Archive for the ‘training’ Category

Libraries and Web 2.0

May 17, 2008

The Public Library of Charlotte and Mecklenburg County started a learning program for its employees a few years ago called 23 Things. It was intended to help people learn about new Web technologies that have changed the way we interact with the Web. It was evidently successful, and other libraries followed suit, using the formula and exercises set out by the Charlotte and Mecklenburg County Library.

Their site says that (as of May, 2006) there are over 200 libraries who are using their Web 2.0 (23 things) learning tool. It’s a pretty neat set of exercises. But I have some suggestions for anyone in a library thinking of implementing this program.

  1. Don’t have all your employees sign up for Gmail to be able to use Blogger (which is now owned by Google). They can get a Blogger account with any active e-mail address. When Google sees 300+ or 100+ or even 50+ e-mail accounts being generated, and accessed, from the same IP address, and Blogger accounts instantly created with those accounts they’re going to think one thing: Spammers! Actually they aren’t doing the thinking, they set up bots to capture just those types of events, so they don’t have to think about it. Once you’re flagged as a spammer, forget trying to get the e-mail account unblocked.
  2. Unblock the content you want staff to be able to access. This would be a good time to take a closer look at just what your filter is blocking and whitelist those inocuous sites you want the staff to be able to play with.
  3. A lot has happened since 23 Things first appeared. If you are going to encourage learning technology, don’t limit the discussion and exercises to old technology. Do a little research, hang out at technology conferences, follow technology feeds, talk to a tech-savvy person, and find out what is current and what is coming down the pike. Then change or add to the discussion to make the exercise current and relevant.  Seriously.  Others have already made changes.  You can, too.
  4. If you haven’t already, read The Cluetrain Manifesto, available online or in print.  This really is an absolute must for administrators, whether you’re doing the 23 Things or not.

And, of course, you deserve great commendations for taking this step into Web 2.0.  Welcome!

Excellent training guide

November 27, 2007

This comes from Karen Vargas, via the Seniorserv discussion list. The National Institute on Aging has created a Toolkit for Trainers, with guides and curriculum for use in training seniors in Web skills and finding health information. From the press release:

Trainers who download the toolkit at <> will receive a set of materials they can customize to their students’ skill levels and interests. These include lesson plans, student handouts, Web searching exercises and illustrated glossaries. An introductory video gives a quick overview of the curriculum and a glimpse of Internet classes in action. Tips on how to set up a senior-friendly computer classroom also are provided

I have only glanced at the class materials. What really caught my eye was the “Quick Tips for a Senior Friendly Computer Classroom,” under “Training Tips” near the bottom of the page. It is a nicely done PDF with a very organized way of looking at training seniors. There are several suggestions I had not thought of before (or hadn’t thought seriously about), such as asking the students if they are comfortable being addressed by their first name, and providing space on handouts for students to take notes. I can attest that the rest of the suggested tactics work well (full disclosure: one of my articles is cited in the bibliography).

There are only a couple suggestions I would take issue with. The first is the suggestion to keep class length to around 90 minutes or less. My rule of thumb, from experience, is 60 minutes or less. The other suggestion is to have students work in pairs during hands-on activities. It sounds like a good idea and does work well some of the time. But on many occasions I have also seen pairing students become a detriment to one of the two students. This usually happens when one is significantly more advanced on the computer than the other, or when the two are married. In both cases, one will dominate and the other will passively allow the other to control the session, and learn nothing.

That said, this is a guide that should be in every trainer’s hands as they prepare for classes and training sessions with seniors. Definitely check out the materials.

Connecting the Disconnected: Tip #8

October 31, 2007

Nearly everyone who takes computer classes at our library does not want a book about how to use a computer. The typical response is, “I can’t learn by reading a book. I have to be shown how to do it.” There are many different learning styles. Some learn by watching. Some learn by listening. Some learn by taking notes. Some learn by doing and re-doing. All of us learn from mistakes.

Older adults, although they are more careful, in order to avoid making mistakes (one of the reasons they go more slowly), and despite their best efforts, will make mistakes while learning to use the computer. To those of us who grew up with computers or live with computers now, the mistakes can seem pretty incredible. More importantly, those newbie mistakes are usually easy to fix, so the typical response is to just fix it for them with one or two mouse clicks.

With very few exceptions, however, it is better to allow them to fix their mistakes by telling them what happened, why it happened, and walking them through, step by step, how to fix it. Although it takes longer, if they made the mistake once, they will probably do it again, so learning how to fix it themselves is important. It also helps take the mystery out of computers and raises their confidence level. Sometimes we even help them make a mistake, if it’s a common one, just to teach them how to fix it. For example, sooner or later they are all going to click the right mouse button and get a popup context menu. So, when training novices, we tell them to click the right mouse button, then explain what they are seeing and why, and how to close the popup menu.

Tip #8: Mistakes are learning opportunities. Teach them how to fix their mistakes.

Connecting the Disconnected: Tip #7

October 20, 2007

The older we get, the more we know. But sometimes that gets in the way of learning (see Tip #5). The process of learning, of itself, becomes more difficult due to factors in aging. Learning new concepts for familiar terms inserts a certain level of confusion into the process, enhanced by the declining ability to exclude the prior associations with those terms in order to learn the new associations. Frequently combined with this is a decline in hearing, caused by both physical and cognitive factors. The physical factor is the declining ability to hear sounds. The cognitive factor is the declining ability to distinguish sounds, caused by cognitive slowing and by neural noise (random signals that are unrelated to actual stimulus). This means what is actually getting through (what can be heard) is getting lost in distractions of prior associations and unrelated associations as the person attempts to “decode” it and make sense of it, causing increased difficulty in understanding what is being said. When this happens in the context of learning new terms and concepts, the ability to hear and understand becomes even more strained.

Rapid speech is obviously not going to work well with this group in a setting where they are learning something new. But slowing down the speed will not completely solve the problem. It is just as important to be very precise and explicit, and to enunciate clearly. Keep in mind many consonant sounds are similar. To older adults with hearing problems, words like com and con sound the same, and they may not have learned enough about the Internet to put “com” into context.

Because of the declines in hearing, context becomes even more important to older adults’ ability to decipher and understand speech. Precise and explicit speech will help keep them on track and in the correct context. For example, spelling out what is to be typed is a good idea, and to be more precise you could use phonetic alphabet words (Alpha, Bravo, Charlie, etc.) to indicate the specific letters. But unless you explicitly say, for example, “type the letters C as in Charlie, O as in Oscar, M as in Mike…” some will just start typing the words you say.

Tip #7: To lessen the effects of hearing loss and related issues of aging, speak slowly, using language that is precise and explicit.

How to do that visual stuff in handouts (

August 28, 2007

Here is an example of a handout created in Writer, using screenshots:


The post on how to do this in MSWord is here. This particular post applies to 2.0 on Windows. Although most of the handouts on the ncrlab eSnips page were done in MSWord (a few are in WordPerfect), I actually use for handouts now instead of MSWord. It’s just more portable. It’s also easier in some ways (although there are a few minor gripes I have).

Since this is Windows, get screenshots using the Print Screen key and the Paint program, as described here. Once you have the images saved, open the Writer (select “Text Document” from the options). Click on the View menu, then go to the Toolbars submenu and click on the Drawing option to make the drawing toolbar available:


The toolbar will be visible at the bottom of the page. To insert an image into the page, click on the button on the draw toolbar to insert an image from file.


Navigate through the dialog box to the picture you want to insert (in this case, the large one from the Print Screen exercise), and open it. Notice the Grahics toolbar that automatically appears docked at the top of the page. Right click on the image and click on “Picture” to get to the picture properties dialog window:


It is not necessary to change the image wrap; the default works just fine. However, if you have problems shifting the image on the page, change the image wrap to “Optimal.” The best way to resize the image is to check the box to keep the image ratio then adjust the height or width by typing in the target size or using the arrows beside the boxes to adjust the size. With the “Keep ratio” box checked, the size will stay proportional as you increase one side (either height or width). This is also an easy way to make sure similar images are the same height or width.


Click the OK button to get back to the image. Now reposition the image by clicking inside the image and dragging it to where you want it on the page:


You could also resize the image by clicking on one of the corners and dragging diagonally, but the aspect ratio will not be automatically preserved as it is when changing the size in the picture properties dialog window, so it may end up stretched in one direction or the other.


Insert the smaller image using the same steps, arranging the two images on the page beside each other. Now add a box to the larger image. Click on the box shape button on the toolbar and select the rounded rectangle from the popup display.


Click and drag across the part of the larger image that was copied to create the smaller image. An opaque box will overlay the image:


Next, remove the fill by clicking on the “color” drop down menu in the graphics menu at the top of the page, and selecting “invisible.”


Now change the line width, and color (if desired), by clicking on the related drop down options on the graphics toolbar:



Do the same for the smaller image, creating a box around the whole image, and changing the line width and color to match the box on the larger image.

Now draw lines connecting the two boxes: Click on the line tool on the Drawing toolbar at the bottom.


Now click on a corner of one of the boxes and drag the cursor to the corner of the other box, creating a line between them. Then change the line width and color, just as you did with the boxes.


Create another line between the two opposite corners, adjusting the color and width as with the first line. The final effect should look something like this:


The boxes and lines can be moved by dragging when the cursor turns into a four-way arrow over them.  If the box is snapping to a grid rather than staying precisely where you move it, hold down the Alt key while dragging.  This will override any grid restrictions.