The ideal setting for intensive computer network training is a computer lab with no more than two learners per computer, and where each computer has access via modem or direct connection to computer networks. While you're at it, make sure there's no greater than a 10:1 ratio of workshop participants to experienced instructors. And allow at least eight hours in this lab setting for adequate training of beginners.
Unless you are lucky enough to be near a
university or other large institution, a training lab is the
stuff of fantasy. Experienced trainers are even hard to find,
since the technology has arisen so rapidly and is in great
demand. And of course, don't we all wish we could have lower
teacher-student ratios and all the time in the world for
learning?
For groups that continue to work
together following a face-to-face training, on-line exercises,
group co-tutoring, and "refresher summaries" circulated via
electronic mail or on-line conferences can build expertise and
confidence.
For those who have to make do with minimal equipment and time, here are some suggestions for how to make the best of your opportunities for computer network training.
* Set up your equipment for training well in advance. You'll need plenty of time to address technical compatibility (or incompatibility) issues, get access to a phone line for telecommunicating, hook up extension cords, and so on. It almost always is more time-consuming and complicated than you expect, and something often goes wrong, so plan ahead.
* Arrange the training so that the learners can see the computer monitor or projection screen, and so that the trainer looks at the class. It may be helpful to enlist one or more of your teachers to operate the computer keyboard following the trainer's directions.
* Consider pairing or grouping more experienced and energetic workshop participants with those who are new to or pensive about computer technology.
* Dive right in to demonstrating on-line resources, such as computer conferencing, Gopher, and how to get help on-line. Ask teachers what their interests are, then find on-line resources that match those interests. Strive to show the variety, both in form and content, of on-line resources.
* Take short breaks from the on-line demonstration periodically to tell brief stories or anecdotes collected from the network, or to ask participants questions to gauge their understanding of key concepts and how they envision applying computer networking in their own teaching.
* Once "what it can do" has been demonstrated, back up and show how you got there, stepping backwards from a particular on-line resource to the on-line service's main menu or screen. At each step, show and describe the different options that appear in on-line menus or icons.
* Start all over again, this time explaining each step in detail:
Present achievable on-line tasks for participants to perform during the training and/or during follow-up sessions (on-line or in person). Consider making these team efforts, and organizing teams to collaboratively develop a product, or to competitively find answers or solutions to a set of questions or problems. Some trainers have developed an "electronic scavenger hunt" where teams search for specific on-line resources or perform assigned tasks such as posting a conference reply or sending e-mail to the instructor. Tasks might include something like the following:
One way around the language barrier is to treat every computer network workshop as a foreign language lesson. Identify the vocabulary that will be used before the training session begins, and make sure it's OK for anyone to question the meaning of any technical term.
In most audiences or classrooms in the United States, nearly everyone will be able to offer a few words in computerspeak, along with the meanings that ascribe to them. As an ice-breaking exercise, ask for examples of computer terms that could be replaced by simpler, plain-English words. The glossary section can help to overcome translation problems.
The node distributes messages to recipients. Divide the group into three different networks each with a node. E-mail within a network can be sent to the original first name address.
E-mail between networks will require a complete address: "name@network." Message route will now go from sender to local node to receiver's node to receiver.
"Thank you for your critical feedback. I'm certain the outcome will be much improved."
Remind participants that verbal conversation includes many visual and intonational cues to improve communication that are notably lacking in e-mail communication. People typically use several tactics to prevent problems, which your workshop participants can practice: rewording inflammatory sentences to be "e-mail-appropriate" and using symbols (called "smileys") to indicate humor : - ) or surprise .
Ask participants to discuss potential problems and ways they might resolve them.