Number 306 - November 2008

Concepts and Tools
By Elizabeth B. Wright Computer Club of Oklahoma City, Oklahoma City, OK
One day in the near future there will be no computer "beginners" at the adult level. The children born into the world as it is today are exposed to computers from conception. After they are born, many have very sophisticated hands on use of the machines from the minute they can reach out from their parent's lap and touch the keyboard. There is no mystery to them.    But while there are still older adults who want computer knowledge, someone has to be available to instruct them. And adults do not learn the same way that babies and children learn. Sometimes, when leading a group or teaching a class, it is difficult to explain to students why they need to to understand the difference between how a computer or a program works and how to make it actually do something. In my opinion, concepts are far more useful in the long run than specific techniques, especially when dealing with someone using a computer for the first time or who has gone just beyond the basics. But how do you teach a concept?    First, accept the fact that it will take more time in the beginning to teach concepts, but it will save time later on. The real trick is to make the process interesting and easy to understand.    The simple fact that a computer is basically thousands of off and on switches, the same as a light switch, seems to be information that many people find irrelevant. But once a student gets some idea of the actual simplicity of the machine, much of the mystery is removed from the learning process.    Second, CONCEPTS, once understood, are usually far easier to remember than techniques. Anyone who "gets the idea" of a computer fundamental can usually find the tools later to accomplish the end result, even if the specific steps are not used often enough to remember them in sequence.    Many first session lesson plans skip computer functionality and plunge straight into using software. As an example, the concept of organizing files on a hard drive seems to be much harder for new users to comprehend than teaching them to open the file manager, aka Windows Explore or some similar program. So many teachers go through the cumbersome task of showing people how to open the file system, only to become bogged down in the steps needed to find a particular file, then later to continually have people complain they have lost a file and firmly believe it has disappeared from their machine. Most new users find it difficult to make the connection between finding a file on the computer and why understanding how to find it is important. It is the instructors job to help them make the connection. The CONCEPT of hard drive storage is not easy to absorb, so the instructor must make it easy. Also many new users find it difficult to transfer key-strokes learned on a classroom computer to their own computers at home. The	reason for this is that no two computers are exactly alike, so the steps learned on one machine may or may not work on another one. But if the student comprehends the idea behind digital file storage, the actual key-strokes will begin to make sense, regardless of what computer they are using. In my opinion, rote learning is not the best way to become even moderately proficient on a computer. Real understanding of basic computing processes is vital.    Since many new users have little idea of what hardware is on their own computers, talking about C:\ drives and other drives in relation to specific files means little to them. But a well developed discussion of what basic hardware CAN be on a computer and how it works is not a waste of time, answering questions along the way. Many new users won't see the value in a technical discussion, so it is important to present hardware demonstrations using common sense terms rather than obscure technical language. It is never necessary to impress new students with what you know, but rather to make the information as easy for them to understand as possible. With practice, a teacher or presenter can develop the dialog necessary to convey essential information and still keep the listeners engaged. Students appreciate being encouraged in the idea that they may not know much to begin with, but they will leave each session armed with useful information and techniques that will build a good basic foundation for them. Biblically we were taught not to build our houses on sand. Why are the pyramids in Egypt still standing? Because underneath all that sand there are foundations built on bedrock. Good computer skills begin the same way.    Nearly all programs are far too comprehensive to be taught in detail to beginners. But if the most basic use of the program (the program's CONCEPT) can be presented in a way that is useful to students, they will get their feet wet. From there they can then be encouraged to not only attend study groups and advanced classes, but to explore their favorite programs on their own. Again, the difference is between teaching new users the fundamental use of the program itself as opposed to teaching them to use specific program "tools". Obviously some techniques need to be taught in early sessions, but teaching the use of most tools is best done in intermediate and advanced classes. My experience has been that only when people have a need for or enjoy using any computer software will they continue to explore and expand their knowledge of the program.    How long did it take you to figure out that the "d" in d:\ stands for any non-specific "drive" when dealing with program instructions (often installation procedures) and not specifically for the "d" drive on your personal computer? Admit it, there was a time when you didn't know that. Just think how confusing the term is to new users. There is a concept here if you can find it.
Number 306 - November 2008