basic computer skills
[Lessons in Computer Literacy]
This course is a blended learning experience designed to equip adult workforce learners with fundamental computer skills essential for today's workplace. This course combines in-person workshops with supplementary digital resources, interactive hands-on activities, and guided practice to enhance engagement and understanding. The course is tailored to meet the diverse needs of adult learners, fostering confidence and competence in essential digital tasks used by the general workforce population.
Format
The course utilizes the following are the main formats for providing instruction:
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in-person workshops
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interactive hands-on activities
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guided practice
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infographics/step-by-step guides
software
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Articulate Rise 360
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Adobe Illustrator and Microsoft PowerPoint as used to create the infographics and the step-by-step guides.
Backward
design Model
The backward design model is appropriate for this course as it provides a clear learning path that considered the end result from the start. This ensures that instructional activities, course materials, and assessments are purposefully aligned to help participants achieve concrete skills that will benefit them in their work. The focus on specific, practical outcomes, facilitates the creation of a structured and relevant learning experience that meets the unique needs of a workforce with varying levels of computer literacy.
LEARNER PERSONAS
Adult workers in a factory, warehouse, or non-office environment.
Learners have little to no experience with computers, the internet, or email.
Informed by adult learning theory, learners prefer short visual, and practical content over text heavy material.
Learners may have limited access to devices. Learners may require assistance with basic navigation on digital devices.
Defining end goals, such as navigating a computer, using email and utilizing a search engine, the course stays focused on the critical needs of the participants. This clarity helps in creating a course that directly addresses the essentials skills required for the participants' roles.
Between professional and personal obligations both personas would benefit from a course structure with flexibility in engaging with the course material so they can adapt the time spent on the course in response to other demands on their time.
To meet students' needs and effectively convey the material, utilize instructional videos, infographics, and step-by-step guides. These resources should offer comprehensive details, quick references, and the flexibility to revisit the material, as necessary, when working on course assignments.
Utilize case studies and assessment activities with practical, real-world scenarios, addressing the needs for a strong portfolio, and bridging education with professional practice.
Learners will need to access course material on computers and multiple mobile devices; to simultaneously reference while completing course tasks in the program.
Design Considerations + backward
design model
The backward design model is appropriate for this course as it provides a clear learning path that considered the end result from the start. This ensures that instructional activities, course materials, and assessments are purposefully aligned to help participants achieve concrete skills that will benefit them in their work. The focus on specific, practical outcomes, facilitates the creation of a structured and relevant learning experience that meets the unique needs of a workforce with varying levels of computer literacy.
LEARNing objectives
Identify and use basic computer hardware and software components.
This objective helps workers understand the tools they will be using. Knowing the hardware and software differences better allows them to troubleshoot basic issues and understand the structure of a computer.
Navigate and operate a computer desktop environment.
This objective focuses on mastering the desktop environment. Particpants have a need to learn how to manage files, access programs, and organize their workspace, which boosts productivty.
This objective addresses how to use the input devices to interact with the computer. Developing speed and accuracy in their use will significantly improve how quickly and efficiently participants can complete tasks, such as typing or navigating through software.
Use a mouse and keyboard effectively.
This objective focuses on how Email is a primary form of communication in most workplaces. Learning to manage email accounts, send messages, attach files, and organize their inbox is critical for communication and staying organized.
Create, send, and manage emails.
This objective directly responds to an employees ability to access company resources, information gathering, or completing other job-related tasks. Understanding how to browse safely and efficiently opens up new ways for participants to perform their duties and access learning resources.
Access and use the internet for basic browsing.
This objective responds to the importance of having the skills to operate productivity software like word processors or spreadsheets. Learning to create documents, edit text, and format basic reports help employees handle job responsibilities such as data entry, document management, or reporting.
Use basic productivity software for simple tasks.
Desktop Navigation Proficiency
SPECIFIC
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By the end of Session 1, participants will be able to navigate the computer desktop, including opening applications, using the mouse, and performing basic keyboard functions.
MEASURABLE
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Assessed through a practical task where participants demonstrate turning on the computer, navigating the desktop, and opening a specific application.
ACHIEVABLE
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With step-by-step instruction and guided practice, this is attainable for participants new to computers.
RELEVANT
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Fundamental computer navigation is essential for performing any subsequent tasks.
TIME-BOUND
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Measured at the end of the first 2-hour session.
Introduction to Computers and Basic Navigation
DURATION:
2 HOURS
OBJECTIVES:
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Understand the basic parts of a computer (monitor, keyboard, mouse, etc.)
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Turn on/off a computer safely
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Navigate the desktop environment (icons, taskbar, start menu)
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Use the mouse (click, double-click, right-click, drag-and-drop)
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Basic keyboard skills (typing practice, shortcuts)
ACTIVITIES:
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Hands-on practice with computer hardware
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Desktop navigation exercises
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Typing games and mouse control activities
ASSESSMENT:
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Quick quiz on computer parts and navigation
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Practical assessment: turn on/off the computer, navigate the desktop
Course Outline
Instructional strategies
Demonstration + Practice
Instructor-led demonstrations followed by hands-on practice
Scaffold Learning
Gradual increase in complexity, starting with basic navigation to more complex tasks.
Peer Learning
Paired activities for collaborative learning and peer support.
Feedback and Support
Continuous feedback during hands-on activities and guided practice.
evaluation
+ assessment
Formative Assessments
Quizzes, practical assessments during each session
Summative Assessment
Final project demonstrating the use of skills learned (e.g., navigating the computer, sending an email, browsing the internet, and creating a document)
Feedback
Individual feedback on performance and areas for improvement
follow-up
+ support
Post-Course Support
Access to digital resources and guides for continued practice
Optional Advanced Course
Introduction to more advanced skills (e.g., using spreadsheets, advanced internet use)
materials +
resources
Hardware
Computers/laptops with internet access
Software
Web browser, email client, word processor
Handouts
Step-by-step guides for each session
Additional Resources
Access to online typing games and practice websites
The course design utilizes a consistent layout and clear navigation. It utilizes common icons, easy to recognize labels for course materials. This helps participants, especially those new to technology, quickly familiarize themselves with the digital environment, reducing cognitive load and frustration.
The goal of instruction is to break down complex tasks into simple, sequential steps with clear instructions and visual aids. This reduces the learning curve for participants unfamiliar with computers , making the learning process more manageable and less intimidating.
The in-person training sessions provides a format with immediate feedback and the exercises allow participants to safely make mistakes and learn from them. This allows for a supportive learning experience through exploration and reduces anxiety around making errors, especially for beginners.
Providing accessible digital materials is key when considering the needs of a variety of learners. It is key to use high contrast text, simple fonts, and to include alt text for all images.
UXDL CONSIDERATIONS
The User Experience Design for Learning (UXDL) ensures the content is intuitive and accessible , maximizing learner engagement. Well-designed interfaces reduces cognitive load, enables workers to focus on mastering essential skills rather than navigating complex systems. Additionally, it fosters integration of both online and in-person components which promotes an inclusive and effective learning experience. Therefore by aligning with UXDL principles, the course caters to diverse learner needs, increasing retention and application and knowledge.
prototype
S.M.A.R.T. GOALS
Defining key benchmarks is essential to ensure the clarity, accountability, and successful course outcomes.