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Distance Learning

Course credit will only be given to Manitoba Adult Educators. To register, contact Adult Learning and Literacy

Online Courses:

Introduction to Teaching Adult Literacy (872KB, 92 pgs) » 2000; This correspondence course is a pre-requisite for all other literacy instructor certification courses. It is designed to introduce newcomers in the field to the theory and practice of adult literacy. Completion of both the written and practicum assignments will qualify individuals to receive the Level I Literacy Certificate.

Learning Differently (431KB, 61 pgs) : An Introduction to Learning Disabilities and Adult Literacy » 2000; This correspondence course is an optional courses for Level II Literacy Certificate. The objectives of the course are to provide a definition and overview of learning disabilities, suggest methods of informally screening learners for a learning disability and examine instructional and learning strategies for use with adult literacy learners with learning disabilities.

Learning Styles and Strategies (638KB, 49 pgs) 1998; Revised August 2004. This correspondence course is a one of the core courses for Level II Literacy Certificate. The objectives of the course are to identify and examine learning styles, examine the effects of culture on learning, and to identify instructional strategies to accomodate various learning styles.

Numeracy for Adult Literacy Learners (262 KB, 70 pgs) 2000. This correspondence course is an optional courses for Level II Literacy Certificate. The objectives of the course are to outline numeracy levels in adult literacy programs and the equivalent public school grades, introduce and apply the concept of "authentic learning", provide an approach to blending numeracy into an overall literacy program.

Strategies for Spelling (344KB, 56 pgs) 1999. This correspondence course is one of the core courses for the Level II Literacy Certificate. The objectives of the course are; to understand the process of learning to spell, describe teaching techniques for spelling and to help practitioners develop individual spelling instruction strategies.