[senit] Re: [sld-forum] auditing staff skills in Clicker, WWS, Powerpoint

sally

ok I'm also a bit confused about what Sally is saying
if she isn't saying that it is too challenging
teaching advanced level powerpoint skills (which are
needed for resources for their students) to staff who
rarely use the computer. Having a number of
David's/Daves, and Sallys might also have confused me!
Anyway in response to Richard (and there are a number
of Richards..)
1. my idea for a skills audit does not mean I would
necessarily teach/train going down a mechansitic
skills list. The information I hope would allow both
skills teaching and real resource for real students
making. Sort of like the DT QCA SOW (I think) wher
there are short focused tasks followed by DMAs- design
and make -integrated tasks. If we go back to the
discussion on SENIT sometime ago on using integrated
tasks in ICT- eg combining graphics and symbol text,
their were views that there would have to be a lot of
experience of single mode tasks eg either symbol
processing or drawing tasks before expecting students
to combine them. While some staff will be anxious to
wizz away at integrated real tasks, others will
struggle to work with help on simple short focused
tasks. There is an incredible range in skill levels. 
2. I do like Richard's idea of teaching real resource
making , but for the above reasons it would need
drastic differentiation- hence the three groups. In
order to train/teach using real resource making it
would therefor be necessary to assess difficulty level
of the real tasks and ensure the right level real
tasks were given to the right groups. So in
furtherance of that , if anyone is willing to list
several (or more) common real resource-making tasks in
rough order of difficulty, I would be very interested
to see them.
thanks
David Fettes
*****************************************8
--- "Mitchell, Dave (ChS, LBSS)"
<dmitchell at worcestershire.gov.uk> wrote:

> sally
> 
> oh. i'll read it again
> 
> dave
> 
> -----Original Message-----
> From: senit-bounces at lists.becta.org.uk
> [mailto:senit-bounces at lists.becta.org.uk]On Behalf
> Of sally millar
> Sent: 31 January 2007 13:20
> To: senit at lists.becta.org.uk
> Subject: Re: [senit] Re: [sld-forum] auditing staff
> skills in
> Clicker,WWS, Powerpoint
> 
> 
> Actually, I think I was saying the exact opposite of
> that, but anyway......
> Sally
> 
> 
> 
> >the advanced level skills would not be taught to
> >people who had not used clciker for the earlier
> level
> >skills. As you say it is a waste trying to teach
> the
> >former in that case as the staff will forget/not
> >understand and not use them.
> >david
> >--- sally millar <sally.millar at ed.ac.uk> wrote:
> >
> >> I would agree wholeheartedly with Richard.
> >> Often, school staff only want to learn and use
> this
> >> kind of software if they can see the point of it
> for
> >> THEIR pupil(s). This leads to the challenging
> >> training situation of trying to get across (in
> one
> >> afternoon!) what you call 'advanced level' skills
> >> in, say PowerPoint, to people who've barely used
> any
> >> software ever before, let alone manipulated
> >> graphics, symbols, sounds and animation....... 
> and
> >> to come out with useable and personalized
> materials
> >> at the end!
> >>
> >> I've found that the single most useful thing you
> can
> >> do before you start training on any software is
> to
> >> go over how to make new folders and how to rename
> >> and move around files and folders.
> >> Good Luck!
> >> Sally
> >> ******
> >>
> >>
> >> >A  slightly different way of looking at training
> is
> >> to consider what you're staff need to use a
> program
> >> in your particular circumstances.
> >> >What they want to achieve from its use, and how
> >> best to enable them to do so.
> >> >
> >> >It does get you out of a rather mechanistic list
> of
> >> procedures or skills which really only relate to
> the
> >> internal operation of the program itself.
> >> >
> >> >It is difficult to list a hierarchy of skills
> >> unless you know the purpose for which it's being
> >> used,
> >> >for example in my setting it is  important to be
> >> able to add sounds and pictures to symbolic
> >> documents so these would be in the starting
> skills
> >> list.
> >> >
> >> >So with PowerPoint I have been more successful
> in
> >> training for a purpose (talking books/
> >> animation/music) rather than going through a task
> >> analysis type checklist. I also find it rather
> more
> >> exciting.
> >> >
> >> >There are also some common procedures that need
> to
> >> be familiar with operating the computer (loading,
> >> saving, filling and finding things on your hard
> disc
> >> and so on) that are operational and not program
> >> specific, yet are essential for working with
> >> computers.
> >> >
> >> >Widgit and Crick have both produced useful
> training
> >> guides on their software that you could use.
> >> >
> >> >Richard Walter
> >> >Meldreth Manor School
> >>
> >>
> >> --
> >>
> >> Sally Millar FRCSLT, M.Ed,
> >> Senior Research Fellow / Joint Coordinator
> >> CALL Centre                   
> >> University of Edinburgh           Direct Line +44
> >> 131 651 6077       
> >> Paterson's Land		Office +44 131 651 6236
> >> Holyrood Road               	Fax +44 131 651 6234
> >> Edinburgh EH8 8AQ                       
> >> Scotland, UK
> >>                       
> >>             
> >> Web: http://www.callcentrescotland.org.uk/
> >>
> >>
> >
> >
> >
> >		
>
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> 
> -- 
> 
> Sally Millar FRCSLT, M.Ed,
> Senior Research Fellow / Joint Coordinator
> CALL Centre                    
> University of Edinburgh           Direct Line +44
> 131 651 6077        
> Paterson's Land		Office +44 131 651 6236
> Holyrood Road                	Fax +44 131 651 6234
> Edinburgh EH8 8AQ                        
> Scotland, UK
>                        
>              
> Web: http://www.callcentrescotland.org.uk/
>
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