge strategies, which allow students to construct their own learning. This change in instructional strategy has also brought about a change in the tools which are used for instruction. As students gain more control over their learning, they also want to have more control over the tools that guide their learning. In many way

educated adults (ISCED 0–2) have lower averagenumeracy scores than intermediate-educatedadults in all countries. Country variation in themean numeracy skills of the two e

Our anal-yses show that the two features are indeed associ-ated with country differences in the average skillslevels of, and skills gaps between, less- andintermediate-educated individuals

Formal learningis a learning activity that is structured and sequentially organized in which learners follow a program of study ora series of experiences planned and directed by a teacher or trainer and generally leading to some formal recognition of educational performance, such as a certificate, license, diploma, or degree. Formal adult learning is provided in the system of schools, colleges, universities and other formal educational institutions that constitute a continuous “ladder” of full-time education.Non-formal learningis structured learning that includes activities such as: participation in courses that are not part of a formal educational program; workshops; seminars; private lessons, and guided/organized workplace training. Non-formal learning may take place both within and outside educational institutions. It may cover educational programs to impart adult literacy, adultbasic education, life-skills, work-skills, and general culture. Non-formal learning does not usually follow the “ladder” system that is characteristic of formal learning.Informal learningis learning that is less organized and less structured than either formal or non-formal learning. It involves no (or very little) reliance on pre-determined guidelines for its organization, delivery and assessment, although it must be undertaken with the specific intention to develop some skills or knowledge. Informal learning may include such activities as those that occur in the workplace (e.g., on-the-job training), and any other unstructured learning activities that may occur on a self-directed, family-directed, work-directed, or other basis.Incidental learninghappens randomly and is not intentional or planned. It may occur anywhere at any time. While we recognize that incidental learning may affect outcomes, it is difficult to capture empirically and difficult to influence through policy lev

Digital equity – ensuring equal access to technology – is a “rampant social justice issue”, affecting developed and developing countries alike, but is also a major concern for higher education, according to the report. Technology plays an “important role in advancing the availability of higher education for underrepresented student populations”, while ensuring “accessibility of web materials for disabled students”, it says. The use of open educational resources also provides “cost savings to students”. With higher education tasked with leveraging technology-enhanced education to “better meet the needs of under-served students”, certain universities are highlighted as exemplars of increasing equity. This year, the University of Oxford is branching into free online courses through the edX platform founded by Harvard University and the Massachusetts Institute of Technology. The University of Cambridge is improvi

However, there is a strong sense in the international education field that whatever interactions may be occurring naturally are not enough, and that universities need to do a much better job of bringing domestic and international students together in an intentional way. The issue has taken on increasing salience as campuses have seen huge influxes of international undergraduate students from two main countries, China and Saudi Arabia, in recent years. A study published in the Journal of International and Intercultural Communication in 2012 found that nearly 40 percent of international students in the U.S. report having no close American friends. 

jective In order to find the problems existing in the adult education in China, to in-depth analyze these problems and to deepen understanding, this essay aims to provide decision support to solve these problems existing in China's adult education. Method "Adult education" as the keyword, for the period from 2010 to 2014, known in Chinese network database and Chinese social science citation database searching, the author screened 16 closely-associated with the keyword out of 56 articles. The author collected the information of problems of adult education at present in China through searching the China's Ministry of Education website and engaged in adult education management working experience based on the information integration and analysis. Result 1. Management:(1) chaotic management operation: the Chinese adult education includes correspondence education, TV university, self-study exam, remote education and so on; (2) the system chaos of Chinese adult edu

Notably, the government-commissioned Vision Kuwait 2030 report states that a ‘reinvigorated education system’ will serve to integrate locals into a competitive market. Economic discourse is used throughout the report: ‘investments’, ‘examinations’, ‘management’, ‘results’, ‘career advancement’, ‘incentives’, ‘diversified’, ‘strictly monitored’ and ‘training’, to give some examples.3 This neo-liberal trend of greater standardized testing and market-driven training has not served Kuwait well, with students still lacking the knowledge, skills and values to participate actively in society and the economy. Kuwaiti students fare poorly by international standards, coming close to bottom in both the Trends in Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) assessments.4 Systemic problems that have been identified include comparably lower budgetary spending on books and resources, as well as a shorter academic year by international standards.5 The guarantee of a public-sector job also contributes to a demotivated student body.6 Other reforms in the education sector have focused on technology, although this has been largely superficial, as demonstrated by the distribution to students of iPads with an app housing all their textbooks. A new national curriculum framework is also in development, with a major (and arguably typical) focus on assessable teacher and student outcomes. In the absence of a ‘greater investment in the human infrastructure of a free, democratic citizenry’, however, such educational reforms are insufficient,7 and they are unlikely to contribute to Kuwait’s economic a

However, the transformation of the learning environment in higher education is still not fully achieved for the diversity of the population of learners

Source: Proceedings of the ASEE Annual Conference & Exposition Date: January 1, 2014

High-quality resources allow educators to use OER to improve their teaching and their students' learning. OER are evaluated by educators, so we know they work. They are flexible and easy to access. They are rich sources of content. Educators can customize resources for their specific needs. OER content is entirely free.

Other students, he adds, are increasingly asking for textbook delivery on iPads, Kindles, and the like. “Working from those challenges -- from the cost perspective, from the flexibility standpoint, and from where our students are across all age groups with technology -- we wanted to see if the CourseSmart platform might have an answer,” he say

50 Smartphone Apps for College Students By Jennifer Pfeffer on 04/25/2016.

ollege students have to be productive. In trying to manage all my schoolwork, clubs, fraternity, and side projects, I’m constantly searching for programs and apps for productivity, note-taking, security, and even music. After trying dozens of them and seeing which ones most of my friends use, I’ve filtered out the ones that I’ve found the most helpful. Here’s a list of programs (not including the ones you get from MIT for freeist.mit.edu) that you should download and test out in your first few weeks of college. I’ve been using all the programs listed below for at least the past year and can attest to how well they work.

What and who is an adult learner?  A person is an adult to the extent that he or she is performing social roles typically assigned by our culture to those it considers adults, and to the extent that the individual perceives him or herself to be essentially responsible for his or her life. A child is not responsible for his or her life even from a legal point of view. According to Neimi, the adult learner is one who returns to study, on a full‑time or part‑time basis, after a period of time spent in other pursuits.[3]   Freedman states that the adult learner is someone who is motivated enough to want to pin further education at the end of a working day or is required to come to a program for certification.[4]

More than 60 examples of applications of these developments in innovations in colleges and universities in Ontario, across Canada, and internationally, selected from Contact North | Contact Nord's Pockets of Innovations Series on teachonline.ca; and

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom managem

In today’s globalised digital era, students are inevitably engaged in various multimodal texts due to their active participation in social media and frequent usage of mobile devices o

and, thus,

First, we believe teachers need to make a paradigm shift from the traditional approach to EFL teaching. While EFL in China has been seen as an important factor for modernization (Hu 2005 ; Liu and Huo 2007 ; Zheng and Adamson 2003 ) , the EFL classroom is still dominated by a teacher-centered structural approach. This overemphasis on language forms prevents schools from integrating technology for meaningful interactions and activities. Further, the traditional assessment approach that focuses on language forms and paper-pencil tests also negatively impacts teachers’ pedagogical choices in terms of technology integration (Zheng and Adamson 2003 ) . EFL teachers still see their main responsibility as preparing students to pass stan-dardized tests and enter better schools. As a result, technology is often used to better teach language forms to increase students’ test performance, instead of using tech-nology to enrich students’ learning experiences. Dai ( 2001 ) called this kind of teaching time consuming with low effectiveness

The course exam was based on three HCT-made tests and a fourth from the International English Language Test System (IELTS). “The highest-scoring students were the ones who used the iPads,” Dr Gitsaki said. “The results showed that students who use the iPads for four or more activities had significant improvement on their IELTS score.”