This document presents an analysis of the use of multiple devices in the context of multimedia-based learning. The paper includes an empirical study of learners who have used multiple devices to access and engage with learning materials. The study findings reveal that the use of multiple devices can enhance the overall learning experience for learners by providing flexibility, convenience, and accessibility. However, the study also identified several challenges associated with the use of multiple devices, such as technical issues and cognitive overload. Based on the study findings, the paper provides recommendations for the implementation of training courses delivered with multiple devices, including the need for clear guidelines and policies, user-friendly interfaces, and technical support. Overall, this document provides valuable insights for educators and trainers interested in leveraging the potential of multiple devices for enhancing the learning experience.

This resources is a fact sheet for adult educators and administrators to learn about OER and their benefits in the adult education classroom.

One bag of apples, one apple, one slice of apple -- which of these is one unit? Explore the basic unit of math (explained by a trip to the grocery store!) and discover the many meanings of one.

To plot an inequality, such as x>3, on a number line, first draw a circle over the number (e.g., 3). Then if the sign includes equal to (≥ or ≤), fill in the circle. If the sign does not include equal to (> or <), leave the circle unfilled in. Finally, draw a line going from the circle in the direction of the numbers that make the inequality true.

In this activity, students sort 10 types of fruit by tastiness and ease of eating in order to learn how those attributes can be represented on a coordinate plane, and to determine which fruit truly is "best."

AlphaPlus supports literacy workers to use blended learning approaches through our technology coaching services, face-to-face and online training, and tech support. This position paper describes our understanding of blended learning, its benefits and how adult basic education programs can be (re)conceptualized using a blended learning approach to best support learners.

In this webinar, you will hear about several major concepts introduced in the book, The Problem with Math is English, further explained by the author, Concepcion "Como" Molina, EdD. The book can be purchased online at: http://www.sedl.org/pubs/catalog/item...

SEDL offers professional development for college- and career-ready mathematics at: http://highperformingschools.sedl.org.

This Flexbook is community contributed through ck12.org. It covers three lessons on the Pythagorean Theorem. 1) Introduction and Determining if the Triangle is a Right Triangle, 2) Finding the Hypotenuse, and 3) Finding a leg. It includes step by step instructions, application problems, and answers (at the end of each lesson). Ck12.org material is downloadable, editable, and accessible offline and online.

This is a collection of all the results of the REBELAH project.

The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage.

These results include two handbooks (a book with activities useful during inclusiveness and heritage workshops, and a train the trainer handbook), six videos showing how heritage items and sites can be used to foster inclusivity in workshops settings, and a Google maps infosheet with 24 Prezi presentations on specific heritage items used during the project.

The handbooks are licensed under CC BY-NC-ND, and the other materials are licensed under CC BY-NC-SA.

**you will be redirected to the Dutch OER repository Edusources, from where you can access the materials**

Evidence Based Reading Training focused on Vocabulary, Fluency, Phonics & Comprehension. By learning about root words, prefixes and the like my students find more fluency & comprehension in the GED materials that they work with.
I am sharing some of the different resources I have found & created to use in teaching ABE, or Adult Basic Education.

Context, purpose and audience. There are two broad types of assumptions that designers must identify and address: the first type are assumptions they, as designers, have as they begin a project; the second type are assumptions that are ambient in the project context–assumptions that many of the project stakeholders either hold or frequently experience. In both cases, naming the assumption and developing an articulation for how that assumption can be reconsidered can help direct a project toward greater impact.

This lesson is designed to help participants reframe these two types of assumptions. It can be used with design students from high school to continuing (adult) education. It is best delivered towards the end of the initial phase of design research (“Empathize” phase, to use the parlance of Stanford), after students have conducted interviews and other forms of research.

The lesson offers five reframe patterns. These are meant to help students identify particularly powerful articulations of reframed assumptions by providing five different jumping-off points for ideation. The patterns are best introduced and used lightly: as provocations rather than as a formula to rigidly follow.

We illustrate these reframe patterns using examples from disability studies. Thus, this lesson also serves as a “trojan horse” to infuse core design justice concepts.

You will learn invaluable skills on topics such as time management, study skills, test-taking, memory techniques, researching, referencing sources, learning preferences, student supports and resources, communication skills, online learning, student funding, presentation skills, and transferring courses between post-secondary institutions. This book covers the learning outcomes for a provincial level ABE course which can be used as an elective towards a BC Adult Graduation Diploma.

This is an instructional video demonstrating how to subtract integers using colored chips to visually represent the subtraction rule of adding the opposite.

This Softchalk lesson describes the best practices in the creation of text based lessons for teachers.

The transferability and evaluation guide is a supporting document for the target group and stakeholders on how to use and take maximum advantage of the developed and proven courses and the learning materials produced by the project.

It is a set of interactive documents integrating descriptive multimedia material (an enhanced eBook).

The guide supports the correct implementation and evaluation of the training material and tools created. It offers it proposals and guides to transfer the created Blended Learning courses in an efficiently and stringently defined way as well.

This Intellectual Output provides detailed information, description and practical advice on how the created project results can be transferred from the specific countries (or specific pilot test group) to other Educational fields as well to other European countries.
The transfer guide provides all tools and information for effective further use of the project results also for other enterprises and organisations in the field of C-VET. Additional, the transfer guide contains all material and the necessary documentation for a transfer of the training to other educational fields, for example in Adult Education, School Education, and partly to Higher Education.

This is an open link to view several resources I have used within PLA outlined Tutor Training Sessions.
I made sure I included Phonemic Awareness, Learning Disabilities, and Mental Health Conditions as they are necessary to promote understanding of some of the adult students we serve.

A report of the partners' experience with the project Collaborative Economy without Barriers, containing practical guidelines and tips about how to start using collaborative economy in inclusive adult education together with some success stories, strengths and weaknesses of the project and suggestions to improve the efficacy of the proposed approach.

During the project, coordinated by Associazione Uniamoci Onlus from Italy and co-funded by the Erasmus+ programme of the European union, the learners developed soft and ICT skills needed to enter the sector of collaborative economy and developed practical craft skills that can be spent in the production and selling of their own products. Though this report you can learn how to guide the learners (with disability/social disadvantages) in a similar learning path.