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5.2.
Making the Computers Beneficial for the Local Community
5.3.
Assignments/Activities
6. Overall Assignments/Activities
7. List of Web Resources
8. Bibliography
Module 3 Text
1. Introduction
1.1.
1:
2:
3:
4:
The target audience for this training course is adult learners who
already have intermediate computer user skills and significant experience
using computers. Ideally, participants are already employed as computer lab
managers, computer project coordinators or Internet caf managers. While
the course is tailored to those working in educational or community
organizations, the course is still valuable for those working in a similar
capacity in the private sector.
2
These learning materials are also valuable for people who are not
involved in a formal course, but instead are studying independently to
become computer lab managers or improve their skills as computer lab
managers. Learners who are using these materials for self study are
encouraged to make the training as hands-on as possible, performing as
many of the assignments and activities as they can practically achieve.
In addition all learners, whether using these materials for self-study or
as a part of a formal course, would benefit from continuing to develop their
own skills in three important areas that are not included in this course:
Touch Typing, English Reading and Writing, and Computer User Skills.
Suggested resources for self study in these areas are presented in section
1.3 of the Module 1 resource book.
Table of Contents
1.2.
Introduction to Module 3
Whether or not a computer lab manager is running a lab that is a part
of an educational project, the computer lab manager is likely to find that he
or she becomes involved in the education of computer lab users. In many
developing countries the presence of computers is gradually increasing, but
many people have not had long experience with computer use. When these
individuals come to a computer lab, they are likely to need assistance both in
learning how to use a computer and in learning how to make the computer a
useful tool for their education or work. The educational assistance that a
computer lab manager can offer falls into three main categories, described
below:
IT Instruction. This is the most obvious of the three categories, and
is covered first in this module. All computer lab users need to be taught
basic computer skill (as discussed in section 2.1.3) in order to help them
have fruitful experiences in the computer lab. The computer lab manager
will then need to decide what additional computer skills to offer, depending
on local needs and opportunities.
Facilitating IT Use. Once computer lab users have attained the most
basic skill level, it is helpful if the computer lab manager assists the users in
figuring out what they can do with their new skills. A computer is a practical
tool with many applications, and the computer lab manager can help the lab
users see what some of these applications are and help them get started in
their use.
IT in Education. Computer lab managers are likely to encounter lab
users who are studying various subjects at either vocational or academic
institutions. Computers are a powerful educational tool for all learners from
the primary school to university levels. A valuable role for a computer lab
3
know very little about how a computer works in order to make it a useful tool
for learning or career improvement. Any curriculum that has a large amount
of theory included (particularly at the beginning of the course before any
hand-on practice occurs) should be revised to put greater emphasis on what
is practical and useful for the target audience.
Guiding Principle #2: Hands on Learning. Many computer tasks
are learned more easily and thoroughly through actual experience. Using a
computer is a process that involves both thought and action, so it makes
sense that learning to use a computer works best when both thought and
action are involved. Most computer users have probably had the experience
of being told how to perform a certain task only to forget the steps quickly,
or not understand them in the first place. When the users have a chance to
perform the steps themselves, and (even better) have a chance to practice
the steps multiple times, they are more likely to remember the actions
needed. With sufficient practice, some computer tasks, such as touch typing
(see more in section 2.7), will become automatic actions that do not require
any conscious thought process. Therefore, the computer lab manager should
make sure to include many opportunities for hands on learning and practice
in their curriculum. Some computer skill topics do not even need to begin
with a lecture, but can begin with students trying out the steps to perform a
certain action.
Guiding Principle #3: Immediate and Upcoming Benefit. The
computer is an amazing tool for helping improve productivity in the business,
development and educational worlds. If possible, learners should become
aware of this by making use of the computers to improve their own lives.
Therefore the computer lab manager should consider teaching skills and
using practice examples that are relevant for the learners either immediately
or in the near future. Topics that are not going to be of much value to the
learners should be avoided or given a lower priority. Below are some
examples of computer skills that benefit a specific target audience.
A group of primary pupils are learning how to write in complete
sentences. They therefore have touch typing lessons that include how
to use capital letters and periods (full stops). When they are practicing
with word processor, they type in their practice sentences and are
taught how to use the spell and grammar checkers.
A group of community learners is preparing for careers as small scale
entrepreneurs. When they are learning how to search the Internet,
their example searches focus on micro finance and cottage industries.
When learning spreadsheets, they practice with relevant budget,
income and expenditures for a small business.
A group of high school pupils is learning about graphing in their
mathematics class. Therefore in their computer lessons they are also
2.2.2.
Different Instructional Delivery Methods
The Traditional Group Lesson. The standard method of group
instruction is to deliver a lesson to an entire group and help everyone in the
class to follow along at the same pace. This can work well for computer
instruction in many circumstances if the instructor makes sure to do the
following:
Keep the room quiet enough for everyone to hear instructions, and
make sure that the focus of the learners remains on the specific group
task at hand.
Begin a new topic only when everyone has finished a previous task,
and introduce the topic clearly in a way that everyone understands.
Use assistants to work the room and quietly help individuals who do
not understand the instructions given.
Self Paced Instruction. Another option, which is particularly useful
when learners have very different needs or paces, is to offer self paced
instruction. Instead of keeping the entire group together, an instructor
begins a lesson by distributing instructional handouts that the learners can
follow individually. The learners then follow the steps on their own, or
perhaps with one similarly paced partner, and request help as needed. This
method works well if the instructor makes sure to do the following:
10
A strategy to use when there are plenty of computers but paper and ink are
in short supply is to pair students so that one student has the instructions up
on his or her computer screen (instead of having a paper handout) while the
other student performs the steps on a second computer. This approach can
also help develop team work skills if the two learners are encouraged to work
together to address any difficulties encountered.
Combination Lesson. The two methods described above both have
their benefits and drawbacks, and even within an individual class there may
be times when one method works well and times when the other method
works well. Therefore, a combination of both delivery methods could be
considered. For example, when a new topic is introduced, the instructor
might choose to keep the whole group together for an introduction and the
first practice examples. Then for additional practice and the addition of a
few related concepts, the group could work on a self-paced assignment.
2.2.3.
Managing Different Learning Styles
Not everyone learns in the same way. As an instructor its important to
be aware of the different learning styles that your students have so that you
can make an effort to accommodate these different learning styles. There
are many different ways of classifying learning styles (see the article
Learning Styles on www.wikipedia.org for a discussion), but one common
classification system is shown here:
instructor to assume that any class will contain individuals who are described
well by all of the learning styles mentioned above. Therefore a well prepared
lesson will include tools and techniques that are beneficial for all of the styles
shown above. For example, when giving a lesson on how to save a file to a
DVD, the instructor can begin by discussing why someone might want to
save to a DVD (auditory), pass around an external DVD drive (tactile), list the
steps for saving on the projector screen (visual) and give groups of learners a
chance to try to save to a DVD on their own (kinesthetic).
Table of Contents
2.3.
Planning, Organizing and Preparing for a Lesson
2.3.1.
Why Plan and Prepare?
If a computer lab manager has found and is using an existing
curriculum, he or she may think that no lesson planning or preparation is
necessary. Hasnt all of the work already been done? Despite the fact that
the lesson has already been written, however, there are some compelling
reasons that an instructor should still review the materials and organize a
lesson. First, a learner can
Tips for Preparing for a Lesson
certainly tell the difference
between an instructor who
1. Read through all of the learning materials
has prepared well and one
you plan on using for a lesson. Perform
who is just reading a
all demonstrations and do all practice
lesson for the first time (or
exercises in these materials. Make a note
after a long time). The
of any errors and make changes as
instructor who has
needed.
prepared is much more
2. Envision the mindsets and skill sets of
confident in delivering the
your learners. What areas are they likely
material, and
to have problems with? What topics would
demonstrates to the
benefit from further explanations,
learners that he or she is
examples or practice exercises?
engaged, skilled, and
3. Consider the available time and make an
taking the course seriously.
estimate of how much material you will
Second, reviewing a lesson
cover while allowing plenty of time for the
in advance can help the
learners to do hands-on learning and
instructor pick out difficult
practice.
spots in the material or
4. Consider the different learning styles
errors in the written
discussed in section 2.2.3 and think about
instructions. Then during
ways that your lesson can be appropriate
the lesson the instructor will be able to provide additional guidance or
redirect the group as needed. Tips for instructor preparation are shown in
the tip box here.
2.3.2.
Lesson Organization
A well organized lesson is much easier for a learner to follow. In a well
organized lesson, the topics flow well from one to another and the overall
picture of a lesson is easier for a learner to see. It is important to avoid
12
situations where a learner asks (or thinks) why are we doing this task? or
how does this relate to what we were just learning? A well organized
lesson also gives learners opportunities for review. It is often said when a
teacher has organized a good lesson they tell the students what they are
going to learn in the introduction, tell the students what they are learning
in the body of the lesson and tell the students what they did learn in the
conclusion. This repetition is an important part of helping learners cement
their new knowledge. Below is a further description of these three parts of a
well organized lesson:
Introduction. In this part of a lesson the instructor explains what is
coming up. This includes an overview of why the topic is relevant and
useful. It may also include a presentation of the key points to be
presented and an outline of the lesson.
Lesson Body. This is the main bulk of a lesson. It includes sub-topics
that all relate to an overall topic, and are organized in a sensible
manner. It should include opportunities for learners to interact with
the instructor by asking and answering questions, and also practice
with the skills learned.
Conclusion. This is when the instructor wraps up the lesson
covered. It should include at least some review of the topics
presented, and opportunities for the learners to practice or share the
skill they have gained. It could include a group question and answer
session or an opportunity for the learners to perform an exercise that
combines all of the skills learned in the lesson.
Below is an example outline for a lesson that is well organized and
incorporates all of the parts shown above. The topic chosen is an
introduction to animations in MS PowerPoint. The target audience would be a
group of learners that has already learned how to make basic presentations
using MS PowerPoint. The word brainstorm is used to describe a process
where the instructor poses a question to the group and receives ideas and
answers freely from the learners. It is important that the instructor show
appreciation for all ideas and answers, and keeps correction, criticism and
debate to a minimum in order to encourage participation and keep the class
moving forward. Answers that are totally wrong can be corrected, but in a
gentle and encouraging way.
A. Introduction
a. What are animations? The group brainstorms this question
and then the instructor show examples.
b. When are animations useful? The group brainstorms this
question.
c. When are animations not useful or annoying? The group
brainstorms this question.
13
Types of Assessments
15
Points
Possi
ble
2
Points
Earne
d
2
4
2
10
lab managers and other instructors keeps themselves well informed about
popular technological changes and adjust their curriculum as needed to
incorporate these needs. Older technologies that are no longer common can
also be omitted from the curriculum. One area of frequent change, for
example, is in tools for document storage. A curriculum that was prepared in
the year 2000 would have emphasized floppy drives, zip drives and CD-ROM
disks. To adapt this curriculum for 2010, zip drives could be omitted entirely
and floppy drives mentioned briefly, but the learners would still need to be
trained in the use of CD-ROMs. Additional storage devices to add would be
DVD disks, USB flash drives and external hard drives. The instructor might
also introduce online document storage.
Table of Contents
2.7.
18
areas of difficulty for the learner. Briefly describe the lesson you taught
and what you learned in the process.
2.8.4.Observe a skilled IT instructor in your community while he or she gives
an IT lesson. Take notes during the lesson, focusing on any teaching
techniques that you found particularly helpful. After the lesson, write a
summary of the experience including a brief description of the lesson,
and what you thought went well and poorly.
2.8.5.Survey a group of 20 computer users from your computer project (or a
local project/Internet caf). Ask them what brings them to the computer
lab, what computer skills they would most like to learn, and what role
they see computer use playing in their future career and educational
plans. Summarize your findings. Then recommend specific topics that
be taught in an IT course at that project.
2.8.6.Keeping Abreast of Changing Technology:
2.8.6.1. The word processors used in computer projects are gradually
changing, so keeping abreast of changing technology includes
knowing your way around different word processing software. Using
different computers at your project, or at a local Internet caf, try to
perform the same task in 3 different word processors. Some
possible tasks are: magnifying/zooming in on a document, inserting
a table, formatting a bulleted list, and cutting and pasting text.
Three examples of different word processors you might find are MS
Word 2003, MS Word 2007 and the OpenOffice.org Writer. Describe
the tasks you performed and how the steps were different in each of
the different word processors.
2.8.6.2. Experiment with a different kind of computer or operating system
than the one you are most familiar with. For example, if you are
most familiar with Windows XP, try using a computer running the
open source software Ubuntu. Or if you are used to using a desktop
computer, try using a small netbook computer. Try a few tasks that
you commonly perform such as searching for files, opening
documents, or connecting to a wireless network. Summarize your
findings, emphasizing any notable differences between the
machines/operating systems.
2.8.7.What is proper posture for computer use? Research this question on
the Internet as needed and then describe your findings. Does the
furniture in your (or another local) computer project allow the users to sit
with the proper posture? Why or why not? Can the furniture be easily
modified to allow for proper posture?
2.8.8.What is your touch typing speed? Find a free online tool or download a
program (for example, the Typing Master Typing Test, which can be found
at www.download.com) to assess this. Test your typing speed again one
week later (after doing the assignment below). Have you improved?
2.8.9.Practice your touch typing. One good program for this is the Rapid
Typing Tutor, which can be downloaded from www.download.com, but
other online tools are also available. Make sure that you practice at least
20
twice a day (15 to 30 minutes each time) for a week. Your instructor will
ask you to report on your progress.
2.8.10.
Lesson Planning and Delivery
2.8.10.1.
Plan a 30 minute computer skills lesson that you can
deliver to the group during your training workshop for this module.
You can choose any topic that you think is going to be useful in your
community. Be sure to organize the lesson well and include
opportunities for hands on learning. Practice delivering your lesson
to willing volunteers. During the course workshop you will have an
opportunity to deliver your lesson to the class.
2.8.10.2.
Design a relevant practice activity for learners to complete
after the lesson you prepared above. This should be a hands-on
activity that includes the majority of the skills presented in your
lesson. If time allows, you will deliver this activity to fellow students
at your training workshop.
2.8.10.3.
Design an assessment for the lesson that you prepared
above. Consider what type of assessment (from section 2.5.2) is
going to do the best job of showing you what knowledge and skills
have been retained by your learners. If time allows, you will deliver
this assessment to fellow students at your training workshop.
2.8.10.4.
Workshop Activity: deliver a lesson to your classmates.
During the workshop for this course, you will deliver the lesson that
you prepared above. If time allows, you will also deliver the practice
activity and the assessment. Your fellow students will play the roles
of the learners during the lesson.
2.8.10.5.
Workshop Activity: evaluate student lessons. Participate in
a group evaluation processes for your lesson and the lessons
delivered by other students in your workshop. This process should
include both an anonymous survey (written evaluation) and a group
discussion. During the group discussion, make sure that you provide
your fellow students with both positive comments and suggestions
for improvement.
2.8.11.
Workshop Activity: touch typing teaching and learning. During
the course of the workshop, participate in guided touch typing practice.
The first sessions will be delivered by an instructor, but later in the week
the instructors will assign students to lead the practice sessions.
Table of Contents
this section of the module, some of the challenges that a lab manager may
encounter with learners are discussed. In addition, some methods are
presented for receiving feedback from users in order to improve a course.
3.1.
Challenging Learners
All instructors have learners who are difficult for them. Perhaps they
are very slow learners, perhaps they are disrespectful, or perhaps they dont
show sufficient interest. Not all problems with challenging learners are easy
to address. It can take experience, gradually gained over time, for an
instructor to learn what the root cause is of some difficult behaviors, and
figure out the best strategies for addressing these behaviors. Below are
some good tips, however, for how to start off well with certain categories of
challenging learners.
3.1.1.
Adult Learners
Many adults who did not grow up using computers are challenging to
teach. Computers are likely to seem very strange and mysterious to them,
and they may not know how to start learning about them. They may also be
ashamed of their lack of knowledge and hesitant to expose their ignorance.
When working with these learners, it is very important to be encouraging and
reassuring. Let them know that they are not alone, that others have faced
the same challenges that they now face, and that they will not be ridiculed
for their lack of knowledge. Training for very new adult learners should start
at a very basic level, and include many opportunities for practice. This will
build the confidence of the learners as they master some basic skills. It is
also particularly important to teach skills that connect with the interests and
needs of the learners. The adult learners will be more motivated if they
know that the computer will be useful for them.
In school computer projects, some of the most challenging learners are
head teachers and other administrators. In addition to the issues described
in the previous paragraph, head teachers may also find it difficult to attend
training sessions due to their busy schedules or a perception that they
should not expose their ignorance to others in the school community. These
administrators should be encouraged to participate in all training programs,
but they may also benefit from one on one instruction in the privacy of their
office. A computer lab manager might assign an intern to deliver this
instruction so that the computer lab manager does not need to be absent
from the computer lab.
3.1.2.
Fearful Learners
Some new learners, particularly the adults mentioned above, are
fearful that they will break a computer if they push an incorrect button. It is
important to let these learners know that it is (almost) impossible that they
will damage a computer by making a mistake. Encourage them to take risks
and experiment freely when they arent sure what to do. The computer lab
22
manager then needs to reinforce this by taking a very positive attitude with
learners who have clicked the wrong button and gotten off track. The lab
manager should help them get back on track without criticism. It is even
useful for the instructor to demonstrate (through his or her actions) that he
or she doesnt know how to do everything on the computer. The instructor
might say lets see if we can figure out how to., and then either try
various techniques until getting it right, or demonstrate the use of a help file.
3.1.3.
Deaf and Visually Impaired Learners
While fully meeting the needs of deaf and visually impaired learners is
best done by a specially trained individual, it is good for a computer lab
manager to be as inclusive as possible in assisting these groups of learners.
For deaf learners, sign language interpretation of lessons would be ideal, but
if that is not available the instructor can make an effort to make lessons as
visual as possible. This could include using a projector to post written
instructions and to demonstrate the steps taken for a specific computer task.
The instructor may also choose to assign an intern or volunteer to work
individually with a deaf learner during a lesson. This person could write
instructions, point to the deaf learners screen and provide other guidance as
needed. Deaf learners can also be taught to customize a computer to avoid
the sounds that are a part of computer operation. For example, Windows
Vista includes options for replacing sounds with visual cues.
Partially sighted learners will benefit from increasing the screen
magnification or increasing the screen contrast, which also are options
available with Windows Vista. These learners may also need volunteers to
help them find some items on a screen or keyboard, so that they can follow
along with a lesson and participate fully. Fully blind learners will most benefit
from text reading and screen reading software. Some text-to-speech
software is available for free download on the Internet, but most of these
software choices will require the blind learner to ask for assistance to set up
a document to be read. The commercially available JAWS software is the
most popular screen reader option that makes a computer fully accessible for
a blind user to independently operate it. This software is expensive, but
there may be options for organization in developing countries to obtain
licensed copies at lower prices. Sight Savers International
(www.sightsavers.org) is working on issues related to accessible technology
and accessible education in many countries around the world.
3.1.4.
Learners with Attendance Problems
Computer lab managers will at some point encounter learners who sign
up or agree to participate in computer lessons but then attend poorly. There
are various reasons for poor attendance, and the lab manager shouldnt just
assume that it is because the learner isnt taking the course seriously
(although that always is a possibility). The manager should try to find out
the reasons for the poor attendance and see if there is anything that can be
23
done to assist with the problem. Do the learners have schedule conflicts that
prevent attendance? If so perhaps a schedule change can be made that still
works for the other learners in the class. Has the learner or a family member
been ill? If so perhaps the lab manager can offer to hold a catch-up session
for this learner (or ask an intern/volunteer to hold this session).
It is important, however, that an instructor avoid holding an entire
group back because of the attendance problems of some learners. Those
who have been attending well will end up feeling as though they have
wasted their time. Their effort and commitment needs to be honored. In
addition, if some of the learners with attendance problems see that the
group will take extra time to review material for them, they will have less
incentive to try to attend well.
Table of Contents
3.2.
3.3.
Receiving and Using Feedback from Learners
3.3.1.
Why Solicit Feedback
Many instructors are intimidated by the idea of receiving feedback
(input, ideas and course evaluations) from learners. It can be disheartening
for an instructor to receive feedback that implies that the instructor did not
perform well or was not liked. In a good feedback system, however, the
instructor should find that the commentary is more informative and less
personal than he or she fears it will be. Feedback can be a valuable tool for
refining and improving a course before offering it again. It can also be a way
24
25
Formal Group
Evaluation. At the end of
a course, it is useful to
allot time for a group
evaluation session. This is
a chance not only for the
learners to give their
opinions about their
current course, but also for
new ideas to be shared for
either this course or other
training programs.
Hearing the opinions of
others can result in these
opinions being used to
formulate new ideas for
course improvement or
extension. It is important,
however, to make sure
that ideas are shared
primarily in a brainstorm
fashion, where ideas are
thrown out to the group
without being debated
extensively. All ideas
should be welcomed and
encouraged, and any
disagreements addressed
only briefly and
respectfully. See the tip
box here for further advice
on running a group
evaluation process.
Written Individual
Evaluations. There may
be some individuals who
do not feel comfortable expressing their opinions in a group setting. There
may also be some learners who have negative feedback to give that they
would prefer to share anonymously. For these reasons, it is valuable to
provide written evaluation forms (written surveys) for participants to
complete at the end of a course, as well as time for the individuals to
complete the forms. When preparing evaluation forms, it is good to include
some questions that can be answered quickly and compared easily when the
evaluation forms are being reviewed later. For example, some multiple
choice questions can be used (such as Which answer best describes your
26
opinion about the pace of this course?) or questions that ask users to rate
different aspects of the course on a scale from one to ten (for example How
useful do you think the skills you obtained in this course will be in your daily
work? A rating of 10 means that you think the skills will be extremely useful,
and a rating of 1 means that they will not be useful at all). When preparing
these questions, the instructors should make sure to avoid bias and instead
ask questions that are equally likely to produce positive or negative answers.
It is also good to include some questions that allow the learners to answer
freely and provide opinions that they may not have had an opportunity to
express otherwise. For example a useful question might be Do you have any
other opinions or suggestions about the delivery methods used in this
course? An instructor could consider using an online survey generator to
prepare and deliver these evaluation surveys. Online survey generators are
discussed in Module 4, section 4.4.3.
3.3.3.
Using Feedback
Once the feedback has been received, its important that it be used as
a learning tool for an instructor and anyone else involved in planning and
implementing a training program. An instructor should make a summary of
the feedback received, and present it at the next meeting of the planning
team for the training program. If it is an ongoing project, the team can then
discuss how to use the feedback to improve the training in the future.
While an instructor might be tempted to take negative feedback about
his or her instructional methods as a personal affront, it is important for the
instructor to remember that he or she asked for the advice and it was
provided as a tool for improvement. There may be some feedback that the
instructor can dismiss as inappropriate or irrelevant (such as I did not like
his green suit), but most of it should be considered carefully, even if it
demonstrates a very different perception about what happened during a
course. If, for example, a learner reports that her questions were not
addressed, but the instructor cannot recall ever ignoring a raised hand, this
may teach the instructor that he needs to pause occasionally to ask
specifically are there any other questions? or scan the room thoroughly for
raised hands.
Table of Contents
3.4.
Assignments/Activities
3.4.1. If you are already teaching computer skills, have a private discussion
with a reluctant learner. This could be someone who is enrolled in a
course but not showing signs of interest, or a community member who
has refused invitations to participate in a course. See if you can find out
why he or she is not interested or if there are other reasons (such as fear
or scheduling conflicts) that are preventing involvement. Summarize
your findings.
27
he or she is passionate about. The lab manager should feel free to follow
these passions in a visible and encouraging way. True enthusiasm is
infectious, and should start significant interest in the learners. For example,
if a computer lab manager loves digital photography, he or she could take
photos of the computer lab users and display them on computer desktops or
make a presentation to share at the beginning of a class. Soon the learners
would want to try and add their own images. If a lab manager has a keen
interest in local politics, he or she could begin each day by sharing a
selection of headlines from a local online newspaper. As a result lab users
may be encouraged to go online and read more for themselves.
One of the main reasons for students to learn how to use a computer is
that it is an extremely valuable learning tool for them, whether they are
studying academic or vocational subjects. Computer lab managers should
emphasize this point and facilitate the educational use of computers
whenever possible. The rest of this section is a description of some of the
key educational uses of computers for both students and
teachers/instructors.
Table of Contents
4.2.
29
There are myriad IT tools that a teacher or lecturer can use to facilitate
and improve instruction and learning. Some of the more common, affordable
and available tools
Tips for Creating and Delivering a Good
and techniques are
Presentation
described here. The
computer lab
1. Dont try to make one presentation to cover
manager can
everything in your curriculum. Choose a small
demonstrate these
topic, such as what you would cover in a single
ICT tools by using
lesson.
them in his or her
2. Use the different slides in the presentation to
courses, or partner
organize your lesson. For example, after the
with teachers to
title slide, your next slide should be an outline
help them use these
of the presentation, followed by another slide
tools to add content
introducing the topic. The next few slides
to their academic
should each cover a different subtopic. Then
and vocational
the presentation should end with at least one
courses.
review, summary or conclusion slide.
3. Do not pack slides with too much content.
4.2.1.
Think of each slide as covering only one main
Presentation
point
Software
4.
Do not pack slides with too many words.
Presentation
Otherwise your learners will spend all of their
software such as
time reading the slides instead of focusing on
Microsoft PowerPoint
you. A good target maximum is 20 words per
or OpenOffice.org
slide.
Impress are great
5. Add helpful visuals and animations. An
ways to create
example of a helpful visual would be including a
visually interesting
photo of an eroded hillside when discussing soil
and well organized
losses in agriculture. An example of a helpful
lessons and tutorials
animation would be to have some text appear
for learners.
only after a mouse click. This is useful when
Teachers can easily
quizzing learners before revealing an answer.
master the basic
6.
Avoid distracting animations. While initially
techniques of using
entertaining, spinning and dancing text and
presentation
pictures will soon distract from the educational
software and then
content of a presentation.
create customized
7.
When delivering a presentation, use the slides
lessons for their
as reminders or cues for information you wish
students. If the
to deliver orally.
computer project or
8. When delivering a presentation, face your
educational
audience as much as possible. Refer to the
institution is
slides as needed to emphasize your points and
fortunate enough to
to point out helpful images, but remember that
have an LCD
projector, then the instructor can use the presentations as a part of their
lessons. Many instructors around the world now teach regularly with
30
presentations used to help them organize and add visuals for their lessons.
The tip box here includes some tips for creating helpful presentations.
If an institution does not have a projector, it is still valuable for
teachers to create presentations for their pupils. If these presentations are
made available on the computers in the computer lab, individual learners
can come in and view the presentations on their own for review. In
communities where text books are in short supply, these presentations are a
valuable source of information for learners.
4.2.2.
Educational Software/Applications for Education
There are a variety of software tools (applications) that teachers and
students can use to assist instruction. One large collection of applications
and other ICT tools for educators is found at this collaborative website:
http://indispensabletools.pbworks.com/. A few examples that are likely to be
useful in developing countries are described below. All of these are tools that
can be downloaded (free of charge) and then used offline. There are many
more online tools and resources available, some of which will be discussed
below or in Module 4.
Content Generator. This company offers several downloadable tools
for creating learning games/quizzes. Learn more at the website:
http://www.contentgenerator.net/.
CourseLab. This is a powerful but easy-to-use tool for creating
interactive e-learning lessons in any subject. It is available for
download from the website: www.courselab.com. Examples of elearning lessons created using CourseLab are available on the website
showcase. Completed e-learning lessons could be distributed via CDROM disks or made available on computer lab computers.
CueCard. This is a downloadable application for creating electronic
flash cards. An instructor can create a set of flash cards for studying
any subject, and then share them on the computers in a computer lab
for the learners to study. For more information see the website:
http://wadeb.com/cuecard/
FreeMind. This mind-mapping software can be used by teachers and
learners to visually represent, organize and reorganize ideas, words or
tasks. It is a useful tool for organizing a project, writing a report or
solving a problem. It is available for download from the website:
http://freemind.sourceforge.net/wiki.
PhotoStory. This downloadable program for Windows XP users turns
digital photos into a story by adding special effects, captions, music
and voice narration. A teacher can use this tool to easily create and
share photo based lessons. It is available from the website:
http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoSt
ory/default.mspx
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4.2.3.
Multimedia
Multimedia presentations are those that make use of multiple types of
media such as text, images, videos and sounds. These presentations can
add quite a bit of excitement to any lesson. Making multimedia
presentations takes a bit of time and patience, but there are some tools
available now (such as PhotoStory, described above) and Windows Movie
Maker, that make that task quite reasonable. Students can also learn how to
make multimedia presentations as a part of school projects.
One emerging use of multimedia is for digital storytelling. In digital
storytelling, people use digital (multimedia) tools to tell real-life stories. The
usual outcome is a short video that can then be shared on the Internet. For
more information about digital storytelling and how it can be used in
education and community development, see the Wikipedia Article:
http://en.wikipedia.org/wiki/Digital_storytelling.
Table of Contents
4.3.
4.3.2.
34
for lab managers to use (and share with others) for evaluating website
reliability and bias.
Tips for Evaluating Website Reliability and Bias
1. Look at the end of the domain name for a website to learn more about
the organization that provides the web page: .gov is for government
agencies, .edu is used by educational institutions, .org usually
refers to nonprofit organizations and NGOs, and .co and .com refer
to commercial organizations.
2. To learn more about a websites purpose or hosting organization, click
on the About Us link present on most websites. Also search for
information about partner organizations or sponsors.
3. Think about the biases that might be caused by the organization that
has written or sponsored the website. For example, if a website
providing information about environmental issues is sponsored by an
oil company, it is likely that the oil company has asked the author to
avoid environmental topics that might show the oil company in a
negative light. In another example, if a website on nutrition topics is
owned by a company selling weight loss drugs, the information on the
website could be biased in a way that encouraged readers to purchase
their weight loss drugs.
4. Consider the reliability or expertise of the authors of individual articles
found on the web. In some cases the authors background and
qualifications will be stated on the web page and in other cases a web
search for the authors name can find helpful information such as
degrees, employers or critics. It is important for web users to know
4.3.4.
Academic Papers and Citing Sources
Computer users who are studying in high school, college or university
courses may use the Internet to find sources of information for research
papers that they have been assigned. While this is certainly a good use of
the Internet, students need to make sure that they are using sources that are
acceptable for the paper they are writing. For example, many instructors will
not permit students to use encyclopedias as sources, and will only accept
websites that contain articles describing original research. Some instructors
may also only permit information that comes from educational websites (with
the .edu extension on their URL), in order to avoid the biases that might
come with commercial websites (with the .co or .com extensions).
Once a student has found acceptable websites for a research paper, he
or she also needs to know the appropriate methods for incorporating these
sources into the research paper and recognizing all authors for their work.
For example, it is never appropriate to copy word for word from a source
(whether a web resource or a book) without putting the copied text inside
quotations and providing a footnote that indicates the source of the material.
Information which has been paraphrased (modified slightly) but is taken from
35
a single source also needs to have a footnote. In addition, all sources used in
a research paper in any way should be cited in a bibliography, as has been
done with this module. If a student or other researcher does not include
quotations, footnotes and citations, as described here, he or she is guilty of
plagiarism. Plagiarism is unethical because it involves taking credit for the
intellectual work of others. In most academic institutions it is also cause for
significant disciplinary action possibly including loss of course credit,
suspension or expulsion from the institution.
If a computer lab manager is assisting lab users with research papers,
he or she should educate the lab users on the importance of using
appropriate sources and citing these sources properly in their research
papers. There are several different citation styles used for professional
quality research papers, and if possible a student should find out which style
is recommended (or required) by the students instructor or institution. Two
commonly used citation styles are MLA (www.mla.org/style) and APA
(www.apastyle.org). The websites for these organizations provide
introductions to their styles and guidelines for users. The bibliography for
this document was written using the APA style, with guidance provided by
the referencing tools built in to Microsoft Office 2007.
4.3.5.
Organizing and Sharing Web Resources
Most computer users have had the experience of finding a useful web
page, copying the web address (URL) down for later use and then
discovering that they made a mistake when copying the URL and cannot find
the website anymore. When these experiences have happened frequently
enough, computer users have moved towards developing systems to save
web addresses. Some users save the web addresses to the Favorites folder
(in Internet Explorer) or the Bookmarks tab (in Mozilla Firefox). These tools
make it very convenient for a user to save and organize websites, but they
are unfortunately not easily accessible to users when they switch computers,
and shared computers will include the favorites or bookmarks for all of the
users. Another method is for a user to copy URLs and paste them into a
document or spreadsheet, adding text as needed to describe the website.
This method can also be used for an individual to keep track of their
usernames for websites that they have had to join or subscribe to.
A third method (known as social bookmarking) is to use an online
service to store and organize websites of interest to a user. The Delicious
website allows a user to save and organize bookmarks (including web
addresses and key words) for websites of interest on any topic. The user
then can access these bookmarks from any computer connected to the
Internet. A teacher or instructor can also use Delicious to share bookmarks
on a specific topic with students. It is available for free use online at:
http://delicious.com.
36
4.3.6.
Group Research Projects
A computer lab manager in an educational project might choose to
help a teacher set up a group Internet research project for his or her pupils.
These sorts of research projects are valuable in that they allow the group to
collectively find out more information than one individual could learn alone,
and they also help develop teamwork skills amongst the learners. One
example of a collaborative research project would be an English teacher that
would like a group of pupils to research about the lives of various
contemporary African writers. She could divide the class into groups and
assign each group a list of names to research. She could also ask the groups
to find some additional writers from African countries that interest them. She
would specify the type of information that she would want them to find about
each author. Each group would need to divide up the research among
different members of the team, and then meet back together to share what
was learned and prepare a presentation or report for the class.
An increasingly popular tool to help teachers use the Internet as a part
of group projects is called a Webquest. This is an assignment or activity,
usually for a group of learners, which teaches academic concepts through
real life scenarios. Addressing the questions or problems posed in the
assignment usually involves Internet research. The webquest model is now
used by teachers around the world to create inquiry-based lessons and to
make productive use of the information available on the Internet. A teacher
can create his or her own webquest, or use the numerous existing webquests
that can be found on the Internet. For more information about finding and
creating webquests, see the following websites: www.webquest.org and
http://questgarden.com.
Table of Contents
4.4.
they need more resources for. Then use the web pages described in this
section as a starting point for you to find some resources that target the
needs of this teacher. Write up a list of the websites and the information
you found there to share with the teacher.
4.5.5.Practice your own Internet search techniques. Find a very specific
subject that you would like to find information on, and search until you
find the information you are seeking. Write up a description of the
information you were looking for and then list the keywords that in the
end were the most useful for you.
4.5.6.Start your own account on Delicious and begin saving and organizing
web pages of interest to you. Share your username with your instructor
(for this course) so that he or she can see what you have saved.
4.5.7.Search for information on a vocational subject that is relevant in your
community. It could be a topic related to agriculture, entrepreneurship,
or any sort of small scale production/manufacturing. Summarize the
topic you were looking for and the sort of information that you found.
4.5.8.Choose a specific topic that you are very familiar with, and search until
you have found three websites that discuss the same topic. Then
compare the three websites, evaluating their reliability and bias. Look
for clues based on who wrote or sponsored the websites as well as your
own knowledge base in the field. List your overall topic, the three web
addresses and then summarize your thoughts on each website.
4.5.9.Using either the MLA or the APA style, prepare a properly formatted
bibliography for the websites you used in the previous assignment. For
tutorials and guidelines on these styles, see the web addresses in
section 4.3.4.
4.5.10.
In computer projects with limited access to the Internet, it can be
useful for a computer lab manager or an instructor to save a website for
offline use by learners. Experiment with your Internet browser to figure
out how to save a web page and a web site. What is the difference
between saving a web page and saving a web site? What steps are
involved for these tasks? Are the saved web sites just as useful as the
live online versions? Summarize your findings.
4.5.11.
Research webquests for your institution (or a local school). Using
the web pages described in section 4.3.6 as a starting point, find out
what sort of webquests are available that would be useful locally. Write
up a summary that you can share with the teachers or lecturers.
4.5.12.
Partner with a teacher to help them use an existing webquest
(found on the Internet) with one of their classes. Write up a summary of
how the webquest was used. Include a brief analysis of the ways you
thought the project was successful and not successful.
4.5.13.
Evaluate a Wikipedia entry on a topic that you are familiar with.
Does the information there seem to be both correct and thorough? If you
were going to edit the web page for that topic, what changes would you
make?
40
4.5.14.
Experiment with editing a Wikipedia entry. Learn about the
process, and then see if you can make a small (and appropriate) change
to a Wikipedia page. Summarize the process.
4.5.15.
Workshop Activity: Share the presentation you created in
assignment 4.5.3 with the group. Then participate in an evaluation
session so that you can refine your presentation for future use.
4.5.16.
Workshop Activity: Participate in a role play explaining to an
administrator (at an educational, vocational or community project) that
IT is more than just learning about office skills. Focus on ways that IT
can be useful in helping their organization meet their goals.
4.5.17.
Workshop Activity: Participate in a search competition with your
classmates using one of the methods:
4.5.17.1.
Your instructor will assign a specific question and you will
see who can find the answer to the question the most quickly.
4.5.17.2.
See how narrow a search you can perform. Your instructor
will assign a specific topic, and then see who can find the most
relevant answer. In general you will find that the fewer search
results you obtain, the more success you are having in finding
results that are relevant and focused on the assigned topic. As you
narrow your search, try to add terms that eliminate the results that
are not useful.
4.5.18.
Workshop Activity: Demonstrating a webquest. Find a webquest
online that is relevant for a population that you are likely to work with in
the future. Study the webquest and consider how you would
use/implement it for a group of learners. Then participate in a role play
where you are introducing and demonstrating the webquest. Your fellow
students will play the role of the learners in your class.
4.5.19.
Workshop Activity: As a part of team, build a webquest for any
academic subject or class that your team chooses. See the website:
http://www.webquest.org/index-create.php for guidance on creating a
webquest.
Table of Contents
42
6. Overall Assignments/Activities
6.1.
Evaluate your own knowledge and skill. What do you still want to learn
to improve your abilities in instruction and facilitation of learning? Develop a
plan to gain these skills, and discuss this plan with your supervisor.
6.2.
Have a discussion with your steering committee or supervisor about
instruction and learning in your computer project.
6.2.1.Option 1(For people involved in educational projects) Help them gain
an understanding of the importance of IT as a learning tool (as opposed
to just learning IT skills). Use relevant examples and demonstrations
where possible. Summarize the discussion and any important outcomes.
6.2.2.Option 2 (For any type of computer project) Address the following
questions about your computer project: Do the learning opportunities
provided meet the organizations goals? Does the schedule match the
needs of your target audience? Are there special populations of learners
that are not being served? Summarize the answers to the questions.
6.3.
Workshop Activity: Obtain a copy of the UNESCO Bangkok ICT in
Education Teacher Training Series disk titled Free Software for Educators
from your instructor. Browse through the disk and then participate in a
follow up group discussion about what useful resources were found.
6.4.
Workshop Activity: As a group, discuss topics that you think the local
community could use more information on. These topics could be anything
that is locally relevant such as a specific agriculture topic, malaria
prevention, or even automotive repair. Then agree on one topic for
everyone to research in teams of two. After researching, report back to the
group on the best resources your team found. Also discuss ways that these
resources could be effectively shared with members of the community.
6.5.
Workshop Activity: Participate in a workshop evaluation process.
Table of Contents
44
www.alison.com
www.gcflearnfree.org
www.itrainonline.org
www.telecentreacademy.org
www.download.com
www.microsoft.com/enable
http://indispensabletools.pbworks.com/
http://www.contentgenerator.net/
www.courselab.com
http://wadeb.com/cuecard/
http://freemind.sourceforge.net/wiki
http://www.microsoft.com/windowsxp/using
/digitalphotography/PhotoStory/default.msp
x
http://www.sequencepublishing.com/thesag
e.html
http://quizboxes.com/
www.ischool.zm
www.aluka.org
www.bbc.co.uk/schools/
www.educationindex.com/education_resour
ces.html
www.s-cool.co.uk/
www.skoool.com
www.thinkquest.org
www.mla.org/style
www.apastyle.org
http://delicious.com
www.webquest.org
http://questgarden.com
www.qedoc.org
www.wikibooks.org
www.wikieducator.org
www.wikipedia.org
www.moodle.org
Table of Contents
45
8. Bibliography
American Psychological Association. (2010). The Basics of APA Style. Retrieved
March 17, 2010, from http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
Buddie, D. (2009). Indispensable ICT Tools for Teachers. Retrieved November 5,
2009, from http://indispensabletools.pbworks.com/
Learning Styles. (2010). In Wikipedia, the Free Encyclopedia. Retrieved March 19,
2010, from: http://en.wikipedia.org/w/index.php?
title=Learning_styles&oldid=350795388
Modern Language Association. (2009). What is MLA Style? Retrieved March 17,
2010, from http://www.mla.org/style
National Centre for Technology in Education (Ireland). (2009). Special Needs and
ICT. Retrieved November 25, 2009, from: http://www.ncte.ie/SpecialNeedsICT/
Telecentre.org. (2008). Trainings Commons Modules. Telecentre Academy. March
17, 2010 from http://www.telecentreacademy.org/browse/Detailed/2684.html
UNESCO. (2009). ICT in Education Teacher Training Series: Free Software for
Educators (CD-ROM). For more information see:
http://www.unescobkk.org/education/apeid/
UNESCO. (2009). ICT in Education Teacher Training Series: Web Tools for Educators
(CD-ROM). For more information see: http://www.unescobkk.org/education/apeid/
Zambian schools as a part of the Seattle Academy Zambia Program. Ms. Neff
starting working with ZPT in 2006, assisting their efforts to support school
computer projects in Zambia. She is currently a consultant specializing in IT in
Education. For more information please contact her at heidi.h.heff@gmail.com.
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