WebJunction

Be Patient

Learning computer skills takes time. People make mistakes. A skill that may seem second nature to an instructor who has used computers for years may pose quite a challenge to the novice user. One good example is using the mouse. Keep in mind that users may not feel comfortable using the mouse at first. Be patient and accepting of users' mistakes.

Don't Do It for Them

When a user is struggling with a new skill, it may seem easier to simply “get them there” and then let them practice the skill. On the contrary, users must do it for themselves to learn the skill. Try to avoid taking the mouse from them or typing for them in an effort to show them what to do. Be patient, walk them through the steps, and help them, but don't do it for them. By encouraging the user to attempt the skill independently, you will build her confidence and she will learn more.

Repetition and Review

Practice and repetition are necessary to build a new skill. You should not assume that if you present something once, the users will understand it. Use repetition by referring to the previously used terms and skills when teaching new concepts. Spend a few moments at the end of a class to recap what you've taught.

Cover Mouse Skills

Using the mouse can be a major stumbling block for many novices. Not all users will learn how to use the mouse during one class. Emphasize to computer users that they must practice this skill on their own in order to feel comfortable on the computer. A Mouse Tutorial program, accessed through the all profile, is included on all Gates Public Access Computers.

Fear and Lack of Control

Many computer users have varying degrees of fear of the computer, from mild uncertainty to fierce distrust. Acknowledge your users' fears. Don't try to convince the users that the computer is the solution to all their problems. Be realistic; try to show them how the computer can make their life easier. When teaching classes, emphasize the fact that the computer is just a machine. It is under the control of the user. The more we learn about computers, the easier it is for us to control them.

Surf Savvy for Seniors: General Classroom Tips

These tips will not apply to every older adult, but you may find some of the following ideas helpful for tailoring Internet classes to the needs of seniors.

Class Materials

• Print handouts or class materials in at least 12-point font. Also remember that white space aids readability.

• Avoid language that suggests persons with disabilities are victims. For example, use person who uses a wheelchair instead of a wheelchair-bound person.

Planning Classes for Seniors

• Determine the interests of the seniors you'll be teaching and then have classes on specific topics such as: Health Resources on the Web, Booking Travel on the Internet, and How to Use E-mail.

• Consider having the class be “seniors only” to increase comfort level, but note that it depends on the group. For some groups an intergenerational class may work.

• Identify and partner with organizations that serve seniors in your area. For example, contact local senior centers or retirement communities for class ideas and to promote classes.

• Consider recruiting senior volunteers to teach other seniors.

• Schedule classes late in the morning. (Some seniors like to sleep in.) During the day is best so they don't have to drive at night.

• Plan frequent breaks - every 45-60 minutes if lecturing; every 60-90 minutes if working on activities.

• Consider providing seniors with their own personal floppy disk and then show them how to save Internet Favorites on it.

Teaching Classes for Seniors

• Avoid jargon and acronyms; keep explanations simple.

• Use analogies to express new concepts and skills. For example, a password is like a toothbrush: you should change it often and never share it.

• Bring or display relevant library materials, such as computer books or manuals, to class for seniors to check out.

• Remember you may have to cover and/or review basic skills like mousing, opening and closing programs, and using scroll bars for some students. (However, don't assume this will be true for all seniors.)

• Hold classes at a senior center in addition to, or instead of, classes at the library.

• Limit text to be typed during activities. Some participants might have limited typing skills.

• Introduce the Bigprint profile.

• Remember View>Text Size in Internet Explorer to increase text size.

Tips for Teaching Mouse Skills

• Assess your group's mousing skills by having them use the keypad and then the mouse. Ask them which method they prefer.

• The user's palm should not be hovering. It should be resting firmly on the mouse pad or table.

• To show how fast a double-click should be, tell trainees to say “Knock Knock” (like in the joke) as they double-click.

• Show trainees how to pick up the mouse and move it back to the center of the mouse pad when they reach the edge.

Best Practices

• The Ela Area (Ill.) Public Library offers a multitude of interesting and unusual Internet-related classes, including Internet travel resources, Genealogy on the Internet and Internet for Seniors.

• The Farmington (Mich.) Community Library has offered an off-site Cyber Seniors program since 1997, providing Internet training at several senior residences. The program, which began with a Library Services and Technology Award (LSTA), trains volunteers to conduct instructional sessions and individualized tutoring. Computer workstations, a modem and printer are available for seniors to use.

Sample Analogies

• Menus in computer programs are like menus in a restaurant. Pulling down a menu is like opening to a specific page in a menu. We only see the choices that pertain to that function. If options on a menu in a software program are “grayed out,” they are like items on a restaurant menu that are seasonal: not available at this time.

• A Toolbar is like a menu in a fast food restaurant. There are not as many options, but the pretty pictures make it easy to point to what you want.

• Computer hardware is like the pieces of a board game that you can see & touch. Software is like the instructions for the game. The instructions control how the game is played and set the rules.

Analogies Adapted from Supportgate (http://www.supportgate.com/pub/supportweek/articles/20000711/c.html)