Using Theme-Based Training to Teach Computer Skills to the Public

Instructor: Cheryl Gould [email protected] An Infopeople Workshop Fall-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

Bullets or Numbering?

   Choose File > Save As Type

yourname

Click OK  1.

2.

3.

Choose File > Save As Type

yourname

 Click OK 1.

2.

3.

Word Excel PowerPoint     Word Excel PowerPoint 

Thinking vs Following Steps

1.

2.

3.

1.

2.

Click on File > Open Select abc.doc from the list of files Go to the end of the document by pressing OR Open the Word document abc Move to the end of the document by using a shortcut key

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