Using Theme-Based Training to Teach Computer Skills to the Public Instructor: Cheryl Gould...

Using Theme-Based Training to

Teach Computer Skills to the Public

Instructor:Cheryl Gouldgouldc@infopeople.org An Infopeople WorkshopFall-Winter 2006

This Workshop Is Brought to You By the Infopeople Project

Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis.

For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.

Today’s Agenda

Why use theme-based training Template for developing trainings

1 to 1.5 hours for the public

Skills for teaching computer classes Planning and promoting your class

Why Teach Computer Classes?

Computer literacy is critical

Many library resources available online

Library as lifelong learning institution

Keep the libraries relevant in the minds of our

customers

Training Staff Versus the Public

Staff need to learn to perform better can require learning possible consequences

Public no idea why needs to be fun needs to be relevant to a wide audience

Use Themes to Create Interest

High motivation to learn

Fun

Can interest learners of all ages

Serve different library users

Themes from Hibbing PL

1. Go to: http://www.hibbing.mn.us/

2. Click on Hibbing Public Library

3. Click on Computer Classes

4. Click on Lesson Plans

What are Your Objectives For Public Training?

Improve computer competency

Use Library resources

Love the library

Love you

Competencies to Teach

Vocabulary Use the Internet

Bookmarks Navigating Evaluating websites

Copy and paste to Word Save a file Print results or save to disk Use libraries digital resources

Advanced Competencies

Evaluating websites Use keyboard shortcuts Searching tips Using library databases Search for e-books/audio/video on topic Blogs Podcasts

Objectives (SMART)

Specific state desired results in detail

Measurable (observable) use verbs that describe what trainees will learn

Action describe an action that the trainee will perform

Realistic achievable

Time frame how long will it take the trainees to learn the skill?

Print Material to Create

PowerPoint printout Exercises Annotated bookmark list Checklist to evaluate websites Cheat sheet/How to Evaluation form

Find Appropriate Web Sites

Start with who you trust Lii About.com Library website

Google Search Yahoo Directory? No more than 10

How Will They Get to the Websites?

HTML file accessible on the Internet Word file with clickable links on:

floppy/CD/USB drive library website Internet

Preset bookmarks on each computer Printed list for them to type in addresses Create a blog at blogger.com (it’s free)

Create Exercises for Individual Work

Let people go at their own pace Help them be successful

Do you need screen shots? Tell them what they are doing THEN tell them the steps to do it Use outline numbering Have bonus question

Choose File > Save As Type yourname Click OK

1. Word

2. Excel

3. PowerPoint

Bullets or Numbering? Bullets or Numbering?

1.1. Choose File > Save AsChoose File > Save As

2.2. Type Type yournameyourname

3.3. Click OKClick OK

WordWord

ExcelExcel

PowerPointPowerPoint

1. Click on File > Open

2. Select abc.doc from the list of files

3. Go to the end of the document by pressing <Ctrl><End>

OR

1. Open the Word document abc

2. Move to the end of the document by using a shortcut key

Thinking vs Following StepsThinking vs Following Steps

Formatting Handouts in Word

Lots of white space No less than 12-pt type Use bullets and numbering Indent for readability Bold headings Borders Clip art/graphics/photos/Wordart

Skills for Teaching Computers

Promote proper use of terminology use correct names of screen parts while you point

to them Use cursor correctly

point to what you are talking about click a menu and highlight the choice you want

them to make; don’t move on until they’ve gotten where you want them

narrate what you are doing WHILE you do it

Skill Learning

People need to: drive know why they care see a demonstration of complicated tasks

Show most efficient way – not three ways teach universal skills when possible

Allow individual practice Encourage questions

Have group follow click by click (if you get good at keeping the group together)

Who Should Teach

Someone who is excited when people learn something

Patient Not necessarily the computer expert Flexible - good at responding to how the

learner is doing and able to change course Remembers what it’s like to learn something

new

Use Questions

Get people involved Check understanding Move from passive to active brain Wait for 10 seconds for an answer Ask questions that provoke thought

What are the pros/cons? How would you use this? What would you try?

Training the Public

Be positive Use universal examples Teach in small chunks Give them time to explore They don’t have to learn anything in

particular, so anything they learn is a plus

Find Out Who’s in the Room Mini Needs Assessment

questions answered by show of hands raise your hand to show them you want them to raise theirs

Find out experience level for you for them, too!

Have them self-rate on scale of 1-5 computer experience Internet experience use of library resources

databases e-books other?

Plan Time for Sharing

Adults like to share what they know

Often what’s most valuable is what they learn from others in the class

You don’t have to be the expert

Follow the Template Introduction

self, class, material, length of class Mini Needs Assessment

figure out what your learners know Teaching Point

exercise Teaching Point

exercise Teaching Point

exercise Opportunities to Learn More Evaluation

Handling a Variety of Learners Let people know what you expect them to get Give permission to forget by having handouts to

support learning tell them about handouts at beginning and refer to them

during training

Have bonus questions on exercises Pair people up when necessary Help slower learners during individual exercise time Teach to the middle of the class – not the fastest,

not the slowest

Difficult Learners

I’m afraid I’ll break it try, try, try – discuss rebooting as last resort

It’s not working – I can’t do it slow down, deep breath, read the screen, try,

learn Ctrl Z and cancel

Know it all give advanced tips, bonus questions, have them

help slower learners

Planning a Training Event

Timeline Checklist

room setup equipment needed advertise

Class size to share or not to share a computer

Prerequisites Sign-ups?

Day of Training

Room setup Equipment working Sign in sheet Install your PowerPoint

flash drive CD/DVD networked drive

Test crucial sites Have evaluation form

Promoting Training

Flyers in the library outside the library

Your website Inform library staff News releases/radio/TV Partner with groups who share your

theme

Use Evaluations

Don’t take bad ones too seriously Learn from every evaluation Make changes Try new things

different Intro icebreakers exercises in pairs use more questions