User training. Constructivism a theory of learning

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1 User training 20% 0,00014% Hardware and software development User training 80% Project 99,99985% Textbook 1 Constructivism a theory of learning New skills and knowledge is based on what we already know Basing learning of IT on previously learned knowledge that is not adequate It did not do what I intended We construct our own knowledge We don t copy the teacher s understanding We learn through processes of assimilation and accomodation 2

2 Structure of understanding of opening and closing programs Window on screen Clicking X in upper right corner Clicking program at bottom of screen No Window 3 Teacher tells about minimizing Resulting structure: Window on screen Clicking X or _ in upper right corner Clicking program at bottom of screen No Window Assimilation New elements are fitted into existing models 4

3 Differentiating between program and window Program Running The state of the program is preserved Window Visible Minimized Stopped The state of the program is lost Accomodation to a new mental model Clicking program in Start menu Window on screen Program stopped Program running Clicking _ Window minimized Clicking button on taskbar Clicking X 5 Accomodation Changing structures of understanding Conceptualisation Reorganising previously known elements in new structures If we assimilate elements that do not fit The elements are forgotten / lost Assimilated in inadequate models 6

4 Lessons from educational science Half of what has been learnt is forgotten within a month Practice immediately after teaching What has been learnt can be transferred to similar conditions Conditions during training must resemble those at work Learning both skills and general concepts improves the ability to transfer learning to less similar conditions Training should encompass both skills and concepts c Normal user training course The teacher demonstrates computer operation by means of a video projector The learners repeat How does this training correspond to the lessons above? 7 Alternative to parrot teaching Herskin (1994) Brugervenlig edb-undervisning Personal experience with parrot training The teacher demonstrates computer operation by means of a video projector The learners repeat The learning result is the ability to repeat what the teacher does Suggested teaching method 1. The teacher presents an overview 2. The learners read, do, and take notes 3. The teacher summarizes Suggested results The learners understand The learners bring back a piece of documentation that they have adapted to their own understanding 8

5 The alternative hands-on training 1. Overview Problem Principle Procedures 2. Hands-on Instruction Sheet Exercise 3. Summary 9 1. Overview How Presentation of task that is independent of the software details No windows, mouse clicks or menues should be mentioned Provide explanations by means of visualisations and examples 15 minutes So that the learners face the teacher and not the screens What Problem Explain the purpose of the task to be learnt Relate the task to be learn to what the users are familiar with Principles Explain the ways the computer structures its data and operations Provide an example Procedures Present 2-5 different phases that the tasks consists of Provide an example 10

6 An instruction sheet Phase Why Interaction Applying style Highlight the paragraphs(s) Click the down-arrow in the style menu Modifying style Move mouse and click the style to apply Click Format Click Style A new window appears Click the Modify button A new window appears Click the Format? button Click the property of the format to change, eg, the Font Change the font Click OK Click OK 11 Click Apply An instruction sheet for novices Save and open Aim Finding data next time you use a program Rationale The computer stores data in named files in folders. In order to open a file that you have been using before, you have give it a name the first time you save it and remember which folder you save it in. Operations 1 Saving. Before quitting a program: 1.1 Click the button. Why? 1.2 Click the down-arrow in the Save in box. Why? 1.3 Type the name you will give the file in the File name: box. Why? 1.4 Click the Save button Why? 2 Opening. The next time you have opened the program and want to work on the same file: 2.1 Click the button Why? 2.2 Click the down-arrow in the Search in box. Why? 2.3 Double-click on the file name. Why? 12

7 2. Hands-on Hand out the instruction sheet after the overview The learners carry out the operations and takes notes The teacher responds to questions concerning details in the interaction More general questions are taken up in the Summary Introductory One participant per computer Advanced Two participants working in pair in front of a computer Summary Issues of understanding Responding to questions from participants Visualising and explaining Additional details of the interaction Relating the task to the participants work How can computer functionality be utilised? How work routines be adjusted? 14

8 Exercise c 1. Develop a session of alternative hands-on training with an instruction sheet! Choose example based on your own experience of where users fail. E.g. Placing a figure in a Word document Create a UNIX link Pivot-tables in Excel 2. Teach the rest of the class 3. The learners give feedback to the teacher 15 Approach to computer literacy in a third world setting Venter, Blignaut (1996) SIGCPR 30,1, Comptuer literacy course for novice students in South Africa Mainly black and coloured students in business studies 13 week subject Operating system Text processor Spread sheet 305 questionnaires 16

9 Results 35% passed the exam Little correlation with statistics course A negative shift in attitude towards computers after the course English and Afrikaans speaking students and male students performed better at theory I come from the Eastern Cape Transkei. Like there my first language is Xhosa, so sometimes you get teachers that speak Xhosa. So if you don t understand and you just ask, and they will explain in Xhosa. When explained in English you don t get the message quickly. 17 Playing around Users play around with computers during spare time Learn while Exploring Using the computer for private purposes Requires that the users Have their own computer, Are given computers or Are given access to computers 18

10 Hole in the wall Sugata Mitra Children and the Internet: New Paradigms for Development in the 21st Century Centre for Research in Cognitive Systems, NIIT Limited, New Delhi Minimally Invasive Education a pedagogic method that uses the learning environment to generate an adequate level of motivation to induce learning in groups of children, with minimal, or no, intervention by a teacher. The Kalkaji experiment Setting up a computer in a hole in a brick wall in a slum of Delhi No explanation 19 Kalkaji 20

11 Results The regulars are very young children (age 6 to 12) who live in the slum right next to the Kiosk. Almost all the boys in this age group are users, but only some of the older girls frequent the Kiosk. Children learnt basic operations of the PC for browsing and drawing within a few days. Adults, both men and women did not make any attempt to learn or use the kiosk. MS paint and Internet explorer were the most commonly used applications Children formed impromptu classes to teach one another, Children invented their own vocabulary to define terms on the computer, for example, sui (needle) for the cursor, channels for websites and damru (Shiva's drum) for the hourglass (busy) symbol. Within a month of interaction, children were able to discover and use features such as new folder creation, cutting and pasting, shortcuts, moving/resizing windows and using MS Word to create short messages even without a keyboard. Children were strongly opposed to the idea of removing the kiosk 21 The learning process In general, a trial and error approach is followed. Not afraid of clicking anything new or following any link. Usually press left and right buttons on a new button, or link or whatever. Very good memories one kid remembered the entire sequence of frames on one of the Disney site visual stories. As a result, are able to remember the steps that they followed to get to a particular thing and repeat them. Are not very good with English (are ok with decoding the letters and pronouncing them but very little comprehension). But are still able to match phrases with events and get by quite comfortably. Have a large amount of patience can spend a long time getting something just right in Paint. Peer tutoring is happening with Sanjay as the main resource. 22

12 23On the screen Playful learning c How does the Hole-in-the-wall correspond to the Lessons from Educational Science? 24

13 Teaching 1. Presentation of theory Support Skills training Learning outcome 2. Modelling / demonstration 3. Practice under simulated conditions 4. Structured and open ended feedback 5. Coaching and support 100 % Bruce Joyce and Beverly Showers (1980) Improvising Inservice Training: The Messages of Research. Educational Leadership. Feb., Superusers: How to improve user support and information flow? Almnes (2001) Master thesis, Department of Informatics, University of Oslo A study of user support in a local health administration in Norway One support manager Over 100 superusers Over 1000 users Method Interviews and logs 26

14 Results. Superusers should Be selected amongst People who are frequently asked for help People who have an interest in computing Avoid local managers Be well trained in the computer system and also in supporting others Have responsibility and resources within their area Be included in the planning of support Participate in the user training Be organized Belonging to a group Sharing experience Receiving updates Communicate user requests to the computing personnel Communicate system updates to the users 27