September 2001

Basic Computer "Lesson Plan" for Nonformal Education Programs

Basic Computer "Lesson Plan" for Nonformal Education Programs

1. Check hardware requirements in advance to make sure that your computers are compatible with the software and website. Look on the box or CD-ROM case, and visit the website to check on plug-ins, browser compatibility, and multi-media requirements.
   
   
2. Practice installing the software and downloading the application in advance of program use. Check the literature inside the CD-ROM case or on the website for step by step instructions and installation hints for both DOS and Mac.
   

   Decide if you will install the software or download the plug-ins for the class or have the youth participants install their own software. Another option is to have a junior leader install the software. Factors in your decision include: age of your youth, expertise of your youth, time available, rules that regulate your computer lab, and whether you are focusing on the content of the program or would like the youth to learn technology skills also.

3. Preview the software program and accompanying guides or help materials. Most programs will have an informational or help guide on the CD-ROM that you can read and print. Online sites may have a "Help" or "Instructor's Guide" page. Print out the guide for reference during the class.

4. Decide what corresponding curriculum materials or activities you will use as companion hands-on activities to the computer software. The best programs use a mix of media to keep youth interest, build a variety of skills, and encourage ergonomic health.

5. Determine when you will use the hands-on activities in conjunction with the computer-based software. Your basic guide is the experiential model Do - Reflect and Apply. You can use the computer software as the Do or the Apply step of the model. Youth may also use email or word processing applications as part of their reflection process.

6. Facilitate youth use of the computer software.
   Little or no formal verbal instructions are required to start the software lesson. Remember that you are there to FACILITATE the learning experience and not to TEACH the computer software. Software that is well written will lead the youth through the program. The program will provide help or motivation as the youth explore. Your role is to be available to answer questions as they arise and offer assistance. Use the teachable moment. Youth will be more interested in listening to tips or information about the software when they have hit a road block and NEED that information. They will also be more likely to remember that information.

   Remember many adults grew up in the Monopoly generation where we read the rules and played the game by going in only one direction around the board. Youth of today are the Sega/Nintendo Generation. They are used to opening up the game and playing! They don't read the rules. They learn by discovering and exploring. Their games go in many different directions. Youth use the same methodology with computer software. Put in the software- let them explore and discover!

   Assistance you should be prepared to provide:
   • Information that youth need to know to get started in the program;
   • An overview of the menu bar;
   • Special hints or short cuts you could share if a youth is stuck;
   • Technical expertise in how to use the mouse or keyboard; and
   • A good working knowledge of the software obtained by trying out the software yourself.

7. Process the software experience. Think about what types of questions you might ask the youth. Some general examples follow:

   Sharing - What Happened

   • What did you do?
   • What happened?
   • How did you feel?
   • How did it feel to . . .?
   • What was most difficult? Easiest?
   • What did you enjoy most about this program?
   Processing - Tell What's Important
   • What did you learn about ...?
   • Why did . . . happen?
   • What else would you like to know about . . . ?
   • What was the most important thing you learned?

   Generalizing- So What? Explore What You Learned

   • Did the program/experience turn out like you expected? Why or why not?
   • What else might you try?
   • What would you do differently next time?
   • What did you learn about yourself through this activity?
   • What did you learn about (a life skill)?
   • How do the activities in the software relate to real life?
   • How did you go about making decisions?

   Applying- Now What? Imagine What's Next

   • How can you apply what you learned to a new situation?
   • How will the "what you learned" be useful in the future?
   • How will you act differently in the future because of what you learned in this activity?
   • What could you do to become even better at . . . ?
   • How will you help others learn about . . . ?

How to Use the Computers You Have More Effectively

Each medium should be used for what it does best. Here is a list of some of the uses of computers, Internet and software that take advantage of their strengths.

• Word processing, spread sheet, and other applications, as productivity tools



• On-line curriculum, lesson plans, suggestions, tips and techniques, handouts, etc.; particularly good for time-sensitive or volatile topics and resources (For facilitator/instructor use).



• On-line or CD-ROM Encyclopedias, reference tools, and museums for current factual information



• Current research and opinions on particular topics (check first to see if online)



• Compare and contrast quality of information (completeness, balanced presentation, cite sources, current, style, etc.) or sources (credentials or source of authority, conflict of interest, etc.)



• Experience with original sources: music, historical speeches, animal sounds; photographs, art works, drawings; simulations, video



• Using games or puzzles, including creation of your own games, to enhance learning of factual information



• Exposure to cultural events, foods and crafts, languages, diversity, or global aspects of issues.



• Information gathering from humans (i.e., youth, experts, interested persons) via email groups, online communities, and "ask an expert" resources



• Cyberstorming: on-line "brainstorming"



• Critical thinking, non-linear thinking, novel solutions, interesting ideas, "out of the box"



• Use of chat room, listserv and/or e-mail to collaborate, exchange ideas, work as a team



• Conducting an on-line survey or e-mail distributed survey



• Recording of individual or group experience: sounds, photos, interviews, drawings, maps, journaling, itinerary



• Collecting and analyzing data and building a database



• On-line synchronous simulations, in a chat room or Moo, where the youth "act" in character



• Encourage logical thinking, elegant solutions through computer programming and scripting



• Simulationsinstant messaging, & interactive activity, where youth conduct experiments or carry out activities



• Virtual "exchange" or visit



• Interactive story / "letter" exchange / diary, where the youth (possibly adult / expert) "write" in character



• Youth community service role: teaching others how to use the technology, demonstrate access or use of a particular resource or information



• Make an on-line presentation, writing and publishing a report



• Creation of "project links" web site with quality information



• Virtual "State Fair" or "Gallery" with demonstrations and displays



• Using an on-line presentation / site to involve parents and community, to help shape community discussions and debate, to advocate on a local or national issue



• Rewarding efforts by real-world recognition: on the web, anyone can see your work! Credibility

Contributors to this piece include:
Trudy Dunham, University of Minnesota
Deb Curry, Steve Truby, Iowa State University
Bill Pabst, University of Missouri

Connecting with Tech!