WWW.THESIS.DISLIB.INFO
FREE ELECTRONIC LIBRARY - Online materials, documents
 
<< HOME
CONTACTS



Pages:     | 1 || 3 |

«Trainer's Teaching Guide for Mentors Made possible in part through the generous support of: Version: 5.0 | Summer 2014 © Cyber-SeniorsTM Version: ...»

-- [ Page 2 ] --

This will ensure that none of the basic building blocks are missed, as this may affect the Participant’s ability to learn some of the higher-level concepts that will be taught in future lessons. Feel free to move quickly through lessons that the Participant is knowledgeable on, but be sure to review and test their knowledge before moving on to the next lesson.

This Guide will direct you in what needs to be taught, with specific benchmarks to know when you can move on to the next topic. Each Participant should be provided with a “Participant’s Handbook” which mirrors the Lessons outlined in this Guide.

Trainers are encouraged to enter a report in the Learning Log and Progress Report in the Participant’s Handbook at the end of each session. This reporting system ensures that the Participants’ progress through the Program, and that Trainers and other people who might be assisting the Participant, are aware of what has been covered in previous sessions. These reports may also be used to verify students’ community service hours.

Participants should also be encouraged to enter notes into their Handbook, to help them in retaining what they are being taught. Feel free to add more specific instructions into the Handbook when needed, or if the Participant’s computer setup varies from what is described in this Guide.

–  –  –

The First Training Session Before starting the first training session it is important to introduce yourself and let the Participant know a little about you.

Things that might be of interest to them are: your age, where you go to school, what your interests are (e.g. what school and extracurricular activities you are involved in), and what kind of things you use a computer for.

Next, get to know a little bit about the Participant. Ask them a little about themselves and their history.

For example:

• Where are they from • If they have children and grandchildren, if so, where do they live • What did they do before they retired • Their interests Ask them what they know about computers and the Internet, and what they would like to be able to use the computer for.

Assist them in completing the Participant Profile Form on the first page of their personal Cyber-Seniors Participant’s Handbook.

Ongoing Training Sessions At the start of each training session make sure to re-introduce yourself to the Participant and refer to what they have been taught during previous sessions. This information should be documented in their Participant’s Handbook in the Learning Log and Progress Report sections. It is always a good idea to review the information that was taught to the Participant during the previous session to ensure the Participant has a good grasp of the concepts, before starting a new lesson.

Note: If it is your first time meeting the Participant but they have already completed the Cyber-Senior Participant Profile Form take the time to tell the senior about yourself while you review their Cyber-Senior Participant Profile Form.

–  –  –

Goal: To familiarize the Participant with parts and the use of a computer.

Objectives:

At the completion of this lesson the Participant will:

• Understand that the computer can be a friendly, helpful tool • Be able to power on/off a computer • Be able to identify parts of a computer • Be able to identify parts of a keyboard • Be familiar with the desktop of a computer • Be able to maneuver a mouse • Have a general understanding of the World Wide Web and email NOTE: Before starting each lesson, ensure that the font size is sufficient for the Participant’s eyesight. Also be sure that the screen and seat position are ergonomically correct and that the Participant is comfortable.

Lesson Guidelines:

Explain how the computer can be helpful to:

• Keep in touch with family and friends around the world via email • Get the latest news and current events locally and around the world • Research interests, hobbies and be entertained (ie. games, YouTube)

1.1 Parts of a Computer

–  –  –

Goal: To familiarize the Participant in the use of the keyboard and key functions.

Objectives:

At the completion of this lesson the Participant will:

• Understand the use and parts of a keyboard • Understand the proper position of hands on the keyboard • Understand what is meant by the “home row” • Understand the punctuation keys and how they are used • Understand the Space, Shift, Backspace, Enter, Escape, Caps and Num Lock and Tab keys.

NOTE: For this Lesson you will need to open a word processing program. If possible, make the program accessible to the Participant so they can practice on their own following the Training Session.

Lesson Guidelines:

2.1 Proper Hand Position Explain the proper hand position to use on the keyboard and why it is important • Go over what is meant by the “home row” • Go over what keys each fingers are to rest on (use diagram provided in the Participant’s Handbook)

2.2 Capitalizing Letters Explain to the Participant how the “Shift” and “Caps Lock” keys are used to capitalize a letter and have them practice typing sentences containing capital letters using the exercises found in the Participant’s Handbook.





2.3 Other Punctuation Keys Explain how to use the shift key to type various punctuation marks, and then practice typing these functions using the exercises found in the Participant’s Handbook. Have the Participant continue to practice typing the exercises in the Participant’s Handbook until they are able to complete them with ease and competency.

–  –  –

Goal: To teach the Participant how to use email.

Objectives:

At the completion of this lesson the Participant will:

• Be able to access their email account • Be able to identify navigational links in their email account • Be able to send and receive emails • Be able to send and open an attachment • Be able to add contacts to their contact list • Be able to sign out of their email account NOTE: Instructions for sending and receiving email in the Participant’s Manual are for Hotmail. However, if the Participant chooses a different email provider make sure to document the specific instructions for sending and receiving email for that provider, in the Notes Section of their Handbook.

Lesson Guidelines:

• Explain how to use Google search engine and address bar to get to their email provider • Explain the advantages of using an email program and accessibility to their email account • Explain the purpose of a Username and Password • If the Participant does not have an email account, ask him/her to think of a Username and Password while you set one up for them

3.1 Signing into an Email System

–  –  –

3.2 Exploring the Email system 1. Explain the side bar and top navigation bar on the home page.

2. Explain the following tabs, New, Inbox, Junk, Drafts, Sent and Deleted.

3. Explain what a drop-down menu is and explain the People/Contacts and Calendar Tab.

–  –  –

3.3 Sending a New Message/Email 1. Explain the various components of an email: the address, the subject and the body.

2. Have the Participant click the New link and walk them through constructing and sending an email.

3. Encourage them to ask their family and friends to provide them with their emails and to send them emails that they may respond to.

3.4 Receiving/Replying to an Email

1. Show the Participant how to check for new messages.

2. If they do not have any new messages send them one using your own device.

3. Walk them through how to check for and read new messages.

4. Explain the general concept of replying to an email message.

5. Walk them through how to Reply and Reply to All.

6. Show them how to return to their inbox after replying.

3.5 Forwarding an Email/Message

1. Explain the general concept of forwarding an email and provide examples of situations in which you might want to forward an email. Explain the options of forwarding an email with or without a note.

2. Walk them through how to forward an email.

3. Remind them how to return to their inbox after forwarding the email.

3.6 Sending an Attachment

1. Explain what an Attachment is and the purpose of an attachment.

2. Have the participant write an email (inserting the email address, subject and message).

3. Next walk them through how to attach a file. If they don’t have pictures or word documents on their computer you can show them how to attach a file from the Internet but that is probably too advanced at this point and you might consider coming back to this lesson once they are more advanced.

3.7 Opening an Attachment

1. First have them open their Inbox and show them how to identify a message that has an attachment. You may have to send them an email with an attachment from your device.

2. Have them open the email and click on the attachment. Point out that a new page will open which contains or is the attachment.

3. Walk them through how to close the attachment and get back to their Home Page.

–  –  –

3.8 Adding a Contact 1. Explain how the Contact List works and its purpose.

2. If they have a list of email addresses for their friends and family walk them through how to enter them in their contact list.

3. Explain to them that it is not necessary to enter all extra information that is asked of them, e.g. company, phone, address, etc.

4. Explain to them the option of sending an email through their contact list vs. using the frequent contacts function to find an email address.

5. Show them how to return to the Home Page when they are finished.

3.9 Signing Out 1. At the end of the session explain the importance of signing out. This is particularly important if they are using a communal computer.

2. Walk them through this process.

Have the participant continue practicing signing into their email account, sending and receiving email messages, and signing out until they are able to do so on their own.

–  –  –

Goal: To familiarize the Participant on how to use the Internet.

Objectives:

At the completion of this lesson, the Participant will:

• Be able to identify the Internet icon on their desktop • Know the difference between using a URL and using a search bar • Be able to go back to previously viewed pages • Be able to return to the Home Page • Be able to add a website to their Favorites List

Lesson Guidelines:

4.1 Accessing the Internet Show the Participant where the Internet icon is and explain it is a software program that allows you to explore the World Wide Web or Internet. Ask the Participant to click on the Internet icon.

4.2 Internet Web Browsing – URL Search Explain what a URL address is (eg. www.hotmail.com), and how it is unique to each website, the same as their own address and that no two websites have the same URL address. Explain how to tell which country the URL is located in. Now, Demonstrate how to type a URL address in the Google search bar to find a website. Use www.cyberseniorsdocumentary.com and spend some time navigating through the site and showing them how to get back to the last page and how to return to the home page of their web browser.

4.3 Internet Web Browsing – Google Search Bar

Explain how to use Google to search for information using the search bar and have the Participant search “Cute Dogs”. When the list of websites appears have the Participant click on a few and help them to navigate the various websites that come up.

Make sure to show them how to exist a website and return to their web browser.

4.4 Adding a Website to a Favorites List Demonstrate how to save a website in Favorites, starting with their email provider. Then have them try it on their own by saving www.cyberseniorsdocumentary.com and www.youtube.com/cyberseniorscorner. Ask the Participant if there are any other websites they would like to save such as a news website. Once the favorites are saved have them practice retrieving them.

4.5 Other Important Buttons/Features

–  –  –

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________



Pages:     | 1 || 3 |


Similar works:

«Sci Eng Ethics (2007) 13:235–248 DOI 10.1007/s11948-007-9008-7 ORIGINAL PAPER Imagination, distributed responsibility and vulnerable technological systems: the case of Snorre A Mark Coeckelbergh Æ Ger Wackers Received: 15 November 2006 / Accepted: 28 February 2007 / Published online: 26 April 2007 Ó Springer Science+Business Media B.V. 2007 Abstract An influential approach to engineering ethics is based on codes of ethics and the application of moral principles by individual practitioners....»

«TupleRank: Ranking Discovered Content in Virtual Databases Jacob Berlin Amihai Motro Information and Software Engineering Department George Mason University, Fairfax, VA 22030 {jberlin, ami}@gmu.edu Abstract Recently, the problem of data integration has been newly addressed by methods based on machine learning and discovery. Such methods are intended to automate, at least in part, the laborious process of information integration, by which existing data sources are incorporated in a virtual...»

«Case: 12-71773, 02/26/2016, ID: 9879515, DktEntry: 35-1, Page 1 of 10 FOR PUBLICATION UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT No. 12-71773 SHOUCHEN YANG, Petitioner, Agency No. A099-045-733 v. LORETTA E. LYNCH, Attorney OPINION General, Respondent. On Petition for Review of an Order of the Board of Immigration Appeals Argued and Submitted November 4, 2015—University of California, Los Angeles Filed February 26, 2016 Before: Mary M. Schroeder and Michelle T. Friedland, Circuit...»

«The taxonomical Examination of the Otoliths of the Cyprinidae of Hungary By L. Budapest BBEINKEY, I t is an important demand, when taxonomically examining the several animal groups, to find characters which are both constant and suitable for the differentiating and separating of the given forms. Among others, the otoliths of the fishes are competent for this purpose. I t is a well-known fact that, in the labyrinth of the fishes, there are no small sandy crystals but rather big stones, which are...»

«Sermon #241 The New Park Street Pulpit 1 PREDESTINATION AND CALLING NO. 241 A SERMON DELIVERED ON SABBATH MORNING, MARCH 6, 1859, BY THE REV. C. H. SPURGEON, AT THE MUSIC HALL, ROYAL SURREY GARDENS. “Moreover whom He did predestinate, them He also called.” Romans 8:30. THE great book of God’s decrees is fast closed against the curiosity of man. Vain man would be wise; he would break the seven seals thereof and read the mysteries of eternity. But this cannot be! The time has not yet come...»

«I am: Senior Programmer, Currently developing 4 Player Co-op Combat/Action RPG Using Unreal Engine The Unreal Networking Model Thaddaeus Frogley I am: Senior Programmer, Currently developing 4 Player Co-op Combat/Action RPG Using Unreal Engine About This Talk Implementing Shared Reality Game State & Object Model Not: TCP/UDP, packets, protocols, or platform/hardware topics. This talk is all about how programmers can give two or more people, sat on opposite sides of the world, the impression...»

«ONNYCAMLAD PARISHES Rev. Prebendary Norman Morris, Rector of Wentnor with Ratlinghope, Norbury, Myndtown, Lydham, More & Snead, & Priest in charge of Churchstoke & Hyssington 01588 650244 Rev. Carol Whittock Mission Priest at Churchstoke 01588 620693 David Jelves, Reader 01588 620434 Mette Wardle, Reader 01694 751466 The Rector writes. The Rector writes.Predictions and Prophecies what's the difference? I was thinking recently how pretty hopeless our media pundits are at predicting future...»

«APPENDIX I WORKING WITH SEXUAL ENERGY Allow me to begin on the light side: A world-renowned sexologist was the keynote speaker at a conference. The person introducing him went on at great length about the speaker’s credentials, laboriously so, to the extent that people were beginning to leave. Finally, the person introducing him allowed the speaker to talk. The speaker got up, went to the podium, and said, “Ladies and gentlemen, it gives me pleasure. Thank you and good evening”. Then the...»

«STATE OF UTAH INSURANCE DEPARTMENT REPORT OF FINANCIAL EXAMINATION of ACCENDO INSURANCE COMPANY of Salt Lake City, Utah as of December 31, 20 12 TABLE OF CONTENTS SALUTATION SCOPE OF EXAMINATION Period Covered by Examination Examination Procedure Employed Status of Prior Examination Findings SUMMARY OF SIGNIFICANT FINDINGS SUBSEQUENT EVENTS COMPANY HISTORY General Capital Stock and Capital Contributions Dividends to Stockholders Acquisitions, Mergers, Disposals, Dissolutions, and Purchases or...»

«Social & Cultural Geography, Volume 16, Issue 1 Pages: 95-115 DOI: 10.1080/14649365.2014.950690 Geographies of the Veil: Violent Encounters in Urban Public Spaces in Malmö, Sweden Carina Listerborn 11 Department of Urban Studies, Faculty of Culture and Society, Malmö University, SE-205 06 Malmö, Sweden Encounters between strangers, as different users of public spaces, are one of the core subjects for discussion in relation to orders in the public space. The empirical material presented in...»

«Before the COPYRIGHT ROYALTY JUDGES Washington, D.C. ) In the Matter of ) ) Docket No. 2008-1 CRB CD 98-99 ) Distribution of 1998 and 1999 ) Cable Royalty Funds (Phase II) ~~~~~~~~) AMENDED DIRECT STATEMENT OF INDEPENDENT PRODUCERS GROUP Worldwide Subsidy Group LLC, dba Independent Producers Group (IPG), hereby submits an original and five copies, and an electronic copy, of the amended written testimony of Laura Robinson and Raul Galaz, and the accompanying exhibits, setting forth the direct...»

«2013 Community Progress Report Officers/Board of Directors Kim Noel, Vice-President Major Sharon Whispell, Secretary Attorney James Crossen, Treasurer Attorney Jeffrey P. Bowe Susan Fegley Richard Hadesty, Jr. Kerry Dowd-Lasky Todd Miller Tom Banditelli, Sr. Pat Freeh-Stefanek Gar Thomas Brian Seitz Rich Shupp Attorney Jonathan Phillips Ben Turrano John Crane Serge Chrush Barry Gangwer Thank you for your continued support! MATT HOPE Joseph M. Plasko Citizenship Award Recipient On behalf of the...»





 
<<  HOME   |    CONTACTS
2017 www.thesis.dislib.info - Online materials, documents

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.