Teaching Computer Systems and Software

Abstract

This workshop includes a wide range of software-related topics such as programming languages, application packages like spreadsheets and database managers, and operating systems like Windows and UNIX.

This is a true hands-on workshop. Attendees will be asked to bring laptop computers with the computer system or software that they wish to teach. We will provide screen projection capability so that each attendee will have the opportunity to practice teaching a segment of their own software. Alternative visual aids (overhead projector, whiteboards and/or flipcharts) will be provided for those who do not require or possess the necessary software.

The participants will acquire the essential skills of instructing in a computer lab environment. Their programs will run smoother and be more effective. They will be able to guarantee that learning has taken place in the classroom.

LEARNING OBJECTIVES

Participants will gain the ability to be able to:

  • Turn dull sessions into lively, interesting ones
  • Create an interactive learning environment
  • Use visual aids effectively to augment the training process
  • Teach audiences with varied computer skills and knowledge levels
  • Guarantee learning has taken place in the classroom before they return to the job
  • Open training sessions with exciting and dynamic ice breakers

 

WHO SHOULD ATTEND

This workshop is designed for trainers who teach computer systems and software where participants either learn from or work on computer terminals in a computer lab environment.

PREREQUISITE

This course has no prerequisite.

MATERIALS

You will receive a course binder containing a copy of the presentation slides.

WHAT YOU WILL LEARN

DAY ONE

  • Introduction and focusing on the objectives; what makes teaching software so challenging and potentially more difficult than other types of technical teaching
  • Seven predictable pitfalls of software instruction; a discussion of common mistakes made by computer software instructors
  • Use of questions in software instruction; the types, targets and purposes of questions
  • Four models of software instruction; finding the most effective combination of lecture, demonstration and practice
  • Ice breaking; how to overcome resistance, technophobia and negative attitudes at the beginning of class; how to motivate students to learn technical material
  • Analogies; how to write an analogy for software instruction; uses and cautions
  • Creating screen storyboards; how to create a lesson plan for a software-driven teaching segment
  • Advanced strategies for software instruction; tips for teaching facts, concepts, rule-using and problem-solving

 

DAY TWO

  • Student practice; students will deliver a practice presentation dealing with a software related topic
  • Orchestrating a practice; how to cause maximum learning and retention from a computer lab activity
  • Handling problem students in a software class; dealing with hackers, chronic key pressers and side conversationalists
  • Introduction to learning styles; four common ways of learning in a computer classroom and how to accommodate them
  • Summary and adjourn

 

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