http://wiki.freegeek.org/api.php?action=feedcontributions&user=Jwmh&feedformat=atomFreekiWiki - User contributions [en]2024-03-28T18:01:05ZUser contributionsMediaWiki 1.35.1http://wiki.freegeek.org/index.php?title=User:Jwmh&diff=66995User:Jwmh2013-04-16T21:50:25Z<p>Jwmh: added Subpages info to personal notes</p>
<hr />
<div>=ABOUT THIS USER, Jwmh=<br />
<br />
Hello, FG World!<br />
This is Joseph Herbert's personal user page.<br />
<br />
I started volunteering with classes in November/December of 2012. (Many years ago, perhaps in ~2005, I had volunteered in the Build program.) Currently I am teaching the "Getting Started w/ your [FG CPU]" class.<br />
<br />
I was fortunate enough to be born & raised here in P-town, and enjoy the outdoors (especially the mountains, forest).<br />
<br />
My professional interests and passions go beyond strict technology, to include high-level Systems-thinking (e.g. infrastructure, whether people or things), and methods/processes for improvement. I also enjoy informal education, and facilitating the learning process (of course).<br />
<br />
I am also working on developing new curriculum -- Darren suggested the great title, "Living in a Technology World." Essentially, this refers to ''aptitudes'', or broad mindsets, of how to go about being proficient with technology. There's a lot of content and directions this could go! If you're interested, and have an aptitude for '''either''' education / human psychology / learning process, '''or''' tech, I would love to sit down over tea w/ you to help shape the course(s).<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
= =<br />
<br />
=Scratchpad (Jwmh notes & ideas for improvement)=<br />
==Finding & Editing Subpages==<br />
'''My Subpages (from Jwmh -> below)'''<br /><br />
http://wiki.freegeek.org/index.php?title=Special%3APrefixIndex&from=Jwmh&namespace=2<br />
<br />
''[references:<br /><br />
''* http://en.wikipedia.org/wiki/Wikipedia:Subpages#Finding_subpages<br /><br />
''* http://www.mediawiki.org/wiki/Help:Subpages<br /><br />
'']<br />
<br />
==Headers' layout==<br />
* http://wiki.freegeek.org/index.php/Help:Editing#Wiki_markup<br />
* http://en.wikipedia.org/wiki/Help:Section#Creation_and_numbering_of_sections<br />
* http://www.mediawiki.org/wiki/Help:Formatting<br />
Cheatsheet:<br />
* http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet<br />
<br />
==Adding / Creating pages:==<br />
* http://wiki.freegeek.org/index.php/Help:Basic_Navigation#Adding_pages<br />
** http://wiki.freegeek.org/index.php/Wiki_Tutorial<br />
<br />
==Making Flowcharts==<br />
This text is commented out; see edit source for example.<br />
<!--<br />
<br />
<graphviz><br />
digraph {<br />
<br />
start [label="START HERE\nFOR POOP CHART", shape="box", fontsize="11", style="bold"]<br />
poop [label="have you pooped today?", fontsize="11", style="italic"] <br />
bran [label="go eat a bran muffin\n& wash it down with some prune juice", fontsize="11"]<br />
coffee [label="did you consume caffeine this morning?", fontsize="11"]<br />
external [label="cheater! your bowel movement was induced by external forces!", fontsize="11"]<br />
noncoffee [label="where do you get your energy?!", fontsize="11"]<br />
<br />
<br />
<br />
start -> poop<br />
poop -> bran [label="NO"]<br />
bran -> poop [label="TRY AGAIN"]<br />
poop -> coffee [label="YES"]<br />
coffee -> external [label="DEAR LORD, YES!"]<br />
coffee -> noncoffee [label="OH, I DON'T DO CAFFEINE, THANK YOU"]<br />
<br />
</graphviz><br />
--><br />
<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a [[/Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
<br />
<br />
==IDEAS==<br />
<br />
Classroom Partition -- rarely is all the space used; usually only half (or less).<br />
* to split class up -- beginners/adoption class, to allow for newbies (complete beginners) to be in their own separate class.<br />
<br />
Class Teaching meta:<br />
Create a system for the following scenario:<br />
* When a user has a question, the screen that they are viewing may be:<br />
routed to the projector, and viewed on the main screen / overhead.<br />
AND/OR<br />
** viewable on everyone's computers in a separate window, via a server service which makes others' screens available -- viz. creating a "meeting" or "class" '''session''', under which the session creator (instructor) may use admin credentials to control the [optional] visibility of users' screens on others' screens....<br />
<br />
<br />
System for presentations + asking questions<br />
* e.g. web app / SaaS -- local or hosted<br />
* chat / IRC?<br />
* user (teachers') requirements? e.g., timeline of q's asked, for metrics & tracking<br />
** when do students / classes tend to have the most issues?<br />
<br />
Cable organization (for lab PCs)<br />
** overhead, drop-down cables (rather than run along floor)?<br />
** would improve / prolong life of cables; ease of use...<br />
<br />
Classroom meta wiki?<br />
* locations of supplies, cables, etc.<br />
* where things are kept<br />
<br />
Teachers' meeting re: Class layout / performance / suggestions for improvement<br />
* emailed Darren to setup<br />
<br />
What is the instructor-computer (podium) login + pw to use?<br />
* if multiple are available, which ones? What are the differences b/w those user accts?<br />
* option for 'default' admin profile -- which gets reset to 'stock / OOB' each time, so has same options as students'? same appearance?<br />
** maybe setup a VM?<br />
** maybe talk to Ben?<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==TEACHER NOTES (getting started / Adoption class)==<br />
<br />
===Class Flow Improvements===<br />
<br />
Delegate, delegate, delegate!<br />
* Often, the teacher at the front is more aware of students getting "lost" -- faster than other instructors/assistant helpers in back of the class.<br />
* ... So... if a student has a problem / is getting lost... Delegate to an assistant instructor! E.g., "Hey Alex, could you help Robin with his/her problem / question? Thanks!!"<br />
<br />
<br />
====Personal Feedback:====<br />
* Turning around more / facing class<br />
* Checking in, interacting w/ students<br />
* Glance at their monitors periodically -- ensure they're following along, and know how to do what you're demonstrating! (e.g. vs facebook)<br />
<br />
Walk students thru useful 'projects':<br />
* e.g., spellcheck in Writer -- misspell a word, etc.<br />
* e.g., the "lifecycle" of a file: Creating in Writer -> Saving -> Closing -> Finding / Locating (use multiple methods to demonstrate this, incl. Catfish) -> Deleting -> Recovering from Trash -> Deleting & permanently removing...<br />
* .... Talk about how it will continue to take up HDD space -- until permanently deleted from Trash.<br />
<br />
<br />
<br />
====Add to Wiki====<br />
<br />
Where students' PCs are kept, if they can't take them home same-day<br />
* back of classroom on table<br />
** should have First + Last name written on bag/box, etc.<br />
* if they need a bag / cardboard box to carry in, they can ask at Receiving / Warehouse?<br />
** need to ask/double-check with these groups if that's true.<br />
<br />
<br />
====Ubuntu Software Center====<br />
* Probably need a few examples of these<br />
* Applications: Searching for / Installing / Finding & Opening<br />
** e.g. Application Finder -- helps you locate!!<br />
* Demonstrate this, e.g. with WINE<br />
<br />
<br />
At every opportunity, mention a class related to X!<br />
* Terminal / Command Line 1 (and 2)<br />
* GiMP<br />
* WINE<br />
else?<br />
<br />
<br />
<br />
<br />
===Issues to Fix (verify?):===<br />
<br />
Default for .ODF in Xubuntu 12.04 is Abiword?<br />
* --> needs to change Filetype association to LibreOffice<br />
<br />
"Prepare for shipping to end-user" WIPES OEM PROFILE DATA<br />
* ASK IF student has prior-owned this PC -- ESPECIALLY LAPTOPS!<br />
** ADD WARNING TO WIKI (?!)<br />
<br />
<br />
===Questions to Explore===<br />
<br />
How to ensure students' questions are all, 100% answered / addressed?<br />
OR,<br />
redirecting & 'delegating', e.g. to assistant instructor, or to tech support, or as appropriate.<br />
<br />
How to manage flow...<br />
* papers / supplies, and where they're located<br />
-> meta: location<br />
-> classroom layout, meta page for this?<br />
** Hand papers / pens to students:<br />
*** e.g. ask students to write down their questions? if there are lots of students / newbies / questions....<br />
.... it can be very easy for the class-flow to get sidelined / railroaded... and how do you keep it on track?<br />
*** Talking / side conversations during class -- getting off track, distracted...<br />
*** need more ideas + ''TOOLS'' for this -- managing flow.<br />
<br />
ANSWERS: Flow control:<br />
* http://wiki.freegeek.org/index.php/Teacher/Education_Resources<br />
**[http://todaysmeet.com/ Todays Meet] - Instant disposable chat room<br />
**[http://gosoapbox.com/ Soap Box] - Instant polls, quizzes and "confusion barometer" (signup required)<br />
<br />
More Q's:<br />
* Time spent on details<br />
** what's crucial ''VS.'' what to sacrifice<br />
** OR, in order of priority<br />
** Need to document this (in syllabus wiki) for teachers<br />
<br />
Tech / hardware problems<br />
* How to mark & record problems that come up -- ''as'' they occur (rather than trying to remember / mark everything after class)<br />
<br />
=editor (shortcut; stays at bottom)=</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Previous_notes_and_thoughts&diff=66958User:Jwmh/Class Drafts/Previous notes and thoughts2013-04-12T18:30:21Z<p>Jwmh: added, moved Volume 1 content.desc</p>
<hr />
<div>'''Old notes and thoughts on the course have been moved to this location.'''<br /><br />
''Still useful for reflecting & refining, but no longer of immediate use. I'm pretty clear now on what I'm teaching (see the parent page -- the curriculum -- for current details & layout.''<br /><br />
-- [[User:Jwmh|Jwmh]] 18:27, 12 April 2013 (UTC)<br />
<br />
<br />
<br />
The below content is from February 13, 2013:<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
''The below content is from.. an earlier date?'' <br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care (e.g. heat=bad, liquid=bad, grounded surge protector = good, ...)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Previous_notes_and_thoughts&diff=66957User:Jwmh/Class Drafts/Previous notes and thoughts2013-04-12T18:27:35Z<p>Jwmh: initial page creation -- content moved from parent page into this new subpage</p>
<hr />
<div>'''Old notes and thoughts on the course have been moved to this location.'''<br /><br />
''Still useful for reflecting & refining, but no longer of immediate use. I'm pretty clear now on what I'm teaching (see the parent page -- the curriculum -- for current details & layout.''<br /><br />
-- [[User:Jwmh|Jwmh]] 18:27, 12 April 2013 (UTC)<br />
<br />
<br />
<br />
The below content is from February 13, 2013:<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:Course_description&diff=66954User:Jwmh/Class Drafts/Module:Course description2013-04-12T18:17:12Z<p>Jwmh: initial page creation -- content moved from parent page into this new subpage</p>
<hr />
<div>==Class Description: "Use Any Computer with Ease"==<br />
This is a description for the class, [[User:Jwmh/Class_Drafts|"Use Any Computer with Ease"]] (formerly, "Living in a Technology World") ''(title suggested by Darren - [[User:Dheiber]]).'' The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
I believe that these differences in skill level and ease-of-use can be *taught.*<br />
See the course curriculum for more details.<br />
<br />
<br />
<br />
''[* Meta:<br />
''This will be added to over time.<br />
''Ideally, I would like to make this a module of introduction, aim and purpose.<br />
''And should class expectations go here, or elsewhere?<br />
''Probably this is just meta, and we can shift content around somewhat.<br />
'']''<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66384User:Jwmh/Class Drafts2013-02-27T21:28:37Z<p>Jwmh: /* Volume III - How to deal with unexpected behavior */</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care (e.g. heat=bad, liquid=bad, grounded surge protector = good, ...)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[/Module:UI_desktop|Module: UI desktop (environment - default at login)]</li><br />
<br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
<li><br />
[[/Module:Filesystem|Module: Filesystem ("filing system")]]<br />
</li><br />
<br />
<li><br />
[[/UI Conventions|UI Conventions: cursor, dialogbox, and Window conventions]]<br />
</li><br />
<br />
</ol><br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
<br />
<ol><br />
<li><br />
[[/Module: Risktaking, Exploring, Changing|Module: Risktaking, Exploring, Changing]]<br />
</li><br />
</ol><br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br/><br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
<br />
<br />
=====(temporary) notes:=====<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br/><br />
======.**** NEGATIVE, that class covers advanced Linux-specific troubleshooting (mostly, w/ some generalities)======<br />
-- need to get PDF, slideshow that's used in his class...<br/><br />
.* Taught by Ben of Ubuntu Oregon<br/><br />
<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66383User:Jwmh/Class Drafts2013-02-27T21:27:44Z<p>Jwmh: /* Volume III - How to deal with unexpected behavior */ -- updated notes on other Troubleshooting Class</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care (e.g. heat=bad, liquid=bad, grounded surge protector = good, ...)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[/Module:UI_desktop|Module: UI desktop (environment - default at login)]</li><br />
<br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
<li><br />
[[/Module:Filesystem|Module: Filesystem ("filing system")]]<br />
</li><br />
<br />
<li><br />
[[/UI Conventions|UI Conventions: cursor, dialogbox, and Window conventions]]<br />
</li><br />
<br />
</ol><br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
<br />
<ol><br />
<li><br />
[[/Module: Risktaking, Exploring, Changing|Module: Risktaking, Exploring, Changing]]<br />
</li><br />
</ol><br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
=====(temporary) notes:=====<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br/><br />
======.**** NEGATIVE, that class covers advanced Linux-specific troubleshooting (mostly, w/ some generalities)======<br />
-- need to get PDF, slideshow that's used in his class...<br/><br />
.* Taught by Ben of Ubuntu Oregon<br/><br />
<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/UI_Conventions&diff=66382User:Jwmh/Class Drafts/UI Conventions2013-02-27T21:19:38Z<p>Jwmh: /* UI Conventions */ -- added keyboard.mouse conventions</p>
<hr />
<div>==UI Conventions==<br />
<br />
* Keyboard conventions (e.g. cursor)<br />
** what happens when there's a blinking cursor? what does that mean?<br />
*** a) you can type (ready to accept typing input)<br />
*** b) it will insert characters at the point where the cursor is<br />
*** c) it will backspace/forwarddelete from the cursorpoint<br />
<br />
* Mouse conventions (e.g. arrow/cursor icon change)<br />
<br />
<br />
* blinking cursor<br />
* three dots (...)<br />
<br />
* active/inactive; "focus"<br />
<br />
* parent/child<br />
** parent/child windows (incl. dependent vs independent, or tied vs not-tied)<br />
<br />
* mouse(cursor) pointer (tip of arrow)<br />
* cursor icon changing (e.g., at the edge of a window, to resize; vs on the title bar, to move)<br />
* window minimize/maximize/resize/restore<br />
<br />
==Module 7: Extras==<br />
Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:Filesystem&diff=66381User:Jwmh/Class Drafts/Module:Filesystem2013-02-27T21:16:49Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module: Filesystem ("filing system")==<br />
* concept of files/folders<br />
** understanding navigation of files/folders<br />
*** subfolders, etc<br />
<br />
<br />
* visual layout<br />
** "View" (how to change)<br />
*** different types<br />
*** what's good for which purpose (e.g. Alphabetical vs Date Modified vs Type)<br />
*** visual clues/indicators of current sort method<br />
**** carrot presence (which column)<br />
**** carrot direction (up/down = ascending/descending)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66379User:Jwmh/Class Drafts2013-02-27T21:12:55Z<p>Jwmh: major edit, re-arranged content, moved items into sub-pages (modules)</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care (e.g. heat=bad, liquid=bad, grounded surge protector = good, ...)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[/Module:UI_desktop|Module: UI desktop (environment - default at login)]</li><br />
<br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
<li><br />
[[/Module:Filesystem|Module: Filesystem ("filing system")]]<br />
</li><br />
<br />
<li><br />
[[/UI Conventions|UI Conventions: cursor, dialogbox, and Window conventions]]<br />
</li><br />
<br />
</ol><br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
<br />
<ol><br />
<li><br />
[[/Module: Risktaking, Exploring, Changing|Module: Risktaking, Exploring, Changing]]<br />
</li><br />
</ol><br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
(temporary) notes:<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:_Risktaking,_Exploring,_Changing&diff=66378User:Jwmh/Class Drafts/Module: Risktaking, Exploring, Changing2013-02-27T21:05:22Z<p>Jwmh: /* Module: Risktaking, Exploring, Changing */ -- moved content into here, from main ClassDrafts page</p>
<hr />
<div>==Module: Risktaking, Exploring, Changing==<br />
<br />
Ask the following questions:<br />
* What is the context?<br />
* What is the worst that could happen here, within this context (if I change/"break" something)?<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66377User:Jwmh/Class Drafts2013-02-27T21:01:53Z<p>Jwmh: /* Software (UI) */ -- added content (conventions, risk-taking); AND cleaned up (moved) content into module links</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[/Module:UI_desktop|Module: UI desktop (environment - default at login)]</li><br />
<br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
<li><br />
[[/Module:Filesystem|Module: Filesystem ("filing system")]]<br />
</li><br />
<br />
<li><br />
[[/Module: Risktaking, Exploring, Changing|Module: Risktaking, Exploring, Changing]]<br />
</li><br />
<br />
<li><br />
[[/UI Conventions|UI Conventions: cursor, dialogbox, and Window conventions]]<br />
</li><br />
<br />
</ol><br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
(temporary) notes:<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/UI_Conventions&diff=66376User:Jwmh/Class Drafts/UI Conventions2013-02-27T21:00:36Z<p>Jwmh: /* UI Conventions */</p>
<hr />
<div>==UI Conventions==<br />
<br />
* blinking cursor<br />
* three dots (...)<br />
<br />
* active/inactive; "focus"<br />
<br />
* parent/child<br />
** parent/child windows (incl. dependent vs independent, or tied vs not-tied)<br />
<br />
* mouse(cursor) pointer (tip of arrow)<br />
* cursor icon changing (e.g., at the edge of a window, to resize; vs on the title bar, to move)<br />
* window minimize/maximize/resize/restore<br />
<br />
==Module 7: Extras==<br />
Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/UI_Conventions&diff=66375User:Jwmh/Class Drafts/UI Conventions2013-02-27T20:58:20Z<p>Jwmh: initial page creation</p>
<hr />
<div>==UI Conventions==<br />
<br />
* blinking cursor<br />
* three dots (...)<br />
<br />
* active/inactive; "focus"<br />
<br />
* parent/child<br />
** parent/child windows (incl. dependent vs independent, or tied vs not-tied)<br />
<br />
* mouse(cursor) pointer (tip of arrow)<br />
* cursor icon changing (e.g., at the edge of a window, to resize; vs on the title bar, to move)<br />
* window minimize/maximize/resize/restore</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:_Risktaking,_Exploring,_Changing&diff=66374User:Jwmh/Class Drafts/Module: Risktaking, Exploring, Changing2013-02-27T20:56:48Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module: Risktaking, Exploring, Changing==<br />
<br />
Ask the following questions:<br />
* What is the context?<br />
* What is the worst that could happen here, within this context (if I change/"break" something)?</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66245User:Jwmh/Class Drafts2013-02-13T17:50:22Z<p>Jwmh: /* Software (UI) */</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[/Module:UI_desktop|Module: UI desktop (environment - default at login)]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
</ol><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
(temporary) notes:<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66244User:Jwmh/Class Drafts2013-02-13T17:48:47Z<p>Jwmh: /* Volume III - How to deal with unexpected behavior */</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[[/Module:UI_desktop|Module: UI desktop (environment - default at login)]]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
</ol><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
(temporary) notes:<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66242User:Jwmh/Class Drafts2013-02-13T16:35:30Z<p>Jwmh: /* Volume III - How to deal with unexpected behavior */</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[[/Module:UI_desktop|Module: UI desktop (environment - default at login)]]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
</ol><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
This is actually being covered by a new class someone else started:<br/><br />
http://www.google.com/calendar/event?eid=Z3FoazMyNmJpMHZxMWJtMTc5aTkzMTgwNGsgcDNjYmdwcjAzb2ZxMmxuZ2Zma24zMzN1MjBAZw&ctz=America/Los_Angeles<br />
<br />
<br />
Full list of classes here: http://wiki.freegeek.org/images/c/c1/Current_Classes_Trifold.pdf<br />
<br />
and also here: http://www.freegeek.org/about/classes/<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66241User:Jwmh/Class Drafts2013-02-13T15:41:19Z<p>Jwmh: added Overview(draft) -- incl. addit'l thoughts -- also minor syntax corrections (/ol)</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br/><br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br/><br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
==Overview (draft)==<br />
As I continue to reflect, it occurs to me that this can(should?) be split into three (3) sections, another way:<br />
* i. Hardware<br />
* ii. Software Concepts (Non-UI)<br />
* iii. Software Visualization & Interaction (UI)<br />
<br />
<br />
Number 2 would include things like the filesystem: Files, Folders, and Applications; etc.<br/><br />
Number 3 would be how you go about interacting with it.<br />
<br />
But, eh... how to describe certain concepts without showing what they look like?<br/><br />
And really, wouldn't the Login window (visual UI) come before other concepts...???<br />
<br />
Or maybe it does make sense to teach concepts first, then show what they look like??<br/><br />
If so, then... is it worthwhile to halt visual learning, to go back to discuss abstract concepts about files/folders, and *then* show what they look like? (I really think the concept of this should be demonstrated with books, first....)<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[[/Module:UI_desktop|Module: UI desktop (environment - default at login)]]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
</ol><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
[or, "Section 2: Getting savvy"]<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
[or, Section 4: solving problems; basic 'troubleshooting']<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)<br />
<br />
<br />
==(editor shortcut; stays at bottom)==</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:hardware_interface&diff=66121User:Jwmh/Class Drafts/Module:hardware interface2013-02-05T16:02:29Z<p>Jwmh: added notes at top: thoughts re relevance of content</p>
<hr />
<div>NB: Wait, wait, wait.. All of this is a ton of info, and good to know, but... Does the average computer user really know (or need to know) this?<br />
<br />
Most folks just stick w/ one mouse/keyboard the whole time -- they don't go switching around.<br />
And how many folks really need to know about the Scroll Lock? (okay, if they accidentally hit it, i suppose... but that's more of troubleshooting!)<br />
And really, keyboard combinations? (e.g. Ctrl-Alt-Del)<br />
Those are more 'advanced' topics... you can get around just fine without keyboard combos.<br />
<br />
Conclusion: So, maybe some of this stuff *shouldn't* be taught in a beginners/entry-level course -- it could easily be delayed until we're more in the 'advanced' topics.<br />
I actually begin to doubt that all this is really relevant to the beginner...<br />
<br />
More to the point: Once folks feel *comfortable w/ the interface* ''in general,'' '''then''' they're often excited to see a quicker, easier way of doing things (a la keyboard/mouse shortcuts).<br />
<br />
TL;DR: Useful, but not necessarily pertinent to the absolute beginner.<br />
2TL;DR: More relevant perhaps to a comfortable user... but still not "necessary."<br />
<br />
Would be given as an "optional - learn some tricks" class.<br />
<br />
But isn't this all about what we're trying to teach?<br />
To become savvier -- to learn how to do things with greater ease, without struggling? Greater confidence?<br />
<br />
Q: Is this a potential confidence-booster (for those who aren't overwhelmed as complete beginners)?<br />
<br />
==Module: hardware interface (mouse and keyboard)==<br />
This is about describing the mouse's and keyboard's physical layout/features/functions.<br />
* get Mac keyboard also<br />
* This is *not* about the effects it has on the software interface -- this is *only* about visually examining these devices. [....? Really? Is this even possible? Maybe this should go somewhere else, under UI / Software / Navigating....]<br />
<br />
<br />
===Different types of keyboards and mice===<br />
First:<br />
*There is no 'universal' keyboard or mouse -- there are the most common ones, but there are many types.<br />
However, almost all of them have certain features in common, so we'll go over those.<br />
<br />
* All mice can be used interchangably -- there is no "special" compatibility that makes them only work with certain computers; you can use them with any type of computer *software* -- as long as you physically have the right connector on the back to plug them into.<br />
<br />
* Same goes for keyboards, although some of the more 'special' buttons on keyboards get switched up a little bit between Macs and PCs.<br />
<br />
<br />
===Mouse===<br />
* Most mice that come with PC's (Microsoft- or Linux-based computers) have two buttons, plus a scroll wheel. On some mice, this wheel also can be "clicked," or pressed as a third (middle) button.<br />
<br />
* Conversely, most mice that come with new Macintosh (Apple) computers only have a single button. (Some of them also have a scroll wheel, that sometimes acts as a second button.)<br />
<br />
* However, in both cases, the 'primary' button performs the same primary action.<br />
The second (and sometimes third) buttons perform different, "special" actions.<br />
<br />
* [advanced:<br />
There are even fancier mice you can buy which have four or five or six buttons; usually there is software to go with these, that lets you assign more customized "special" actions to those buttons.<br />
]<br />
<br />
<br />
<br />
===Keyboard===<br />
Again, there are different types of keyboards.<br />
However, there is far less distinction between Mac keyboards vs PC keyboards, than between mice.<br />
<br />
* Most keys on the keyboard, when you press them, do sometime directly -- like type a letter or number.<br />
* Other keys, like Shift, *don't* do anything directly -- instead, they *modify* other keys... changing what happens when you press them.<br />
** some of these "modifier" keys (like Shift) just make the output different -- so you type a capital letter, instead of a lowercase one.<br />
** other "modifier" keys (like Ctrl) are even more special -- when you press them in combination with another key, they don't actually "type" anything -- but instead, they send a signal to the system, telling it to *do* something (like reboot the whole computer).<br />
*** fortunately, most of the "crazy" options (like rebooting an entire computer just by pressing some keys) have been taken away -- the computer programmers decided it was too easy to do accidentally, even for someone really familiar w/ the system, so they've mostly taken those sorts of options out.<br />
*** even if you do accidentally reboot a machine, typically the worst that will happen is you might lose whatever you were in the middle of -- but you can't really *harm* a computer by pressing keys.<br />
**** There are NO "wrong" keys to press! I promise. [needs to be a little more persuasive/supportive/encouraging than that...]<br />
<br />
Extra keys:<br />
* Ctrl<br />
* Alt (on Macs, this is the Apple key, a.k.a. the "Command" key)<br />
* ESC<br />
<br />
* Arrow keys<br />
* Number keys<br />
<br />
* "Lock" keys:<br />
** Capslock<br />
** NumberLock<br />
** ScrollLock<br />
<br />
* Other special keys:<br />
** Insert (INS)<br />
** Delete (DEL)<br />
** Home / End<br />
** PgUp / PgDn<br />
<br />
* PrtScn<br />
* Pause/Break<br />
<br />
* Function keys (F#)<br />
<br />
<br />
System-specific:<br />
* Top-row keys: laptop-keys and Mac-keys that adjust the hardware -- like the Volume, or the Screen Brightness<br />
** sometimes on laptops, these overlap w/ the function keys -- dual-purpose<br />
*** then, depending on the keyboard, you sometimes have an extra "Fn" key, needed to activate the "alternate" functions of these keys<br />
* Windows/"Special" key (on Macs, this is replaced by the Option/Alt key)<br />
* Context/Alt-mouseclick key (some keyboards only; usually rightside of spacebar only)<br />
<br />
<br />
Mac-specific:<br />
* Option/Alt (where the Windows-logo key is on PC keyboards; but will function as an Alt key if you hook it up to a Microsoft Windows box)<br />
* Command (where the Alt key is on PC keyboards)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66120User:Jwmh/Class Drafts2013-02-05T15:33:24Z<p>Jwmh: re-arranged content</p>
<hr />
<div>=Link to Modules=<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
<br />
==Volume I: Familiarization with the interface==<br />
===[or, "Getting to know the basics"]===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor), but rather familiarization w/ the interface as a whole.<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
<br />
====Hardware====<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
====Software (UI)====<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[[/Module:UI_desktop|Module: UI desktop (environment - default at login)]]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
(Interacting w/ the computer)<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
<br />
==Volume II - Beyond the Basics: Knowing How to Explore==<br />
(even if you don't know what you're looking for)<br />
===[or, "Section 2: Getting savvy"]===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
==Volume III - How to deal with unexpected behavior==<br />
===[or, Section 4: solving problems; basic 'troubleshooting']===<br />
(assuming something is not actually 'broken' as req's fixing by a technician..(?)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66119User:Jwmh/Class Drafts2013-02-04T20:53:01Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard/mouse also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
<ol><br />
<li>[[/Module:UI_login_screen|Module: (UI) Login screen]]</li><br />
<br />
<li>[[/Module:UI_desktop|Module: UI desktop (environment - default at login)]]</li><br />
<!-- <li>Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....</li><br />
--><br />
<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:UI_login_screen&diff=66118User:Jwmh/Class Drafts/Module:UI login screen2013-02-04T20:46:47Z<p>Jwmh: </p>
<hr />
<div>[<br />
Meta notes<br />
* need more info, links here -- to UI conventions -- "fields," "typable," etc... lotta vocabulary to be throwing at them.<br />
* idea: sections for modules; "new vocab introduced"?<br />
]<br />
<br />
==Module: (UI) Login screen==<br />
keys to different apartments in a building<br />
* guest [session]: key to a hotel room for one night -- cleaned after you leave<br />
<br />
Choosable/Typable Fields:<br />
* Username: Identifies who you are (like a room number on an apartment building)<br />
* Password: Security to ensure you're allowed in (like the key to your room)<br />
** depending on how it's setup, you might have a list of usernames displayed -- and you just click on one. OR, you might have to manually type in the username.<br />
** pay attention to how the typable field is labeled<br />
<br />
<br />
Other options:<br />
* shutdown / reboot / etc<br />
** on some computers, might be prevented from choosing these until after you login (proving that you proper "security")<br />
** [best to cover these here, before getting into the desktop environment..]<br />
<br />
Else?<br />
* Session info; keyboard types; etc</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:UI_login_screen&diff=66117User:Jwmh/Class Drafts/Module:UI login screen2013-02-04T20:45:24Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module: (UI) Login screen==<br />
keys to different apartments in a building<br />
* guest [session]: key to a hotel room for one night -- cleaned after you leave<br />
<br />
Choosable/Typable Fields:<br />
* Username: Identifies who you are (like a room number on an apartment building)<br />
* Password: Security to ensure you're allowed in (like the key to your room)<br />
** depending on how it's setup, you might have a list of usernames displayed -- and you just click on one. OR, you might have to manually type in the username.<br />
** pay attention to how the typable field is labeled<br />
<br />
<br />
[Meta notes<br />
*** need more info, links here -- to UI conventions -- "fields," "typable," etc... lotta vocabulary to be throwing at them.<br />
**** sections for modules; new vocab introduced?<br />
]<br />
<br />
<br />
Other options:<br />
* shutdown / reboot / etc<br />
** on some computers, might be prevented from choosing these until after you login (proving that you proper "security")<br />
** [best to cover these here, before getting into the desktop environment..]<br />
<br />
Else?<br />
* Session info; keyboard types; etc</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:hardware_interface&diff=66116User:Jwmh/Class Drafts/Module:hardware interface2013-02-04T20:13:34Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module: hardware interface (mouse and keyboard)==<br />
This is about describing the mouse's and keyboard's physical layout/features/functions.<br />
* get Mac keyboard also<br />
* This is *not* about the effects it has on the software interface -- this is *only* about visually examining these devices. [....? Really? Is this even possible? Maybe this should go somewhere else, under UI / Software / Navigating....]<br />
<br />
<br />
===Different types of keyboards and mice===<br />
First:<br />
*There is no 'universal' keyboard or mouse -- there are the most common ones, but there are many types.<br />
However, almost all of them have certain features in common, so we'll go over those.<br />
<br />
* All mice can be used interchangably -- there is no "special" compatibility that makes them only work with certain computers; you can use them with any type of computer *software* -- as long as you physically have the right connector on the back to plug them into.<br />
<br />
* Same goes for keyboards, although some of the more 'special' buttons on keyboards get switched up a little bit between Macs and PCs.<br />
<br />
<br />
===Mouse===<br />
* Most mice that come with PC's (Microsoft- or Linux-based computers) have two buttons, plus a scroll wheel. On some mice, this wheel also can be "clicked," or pressed as a third (middle) button.<br />
<br />
* Conversely, most mice that come with new Macintosh (Apple) computers only have a single button. (Some of them also have a scroll wheel, that sometimes acts as a second button.)<br />
<br />
* However, in both cases, the 'primary' button performs the same primary action.<br />
The second (and sometimes third) buttons perform different, "special" actions.<br />
<br />
* [advanced:<br />
There are even fancier mice you can buy which have four or five or six buttons; usually there is software to go with these, that lets you assign more customized "special" actions to those buttons.<br />
]<br />
<br />
<br />
<br />
===Keyboard===<br />
Again, there are different types of keyboards.<br />
However, there is far less distinction between Mac keyboards vs PC keyboards, than between mice.<br />
<br />
* Most keys on the keyboard, when you press them, do sometime directly -- like type a letter or number.<br />
* Other keys, like Shift, *don't* do anything directly -- instead, they *modify* other keys... changing what happens when you press them.<br />
** some of these "modifier" keys (like Shift) just make the output different -- so you type a capital letter, instead of a lowercase one.<br />
** other "modifier" keys (like Ctrl) are even more special -- when you press them in combination with another key, they don't actually "type" anything -- but instead, they send a signal to the system, telling it to *do* something (like reboot the whole computer).<br />
*** fortunately, most of the "crazy" options (like rebooting an entire computer just by pressing some keys) have been taken away -- the computer programmers decided it was too easy to do accidentally, even for someone really familiar w/ the system, so they've mostly taken those sorts of options out.<br />
*** even if you do accidentally reboot a machine, typically the worst that will happen is you might lose whatever you were in the middle of -- but you can't really *harm* a computer by pressing keys.<br />
**** There are NO "wrong" keys to press! I promise. [needs to be a little more persuasive/supportive/encouraging than that...]<br />
<br />
Extra keys:<br />
* Ctrl<br />
* Alt (on Macs, this is the Apple key, a.k.a. the "Command" key)<br />
* ESC<br />
<br />
* Arrow keys<br />
* Number keys<br />
<br />
* "Lock" keys:<br />
** Capslock<br />
** NumberLock<br />
** ScrollLock<br />
<br />
* Other special keys:<br />
** Insert (INS)<br />
** Delete (DEL)<br />
** Home / End<br />
** PgUp / PgDn<br />
<br />
* PrtScn<br />
* Pause/Break<br />
<br />
* Function keys (F#)<br />
<br />
<br />
System-specific:<br />
* Top-row keys: laptop-keys and Mac-keys that adjust the hardware -- like the Volume, or the Screen Brightness<br />
** sometimes on laptops, these overlap w/ the function keys -- dual-purpose<br />
*** then, depending on the keyboard, you sometimes have an extra "Fn" key, needed to activate the "alternate" functions of these keys<br />
* Windows/"Special" key (on Macs, this is replaced by the Option/Alt key)<br />
* Context/Alt-mouseclick key (some keyboards only; usually rightside of spacebar only)<br />
<br />
<br />
Mac-specific:<br />
* Option/Alt (where the Windows-logo key is on PC keyboards; but will function as an Alt key if you hook it up to a Microsoft Windows box)<br />
* Command (where the Alt key is on PC keyboards)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66115User:Jwmh/Class Drafts2013-02-04T19:32:35Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li>Module: [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li>Module: [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>[[/Module:hardware interface|Module: hardware interface (mouse and keyboard)]]<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh&diff=66114User:Jwmh2013-02-04T17:44:27Z<p>Jwmh: /* IDEAS */ added idea - classroom partition</p>
<hr />
<div>=ABOUT THIS USER, Jwmh=<br />
<br />
Hello, FG World!<br />
This is Joseph Herbert's personal user page.<br />
<br />
I started volunteering with classes in November/December of 2012. (Many years ago, perhaps in ~2005, I had volunteered in the Build program.) Currently I am teaching the "Getting Started w/ your [FG CPU]" class.<br />
<br />
I was fortunate enough to be born & raised here in P-town, and enjoy the outdoors (especially the mountains, forest).<br />
<br />
My professional interests and passions go beyond strict technology, to include high-level Systems-thinking (e.g. infrastructure, whether people or things), and methods/processes for improvement. I also enjoy informal education, and facilitating the learning process (of course).<br />
<br />
I am also working on developing new curriculum -- Darren suggested the great title, "Living in a Technology World." Essentially, this refers to ''aptitudes'', or broad mindsets, of how to go about being proficient with technology. There's a lot of content and directions this could go! If you're interested, and have an aptitude for '''either''' education / human psychology / learning process, '''or''' tech, I would love to sit down over tea w/ you to help shape the course(s).<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
= =<br />
<br />
=Scratchpad (Jwmh notes & ideas for improvement)=<br />
==Headers' layout==<br />
* http://wiki.freegeek.org/index.php/Help:Editing#Wiki_markup<br />
* http://en.wikipedia.org/wiki/Help:Section#Creation_and_numbering_of_sections<br />
* http://www.mediawiki.org/wiki/Help:Formatting<br />
Cheatsheet:<br />
* http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet<br />
<br />
==Adding / Creating pages:==<br />
* http://wiki.freegeek.org/index.php/Help:Basic_Navigation#Adding_pages<br />
** http://wiki.freegeek.org/index.php/Wiki_Tutorial<br />
<br />
==Making Flowcharts==<br />
This text is commented out; see edit source for example.<br />
<!--<br />
<br />
<graphviz><br />
digraph {<br />
<br />
start [label="START HERE\nFOR POOP CHART", shape="box", fontsize="11", style="bold"]<br />
poop [label="have you pooped today?", fontsize="11", style="italic"] <br />
bran [label="go eat a bran muffin\n& wash it down with some prune juice", fontsize="11"]<br />
coffee [label="did you consume caffeine this morning?", fontsize="11"]<br />
external [label="cheater! your bowel movement was induced by external forces!", fontsize="11"]<br />
noncoffee [label="where do you get your energy?!", fontsize="11"]<br />
<br />
<br />
<br />
start -> poop<br />
poop -> bran [label="NO"]<br />
bran -> poop [label="TRY AGAIN"]<br />
poop -> coffee [label="YES"]<br />
coffee -> external [label="DEAR LORD, YES!"]<br />
coffee -> noncoffee [label="OH, I DON'T DO CAFFEINE, THANK YOU"]<br />
<br />
</graphviz><br />
--><br />
<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a [[/Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
<br />
<br />
==IDEAS==<br />
<br />
Classroom Partition -- rarely is all the space used; usually only half (or less).<br />
* to split class up -- beginners/adoption class, to allow for newbies (complete beginners) to be in their own separate class.<br />
<br />
Class Teaching meta:<br />
Create a system for the following scenario:<br />
* When a user has a question, the screen that they are viewing may be:<br />
routed to the projector, and viewed on the main screen / overhead.<br />
AND/OR<br />
** viewable on everyone's computers in a separate window, via a server service which makes others' screens available -- viz. creating a "meeting" or "class" '''session''', under which the session creator (instructor) may use admin credentials to control the [optional] visibility of users' screens on others' screens....<br />
<br />
<br />
System for presentations + asking questions<br />
* e.g. web app / SaaS -- local or hosted<br />
* chat / IRC?<br />
* user (teachers') requirements? e.g., timeline of q's asked, for metrics & tracking<br />
** when do students / classes tend to have the most issues?<br />
<br />
Cable organization (for lab PCs)<br />
** overhead, drop-down cables (rather than run along floor)?<br />
** would improve / prolong life of cables; ease of use...<br />
<br />
Classroom meta wiki?<br />
* locations of supplies, cables, etc.<br />
* where things are kept<br />
<br />
Teachers' meeting re: Class layout / performance / suggestions for improvement<br />
* emailed Darren to setup<br />
<br />
What is the instructor-computer (podium) login + pw to use?<br />
* if multiple are available, which ones? What are the differences b/w those user accts?<br />
* option for 'default' admin profile -- which gets reset to 'stock / OOB' each time, so has same options as students'? same appearance?<br />
** maybe setup a VM?<br />
** maybe talk to Ben?<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==TEACHER NOTES (getting started / Adoption class)==<br />
<br />
===Class Flow Improvements===<br />
<br />
Delegate, delegate, delegate!<br />
* Often, the teacher at the front is more aware of students getting "lost" -- faster than other instructors/assistant helpers in back of the class.<br />
* ... So... if a student has a problem / is getting lost... Delegate to an assistant instructor! E.g., "Hey Alex, could you help Robin with his/her problem / question? Thanks!!"<br />
<br />
<br />
====Personal Feedback:====<br />
* Turning around more / facing class<br />
* Checking in, interacting w/ students<br />
* Glance at their monitors periodically -- ensure they're following along, and know how to do what you're demonstrating! (e.g. vs facebook)<br />
<br />
Walk students thru useful 'projects':<br />
* e.g., spellcheck in Writer -- misspell a word, etc.<br />
* e.g., the "lifecycle" of a file: Creating in Writer -> Saving -> Closing -> Finding / Locating (use multiple methods to demonstrate this, incl. Catfish) -> Deleting -> Recovering from Trash -> Deleting & permanently removing...<br />
* .... Talk about how it will continue to take up HDD space -- until permanently deleted from Trash.<br />
<br />
<br />
<br />
====Add to Wiki====<br />
<br />
Where students' PCs are kept, if they can't take them home same-day<br />
* back of classroom on table<br />
** should have First + Last name written on bag/box, etc.<br />
* if they need a bag / cardboard box to carry in, they can ask at Receiving / Warehouse?<br />
** need to ask/double-check with these groups if that's true.<br />
<br />
<br />
====Ubuntu Software Center====<br />
* Probably need a few examples of these<br />
* Applications: Searching for / Installing / Finding & Opening<br />
** e.g. Application Finder -- helps you locate!!<br />
* Demonstrate this, e.g. with WINE<br />
<br />
<br />
At every opportunity, mention a class related to X!<br />
* Terminal / Command Line 1 (and 2)<br />
* GiMP<br />
* WINE<br />
else?<br />
<br />
<br />
<br />
<br />
===Issues to Fix (verify?):===<br />
<br />
Default for .ODF in Xubuntu 12.04 is Abiword?<br />
* --> needs to change Filetype association to LibreOffice<br />
<br />
"Prepare for shipping to end-user" WIPES OEM PROFILE DATA<br />
* ASK IF student has prior-owned this PC -- ESPECIALLY LAPTOPS!<br />
** ADD WARNING TO WIKI (?!)<br />
<br />
<br />
===Questions to Explore===<br />
<br />
How to ensure students' questions are all, 100% answered / addressed?<br />
OR,<br />
redirecting & 'delegating', e.g. to assistant instructor, or to tech support, or as appropriate.<br />
<br />
How to manage flow...<br />
* papers / supplies, and where they're located<br />
-> meta: location<br />
-> classroom layout, meta page for this?<br />
** Hand papers / pens to students:<br />
*** e.g. ask students to write down their questions? if there are lots of students / newbies / questions....<br />
.... it can be very easy for the class-flow to get sidelined / railroaded... and how do you keep it on track?<br />
*** Talking / side conversations during class -- getting off track, distracted...<br />
*** need more ideas + ''TOOLS'' for this -- managing flow.<br />
<br />
ANSWERS: Flow control:<br />
* http://wiki.freegeek.org/index.php/Teacher/Education_Resources<br />
**[http://todaysmeet.com/ Todays Meet] - Instant disposable chat room<br />
**[http://gosoapbox.com/ Soap Box] - Instant polls, quizzes and "confusion barometer" (signup required)<br />
<br />
More Q's:<br />
* Time spent on details<br />
** what's crucial ''VS.'' what to sacrifice<br />
** OR, in order of priority<br />
** Need to document this (in syllabus wiki) for teachers<br />
<br />
Tech / hardware problems<br />
* How to mark & record problems that come up -- ''as'' they occur (rather than trying to remember / mark everything after class)<br />
<br />
=editor (shortcut; stays at bottom)=</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:needed_peripherals&diff=66113User:Jwmh/Class Drafts/Module:needed peripherals2013-02-04T17:39:58Z<p>Jwmh: </p>
<hr />
<div>==Module on Hardware: Connecting up the (external) parts [of | to operate] a computer==<br />
<br />
Everything is optional.<br/><br />
However, you might have a hard time using the computer without these!<br />
<br />
* Each device needs both a way to talk to the computer, and also electricity to run.<br />
** Some devices, like keyboards (and mice), get their power directly from the computer-tower. They use the same cable they plug into the computer with, to also get electricity -- and it's a very tiny amount of electricity needed.<br />
** But most other devices are more powerful (like monitor screens), and need their own separate electrical cable. So: Most devices have both their own power *and* a data cable -- one is to give them electricity (so they work); the other is so they can actually talk with the computer (or like with speakers, the computer needs to send sound to them).<br />
*** If a device has its own power cable, it probably also has its own power button.<br />
* some devices have other places on them to plug things in -- especially monitors. Look carefully to see what all your options are!<br />
** just because a device *has* a place to plug something in, doesn't mean it *needs* that...<br />
*** monitors might have more than one spot for a data cable -- but that's because there are two choices; but you only need one or the other -- not both.<br />
*** ... the only *needed* things (almost always) are (1) power cable + (1) data cable (to talk to PC)<br />
<br />
Laptops:<br/><br />
Almost everything is built-in.<br />
* The only separate part is the AC power adapter.<br />
** This sometimes/often is split into two pieces, so as not to wear the cord out when it's rolled up.<br />
* You can also hook up other devices to a laptop -- like an extra monitor, or projector, or extra speakers -- but it's usually not necessary if you're just using it by yourself. (Most laptops have decent speakers built-in.)<br />
<br />
Desktops:<br />
* There's the computer / tower itself (+ its power cable)<br />
* The monitor (the computer will run just fine by itself -- but without the monitor, you can't see anything!) (two cables: 1 data + 1 power)<br />
* Keyboard (you need this to operate the computer!) (no extra wall-power -- it just plugs straight into the computer)<br />
* Mouse (in theory, you *can* use only a keyboard to operate a computer... but it's very cumbersome, especially if you're online / surfing the internet.) (no extra cables; data/power on same one, straight into computer)<br />
* Speakers (some computers have speakers built-inside, but external speakers are almost always better) (audio+power)<br />
<br />
L+D:<br />
* Ethernet (network) cable; lets you get on the internet (just a cable -- one end into computer; other end into your internet connection)<br />
** laptops can use wifi, but a cable is the best option.... (don't get too advanced here, leave it at that for now) (advanced info: the wifi antenna is built into laptops)<br />
*** can link later from here to Networking module...<br />
<br />
Others:<br/><br />
There are many other things you can connect to a computer -- like printers, for instance -- but these are the device and cables you need, just to be able to *use* a computer.</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:needed_peripherals&diff=66112User:Jwmh/Class Drafts/Module:needed peripherals2013-02-04T17:32:08Z<p>Jwmh: </p>
<hr />
<div>==Module on Hardware: Connecting up the (external) parts [of | to operate] a computer==<br />
<br />
Everything is optional.<br/><br />
However, you might have a hard time using the computer without these!<br />
<br />
* Each separate device needs its own power.<br />
** If a device has its own power cable, it probably also has its own power button.<br />
** Most devices have both their own power *and* a data cable -- one is to give them electricity (so they work); the other is so they can actually talk to the computer (or like with speakers, the computer needs to send sound to them).<br />
** some devices have other places on them to plug things in -- especially monitors. Look carefully to see what all your options are!<br />
** just because a device *has* a place to plug something in, doesn't mean it *needs* that...<br />
*** ... the only *needed* things (almost always) are (1) power cable + (1) data cable (to talk to PC)<br />
<br />
Laptops:<br/><br />
Almost everything is built-in.<br />
* The only separate part is the AC power adapter.<br />
** This sometimes/often is split into two pieces, so as not to wear the cord out when it's rolled up.<br />
* You can also hook up other devices to a laptop -- like an extra monitor, or projector, or extra speakers -- but it's usually not necessary if you're just using it by yourself. (Most laptops have decent speakers built-in.)<br />
<br />
Desktops:<br />
* There's the computer / tower itself (+ its power cable)<br />
* The monitor (the computer will run just fine by itself -- but without the monitor, you can't see anything!) (two cables: 1 data + 1 power)<br />
* Keyboard (you need this to operate the computer!) (no extra wall-power -- it just plugs straight into the computer)<br />
* Mouse (in theory, you *can* use only a keyboard to operate a computer... but it's very cumbersome, especially if you're online / surfing the internet.) (no extra cables; data/power on same one, straight into computer)<br />
* Speakers (some computers have speakers built-inside, but external speakers are almost always better) (audio+power)<br />
<br />
L+D:<br />
* Ethernet (network) cable; lets you get on the internet (just a cable -- one end into computer; other end into your internet connection)<br />
** laptops can use wifi, but a cable is the best option.... (don't get too advanced here, leave it at that for now) (advanced info: the wifi antenna is built into laptops)<br />
*** can link later from here to Networking module...<br />
<br />
Others:<br/><br />
There are many other things you can connect to a computer -- like printers, for instance -- but these are the device and cables you need, just to be able to *use* a computer.</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:needed_peripherals&diff=66111User:Jwmh/Class Drafts/Module:needed peripherals2013-02-04T17:29:09Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module on Hardware: Connecting up the (external) parts [of | to operate] a computer==<br />
<br />
Everything is optional.<br/><br />
However, you might have a hard time using the computer without these!<br />
<br />
Each separate device needs its own power.<br />
Most devices have both their own power *and* a data cable -- one is to give them electricity (so they work); the other is so they can actually talk to the computer (or like with speakers, the computer needs to send sound to them).<br />
<br />
Laptops:<br/><br />
Almost everything is built-in.<br />
* The only separate part is the AC power adapter.<br />
** This sometimes/often is split into two pieces, so as not to wear the cord out when it's rolled up.<br />
* You can also hook up other devices to a laptop -- like an extra monitor, or projector, or extra speakers -- but it's usually not necessary if you're just using it by yourself. (Most laptops have decent speakers built-in.)<br />
<br />
Desktops:<br />
* There's the computer / tower itself (+ its power cable)<br />
* The monitor (the computer will run just fine by itself -- but without the monitor, you can't see anything!) (two cables: 1 data + 1 power)<br />
* Keyboard (you need this to operate the computer!) (no extra wall-power -- it just plugs straight into the computer)<br />
* Mouse (in theory, you *can* use only a keyboard to operate a computer... but it's very cumbersome, especially if you're online / surfing the internet.) (no extra cables; data/power on same one, straight into computer)<br />
* Speakers (some computers have speakers built-inside, but external speakers are almost always better) (audio+power)<br />
<br />
L+D:<br />
* Ethernet (network) cable; lets you get on the internet (just a cable -- one end into computer; other end into your internet connection)<br />
** laptops can use wifi, but a cable is the best option.... (don't get too advanced here, leave it at that for now) (advanced info: the wifi antenna is built into laptops)<br />
*** can link later from here to Networking module...<br />
<br />
Others:<br/><br />
There are many other things you can connect to a computer -- like printers, for instance -- but these are the device and cables you need, just to be able to *use* a computer.</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66110User:Jwmh/Class Drafts2013-02-04T17:10:56Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li> [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li> [[/Module:needed_peripherals|hooking up a computer]]</li><br />
<li>Module 3 Interface (mouse and keyboard)<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66109User:Jwmh/Class Drafts2013-02-04T17:08:13Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li> [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li> [[/Module:necessary_peripherals|hooking up a computer]]</li><br />
<li>Module 3 Interface (mouse and keyboard)<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/Module:electric&diff=66108User:Jwmh/Class Drafts/Module:electric2013-02-04T17:05:27Z<p>Jwmh: initial page creation</p>
<hr />
<div>==Module on Hardware: Electrical / Power / Heat==<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad<br />
* grounded surge protector = good, etc. (is this really "necessary"?)<br />
* howto poweron<br />
* howto tell if it's on or off (lights, fans, indicators -- signs that it's running)<br />
<br />
More advanced:<br />
BIOS beep codes, etc<br />
Check the CDROM drive tray -- see if it ejects when you press the button</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66107User:Jwmh/Class Drafts2013-02-04T14:07:48Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li> [[/Module:electric|power/electric/heat (howto turn on; do's/don'ts)]]</li><br />
<li> Module 2 (external peripherals; hooking up a computer)</li><br />
<li>Module 3 Interface (mouse and keyboard)<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66106User:Jwmh/Class Drafts2013-02-04T13:58:20Z<p>Jwmh: /* Link to Modules */</p>
<hr />
<div>==Link to Modules==<br />
<br />
Hardware<br />
<ol><br />
<li> [[/Module:electric|how to turn on; do's/don'ts]]<br />
* power/electric/heat</li><br />
<li> Module 2 (external peripherals; hooking up a computer)</li><br />
<li>Module 3 Interface (mouse and keyboard)<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/&diff=66105User:Jwmh/Class Drafts/2013-02-04T13:55:48Z<p>Jwmh: added Redirect; removed delete request</p>
<hr />
<div>#REDIRECT [[User:Jwmh/Class_Drafts]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66104User:Jwmh/Class Drafts2013-02-04T13:53:18Z<p>Jwmh: new modules pages</p>
<hr />
<div>==Link to Modules==<br />
<br />
[[/Class_Drafts|draft proposal for the class]]<br />
<br />
Hardware<br />
<ol><br />
<li> [[/Module:electric|how to turn on; do's/don'ts]]<br />
* power/electric/heat</li><br />
<li> Module 2 (external peripherals; hooking up a computer)</li><br />
<li>Module 3 Interface (mouse and keyboard)<br />
*get Mac keyboard also</li><br />
</ol><br />
<br />
<br />
Software (UI)<br />
* Module 4: - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh&diff=66103User:Jwmh2013-02-04T13:43:33Z<p>Jwmh: removed category_eduction</p>
<hr />
<div>=ABOUT THIS USER, Jwmh=<br />
<br />
Hello, FG World!<br />
This is Joseph Herbert's personal user page.<br />
<br />
I started volunteering with classes in November/December of 2012. (Many years ago, perhaps in ~2005, I had volunteered in the Build program.) Currently I am teaching the "Getting Started w/ your [FG CPU]" class.<br />
<br />
I was fortunate enough to be born & raised here in P-town, and enjoy the outdoors (especially the mountains, forest).<br />
<br />
My professional interests and passions go beyond strict technology, to include high-level Systems-thinking (e.g. infrastructure, whether people or things), and methods/processes for improvement. I also enjoy informal education, and facilitating the learning process (of course).<br />
<br />
I am also working on developing new curriculum -- Darren suggested the great title, "Living in a Technology World." Essentially, this refers to ''aptitudes'', or broad mindsets, of how to go about being proficient with technology. There's a lot of content and directions this could go! If you're interested, and have an aptitude for '''either''' education / human psychology / learning process, '''or''' tech, I would love to sit down over tea w/ you to help shape the course(s).<br />
<br />
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<br />
= =<br />
<br />
=Scratchpad (Jwmh notes & ideas for improvement)=<br />
==Headers' layout==<br />
* http://wiki.freegeek.org/index.php/Help:Editing#Wiki_markup<br />
* http://en.wikipedia.org/wiki/Help:Section#Creation_and_numbering_of_sections<br />
* http://www.mediawiki.org/wiki/Help:Formatting<br />
Cheatsheet:<br />
* http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet<br />
<br />
==Adding / Creating pages:==<br />
* http://wiki.freegeek.org/index.php/Help:Basic_Navigation#Adding_pages<br />
** http://wiki.freegeek.org/index.php/Wiki_Tutorial<br />
<br />
==Making Flowcharts==<br />
This text is commented out; see edit source for example.<br />
<!--<br />
<br />
<graphviz><br />
digraph {<br />
<br />
start [label="START HERE\nFOR POOP CHART", shape="box", fontsize="11", style="bold"]<br />
poop [label="have you pooped today?", fontsize="11", style="italic"] <br />
bran [label="go eat a bran muffin\n& wash it down with some prune juice", fontsize="11"]<br />
coffee [label="did you consume caffeine this morning?", fontsize="11"]<br />
external [label="cheater! your bowel movement was induced by external forces!", fontsize="11"]<br />
noncoffee [label="where do you get your energy?!", fontsize="11"]<br />
<br />
<br />
<br />
start -> poop<br />
poop -> bran [label="NO"]<br />
bran -> poop [label="TRY AGAIN"]<br />
poop -> coffee [label="YES"]<br />
coffee -> external [label="DEAR LORD, YES!"]<br />
coffee -> noncoffee [label="OH, I DON'T DO CAFFEINE, THANK YOU"]<br />
<br />
</graphviz><br />
--><br />
<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a [[/Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
<br />
<br />
==IDEAS==<br />
<br />
Classroom<br />
Create a system for the following scenario:<br />
* When a user has a question, the screen that they are viewing may be:<br />
routed to the projector, and viewed on the main screen / overhead.<br />
AND/OR<br />
** viewable on everyone's computers in a separate window, via a server service which makes others' screens available -- viz. creating a "meeting" or "class" '''session''', under which the session creator (instructor) may use admin credentials to control the [optional] visibility of users' screens on others' screens....<br />
<br />
<br />
System for presentations + asking questions<br />
* e.g. web app / SaaS -- local or hosted<br />
* chat / IRC?<br />
* user (teachers') requirements? e.g., timeline of q's asked, for metrics & tracking<br />
** when do students / classes tend to have the most issues?<br />
<br />
Cable organization (for lab PCs)<br />
** overhead, drop-down cables (rather than run along floor)?<br />
** would improve / prolong life of cables; ease of use...<br />
<br />
Classroom meta wiki?<br />
* locations of supplies, cables, etc.<br />
* where things are kept<br />
<br />
Teachers' meeting re: Class layout / performance / suggestions for improvement<br />
* emailed Darren to setup<br />
<br />
What is the instructor-computer (podium) login + pw to use?<br />
* if multiple are available, which ones? What are the differences b/w those user accts?<br />
* option for 'default' admin profile -- which gets reset to 'stock / OOB' each time, so has same options as students'? same appearance?<br />
** maybe setup a VM?<br />
** maybe talk to Ben?<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
<br />
==TEACHER NOTES (getting started / Adoption class)==<br />
<br />
===Class Flow Improvements===<br />
<br />
Delegate, delegate, delegate!<br />
* Often, the teacher at the front is more aware of students getting "lost" -- faster than other instructors/assistant helpers in back of the class.<br />
* ... So... if a student has a problem / is getting lost... Delegate to an assistant instructor! E.g., "Hey Alex, could you help Robin with his/her problem / question? Thanks!!"<br />
<br />
<br />
====Personal Feedback:====<br />
* Turning around more / facing class<br />
* Checking in, interacting w/ students<br />
* Glance at their monitors periodically -- ensure they're following along, and know how to do what you're demonstrating! (e.g. vs facebook)<br />
<br />
Walk students thru useful 'projects':<br />
* e.g., spellcheck in Writer -- misspell a word, etc.<br />
* e.g., the "lifecycle" of a file: Creating in Writer -> Saving -> Closing -> Finding / Locating (use multiple methods to demonstrate this, incl. Catfish) -> Deleting -> Recovering from Trash -> Deleting & permanently removing...<br />
* .... Talk about how it will continue to take up HDD space -- until permanently deleted from Trash.<br />
<br />
<br />
<br />
====Add to Wiki====<br />
<br />
Where students' PCs are kept, if they can't take them home same-day<br />
* back of classroom on table<br />
** should have First + Last name written on bag/box, etc.<br />
* if they need a bag / cardboard box to carry in, they can ask at Receiving / Warehouse?<br />
** need to ask/double-check with these groups if that's true.<br />
<br />
<br />
====Ubuntu Software Center====<br />
* Probably need a few examples of these<br />
* Applications: Searching for / Installing / Finding & Opening<br />
** e.g. Application Finder -- helps you locate!!<br />
* Demonstrate this, e.g. with WINE<br />
<br />
<br />
At every opportunity, mention a class related to X!<br />
* Terminal / Command Line 1 (and 2)<br />
* GiMP<br />
* WINE<br />
else?<br />
<br />
<br />
<br />
<br />
===Issues to Fix (verify?):===<br />
<br />
Default for .ODF in Xubuntu 12.04 is Abiword?<br />
* --> needs to change Filetype association to LibreOffice<br />
<br />
"Prepare for shipping to end-user" WIPES OEM PROFILE DATA<br />
* ASK IF student has prior-owned this PC -- ESPECIALLY LAPTOPS!<br />
** ADD WARNING TO WIKI (?!)<br />
<br />
<br />
===Questions to Explore===<br />
<br />
How to ensure students' questions are all, 100% answered / addressed?<br />
OR,<br />
redirecting & 'delegating', e.g. to assistant instructor, or to tech support, or as appropriate.<br />
<br />
How to manage flow...<br />
* papers / supplies, and where they're located<br />
-> meta: location<br />
-> classroom layout, meta page for this?<br />
** Hand papers / pens to students:<br />
*** e.g. ask students to write down their questions? if there are lots of students / newbies / questions....<br />
.... it can be very easy for the class-flow to get sidelined / railroaded... and how do you keep it on track?<br />
*** Talking / side conversations during class -- getting off track, distracted...<br />
*** need more ideas + ''TOOLS'' for this -- managing flow.<br />
<br />
ANSWERS: Flow control:<br />
* http://wiki.freegeek.org/index.php/Teacher/Education_Resources<br />
**[http://todaysmeet.com/ Todays Meet] - Instant disposable chat room<br />
**[http://gosoapbox.com/ Soap Box] - Instant polls, quizzes and "confusion barometer" (signup required)<br />
<br />
More Q's:<br />
* Time spent on details<br />
** what's crucial ''VS.'' what to sacrifice<br />
** OR, in order of priority<br />
** Need to document this (in syllabus wiki) for teachers<br />
<br />
Tech / hardware problems<br />
* How to mark & record problems that come up -- ''as'' they occur (rather than trying to remember / mark everything after class)<br />
<br />
=editor (shortcut; stays at bottom)=</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66102User:Jwmh/Class Drafts2013-02-04T12:27:23Z<p>Jwmh: formatting</p>
<hr />
<div>==Link to Modules==<br />
* Module 1: Hardware (how to turn on; do's/don'ts)<br />
* Module 2: Hardware (external peripherals; hooking up a computer)<br />
* Module 3: Hardware Interface (mouse and keyboard)<br />
** get Mac keyboard also<br />
<br />
* Module 4: Software (UI) - login screen<br />
** keys to different apartments in a building<br />
** guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
* Module 5: Software (UI) - desktop environment<br />
** default at login<br />
* Module 6: panels, menus, pointer, icons, and "windows"<br />
** "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
* Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66101User:Jwmh/Class Drafts2013-02-04T12:24:13Z<p>Jwmh: added modules</p>
<hr />
<div>==Link to Modules==<br />
Module 1: Hardware (how to turn on; do's/don'ts)<br />
Module 2: Hardware (external peripherals; hooking up a computer)<br />
Module 3: Hardware Interface (mouse and keyboard)<br />
* get Mac keyboard also<br />
<br />
Module 4: Software (UI) - login screen<br />
-- keys to different apartments in a building<br />
-- guest: key to a hotel room for one night -- cleaned after you leave<br />
<br />
Module 5: Software (UI) - desktop environment<br />
- default at login<br />
Module 6: panels, menus, pointer, icons, and "windows"<br />
- "windows" aren't really like a window -- they're more like a table -- or better yet, they're like a book....<br />
Module 7: Extras: Status bars, Workspaces ("a second window to look thru"??)<br />
<br />
<br />
<br />
(Interacting w/ the computer)<br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=Getting_Started_Class_Teacher%27s_Outline&diff=66042Getting Started Class Teacher's Outline2013-01-31T00:59:16Z<p>Jwmh: /* Current Known Issues (with the FreekBox build) */ -- added note: "we need a contact person"</p>
<hr />
<div>This class for the Free Geek version of Xubuntu 12.04 is generally taught in two sections divided by a short break. Previous iteration of this class can be found at [[Getting Started with Ubuntu 10.04]].<br />
<br />
==Before Class==<br />
<br />
===Check-in with Front Desk===<br />
Check in at the front desk, so we know you've arrived. Ask for the printout with students' information including names, volunteer #s, Portland residential status (yes/no) and '''if they are taking a computer home with them''' so you can prepare accordingly. You must leave this paper at the front desk to be shredded when you leave.<br />
<br />
===Set-up===<br />
Please gather the following materials for each student:<br />
* 1 Monitor (If not in the back of the room, they are in the warehouse--walk in the warehouse doors and take an immediate right, the monitors will be on shelves on your right)<br />
* 1 System (found in the hallway outside of the classroom on shelves labeled Freekbox. FG-PDX for Portland residents/Freekbox for non) <br />
* 1 Keyboard (found in the classroom on the shelf or in Receiving)<br />
* 1 Mouse (found in the classroom on the shelf or in Receiving)<br />
* 1 Mouse Pad (found in the classroom on the shelf or in Receiving)<br />
* 1 Set of powered speakers (found in the classroom on the shelf or in Receiving)<br />
* 1 Power cord (found in the classroom on the shelf)<br />
<br />
Be sure to note if the system has PS/2 or USB ports for the keyboard and mouse. If it has USB ports rather than PS/2 ensure you have corresponding USB accessories. These are often rare.<br />
<br />
Make sure the classroom is also stocked with:<br />
* CDs and DVDs for drive and speaker testing<br />
* Items on classroom shelf or front desk<br />
** Pens and paper for note-taking<br />
** [[Media:Getting Started with your Free Geek Computer Handout.odt|Getting Started with Your Free Geek Computer Handout]].<br />
** Current and next (if available) month's class schedule for students. Please mention related classes as you go through the class.<br />
<br />
===Agenda===<br />
You may write the following agenda on the whiteboard or use the digital slideshow (it's not a bad idea to explain to students that we're going to do a bunch of "one time" tasks before break to make sure their computers are up to date and will focus on how they use their new computer after the break):<br />
<br />
* Introduction<br />
* Vocabulary <br />
* Linux History/FOSS<br />
* Put System Together<br />
* Create Account<br />
* Proprietary Software<br />
* Sound and Video<br />
* Updates<br />
* '''Break'''<br />
* Tour Desktop<br />
* Install Programs <br />
* How to Find Help<br />
* Q&A Time<br />
* Paperwork<br />
* Tech Support Tour<br />
<br />
===Current Known Issues (with the FreekBox build)===<br />
These is a list of currently known issues (and their solutions or workarounds) present in the FreekBox 12.04 build:<br />
* '''Incomplete Language Support:''' Users may receive an 'Information' icon in the notification area, stating that Language Support is incomplete. Go ahead and click the blue "i", then click the single menu option under that -- this will open a dialogue box. Click the button labeled, "Run this action now" and finish the Language Pack Installation(s), if any.<br />
* '''Blank / Broken Dock shortcut icon:''' This is due to Abiword having been installed, a shortcut added to the dock, and then Abiword subsequently uninstalled. Go ahead and remove the obsolete dock shortcut (right-click -> remove).<br />
* '''''Please add any addit'l issues you may notice to this list!'''''<br />
Note: We need a contact person and/or channel for reporting these [recurring] issues to Build...<br />
<br />
==Section One==<br />
===Introductions===<br />
''Who's teaching?''<br /><br />
*Give your name and explain that you're a volunteer as well<br />
*Talk a little about your experience with computers<br />
*Thank members of your class for volunteering and remind them that they can continue to volunteer even after taking their computer home.<br />
<br />
''Purpose of Class''<br /><br />
*Final quality control of all hardware/software<br />
*Ticket to one year of free tech support<br />
*Make sure students are comfortable using new computer<br />
<br />
''Expectations''<br /><br />
*Ask students to silence cell phones and do not call or text during class<br />
*Remind students to be respectful of fellow students (ex. Don't disrupt when instructor is answering a question or teaching)<br />
<br />
''Student Introductions''<br /><br />
* Name<br />
* Computer experience<br />
* What they plan to do with new FreekBox<br />
<br />
''Encourage Questions<br /><br />
Encourage students to ask questions about words or ideas that are unclear or unfamiliar. If something will be addressed later in the class, you will put off answering it until then. If something is totally outside the scope of the class (ie. How to set up a CD burner), you can talk to them about it after class or direct them to Tech Support. Write questions on the board if you plan on coming back to them later.<br />
<br />
===Vocabulary===<br />
Put the following terms on the board and define them with the class<br />
* Hardware - Any part of a computer you can physically touch (i.e. monitor)<br />
* Software - Sets of instructions computers follow (i.e. Open Office, Firefox)<br />
* Operating system - Software which manages computer resources. Without it you cannot use your computer (i.e. Linux, Windows)<br />
<br />
===GNU/Linux and Free Software===<br />
History of the development of free and open source software (FOSS) can be useful. Here is a [http://www.easy-ubuntu-linux.com/linux-history.html A (Very) Brief History of Linux] in case you'd like help with your "elevator speech."<br />
<br />
Students may also want to know why Free Geek chooses Linux over other it. Some reasons are:<br />
* Philosophy of mutual aid and openness<br />
** Great for people who want to get into the "guts" of their software<br />
* Lack of licensing fees<br />
* No viruses! (Make sure you explain that common sense is still necessary--do not enter personal information into insecure websites.)<br />
<br />
'''http://www.youtube-nocookie.com/embed/yVpbFMhOAwE''' contains great information on this as well.<br />
<br />
===Put System Together===<br />
Students should already be seated in front of the system they will take home. <br />
<br />
The course goal is for adopters to know how to set up their systems on the own. Take your time with this step, and explain what goes where. Let students know that many cables and ports are color and size coded (generally only one place a specific cord can go). Encourage them to determine the correct placement of the various cables. Explain importance giving care to the plugs that contain pins that could bend or break. <br />
<br />
===Log In and Create New User Account===<br />
'''This process will completely delete ALL user information on the computer. This does not include installed programs, but does include all information saved under the user directories, such as Downloads, Music, Video, Documents, etc. If you are working with a student who has a computer they have used before the class, make sure they understand this before completing the following steps.'''<br />
*Have students log in by clicking on Default and entering the password: <em>freegeek</em>.<br />
*To create user account, have students click on Menu --> System --> Prepare for shipping to end user.<br />
*Students must restart their systems at this point to set up their own user accounts. Have them follow the instructions on the screen (language select, time zone etc). ** Note: if the timezone doesn't automatically set to Los Angeles, then check for an internet connection. **<br />
*Once they're logged in, go over interface vocabulary and basic ideas in Ubuntu (''panel'', ''icon'', ''desktop'', ''tooltip'', ''menu'').<br />
*If you can not find "Prepare for shipping to end user" please read [[Prepare_for_shipping_to_end_user|Prepare for Shipping to End User]] Wiki page.<br />
<br />
===Flash, Java, and DVD Software===<br />
<br />
Explain to students that '''they now have the option''' to add software that will allow them to play DVDs and other music and movie formats. This software is not installed by default because of licensing and legal issues, but it is not likely they could have any issues by installing the software. If they are concerned about the legal issues, they do not have to install these components, but they may have trouble viewing or listening to certain media. More details for these steps (and a screenshot) can be found at [[Multimedia and DVDs in Ubuntu]]<br />
* Open Menu->System->Synaptic Package Manager and enter your password. Now go to the Settings->Repositories menu and check the option “Software restricted by copyright or legal issues (multiverse)." Now, click “Close” and then click the blue "Reload" button in the upper left corner.<br />
* Close Synaptic, then open up your web browser and go the URL '''tinyurl.com/fgclass''' or http://wiki.freegeek.org/index.php/Getting_Started_Class_Teacher%27s_Outline#Flash.2C_Java.2C_and_DVD_Software and copy the line of code found on that page:<br />
sudo apt-get install -y vlc xubuntu-restricted-extras libdvdread4 && sudo /usr/share/doc/libdvdread4/install-css.sh<br />
* Go to Menu->Accessories->Terminal Emulator and type or (preferably) paste the above exactly as it appears and hit enter. Enter your password (note that it will not look like you're typing anything) and hit enter.<br />
* After going through some processes a blue screen will require your input. Hit the “tab” button to get to “OK” and then hit enter. On the next blue screen hit tab again to get to “Yes” and hit enter.<br />
<br />
This procedure adds a second media player (VLC) which will appear in Applications>Sound and Video as well as Java, Quicktime, Microsoft fonts and some other media helpers and plugins. The installation may appear to stall part way through. Be patient.<br />
<br />
===Test Flash and Java===<br />
Test that the restricted extras package (which includes Flash and Java support) was properly installed by going to http://www.youtube.com. Have students quickly search for and play a video.<br />
<br />
===CD/DVD Test===<br />
Pass out a CD and DVD to each student in order to explain use as well as test the drives and speakers. Encourage students to eject discs through software. Perhaps show how to unmount the drive should the software get confused when ejecting from hardware.<br />
<br />
===Updates Part One===<br />
Explain what updates are and that they are an important step in keeping their computer running properly. Generally an icon will appear notifying them of Updates. Show students how to check for updates by clicking on Menu --> System --> Update Manager. Students can take a break while computer is updating.<br />
<br />
===Break===<br />
Take a coffee/water/tea/bathroom break. Be sure to give the students a specific time to come back to class (5-10 minutes is usually good). This might be a good time to take care of any issues that arose when testing/updating the computers.<br />
<br />
<br />
==Section Two==<br />
<br />
===Updates Part Two===<br />
Have students click on "Check" in the Update Manager window, and install any new updates. (There may be several given that boxes can sit for a time on the shelves. Use the installation time to ask for questions, explain easier concepts or start to explore the desktop).<br />
<br />
===Tour the Desktop===<br />
<br />
''Bottom Panel''<br /><br />
When your mouse cursor touches the bottom edge of the screen, a panel will appear. This panel is very similar to the dock on a Mac. You can add and remove launchers, make it bigger or smaller, an even make it so it stay on the screen at all times.<br />
These are some of the things on this panel, from right to left:<br />
* Trash bin - We will come back to this later<br />
* A bunch of application launchers - Click on any two to see what happens<br />
* Show desktop - With the windows open, click on this icon. Click on it again to return the windows to their location<br />
<br />
You can edit any of the panels (the one on the bottom, the one on the top, or any that you add to the sides of the screen) by right-clicking on a panel, hovering over "Panel" and then selecting "Panel Preferences." Show students what happens when they change aspects of the display, appearance and items using the tabs at the top of the input box. Note that each individual program is called "Launcher" in the Items tab, but if you double click on one, it will give you more information.<br />
<br />
<br />
''Top Panel''<br /><br />
From right to left:<br />
* Username on the top right of the screen<br />
*Workspace switcher<br />
**By default, there are two Workspaces shown. Users can add more Workspaces by selecting Menu -> Settings -> Settings Manager, then Workspaces.<br />
* Date and time to the left of the power button<br />
** Have students click on the date and time to display the calendar<br />
* Internet status connection - Ask students to unplug ethernet cable to see what it looks like when connected and not connected to the Internet.<br />
* Thunderbird mail/Pidgin Internet Messenger program - Students must already have an account (or signup for a new one) to use these programs.<br />
* Speaker Status - Show students how to raise, lower and mute their sound.<br />
* Teacher's computer shows a projector icon, but student computers will not have this.<br />
<br />
<br />
* Places = Directories (documents, etc) - Students Places folder will not show all of the folders in their Home Directory until you click on one of the folders in this drop-down.<br />
<br />
<br />
''Below needs to be updated for 12.04''<br />
* Menu -> Settings - ''Hover over each of the items to show students tooltips.''<br />
** Main Menu - ''Show students that they can change the items that show on this menu. They won't want to do this now, but may want to know how for later.''<br />
** Settings Manager - ''Introduce students to the Settings Manager where they can change the following''<br />
*** Appearance - ''Change look of various windows''<br />
*** Desktop - ''Change Desktop Background''<br />
*** Screensaver - ''Choose and activate screensaver''<br />
*** Power Manager - ''Choose "On AC" and the "Monitor" tab and show students how to change display timeout''<br />
*** Preferred Applications - ''If students add another browser or mail reader, they can choose their default here''<br />
** Acknowledge the following:<br />
*** Display for changing resolution<br />
*** Mouse and Touchpad for left-handed students or those having trouble with double-click speed<br />
<br />
* Menu -> System - ''Show students how they can change settings specific to them. You can select any/all that you feel are appropriate for your class based on their stated uses at the beginning of the class''<br />
** Users and Groups ''Adding a guest account''<br />
*** See if anyone plans on adding a guest account or family members. If not, simply acknowledge existence.<br />
** Acknowledge the following:<br />
*** Printing to add and troubleshoot printers<br />
*** Update Manager. Refer to previous update and reiterate importance. <br />
<br />
* Applications = Programs<br />
** Accessories<br />
*** Calculator<br />
*** Screen Shot--take a screen shot and explain that they can use this tool to send an error message/anomaly to tech support. Have students save the screenshot in their "Pictures" folder and then go find it again. After they have found the picture, show them how to put it in the trash.<br />
*** Terminal Emulator -- explain that they should know where the terminal is as they will need to access the terminal if they contact tech support by phone. If you know some command line, and have the time, feel free to show students around a little.<br />
** Games - Tell students we will show them how to add new games shortly.<br />
** Graphics<br />
*** gThumb - To view and organize photos Photo Manager<br />
*** Gimp<br />
**Internet - <br />
*** Firefox web browser<br />
*** Pidgin Internet Messenger<br />
**Multimedia<br />
***gmusicbrowser - control music<br />
***Xfburn - Burn CDs and DVDs<br />
**Office<br />
*** Dictionary--only available when online :(<br />
***LibreOffice Writer<br />
****Explain what a word processor is, and some common uses (email, letters, etc). <br />
****Make sure they're comfortable with what's in front of them. Have them open up the word processor to show them ''title bar'', ''scroll bar'', ''maximize'', ''minimize'', etc.<br />
****LibreOffice is a lot like MS Office (skills are transferable, whether they've used it before or not), and can be used to read & write MS Office-type files. Encourage them to play around with it a little, and demonstrate spell check, etc. Point out the help menu.<br />
****Have students set the default save type to ".doc". Tools -> Options -> Load/Save -> General -> Save files as (select Microsoft Word 97/2000/XP). This makes it easier for them to share their files. You can direct students to click on "Save files as" option and press the up arrow once to get to Microsoft Word 97/2000/XP. It is also helpful to make these same changes for Spreadsheet and Presentation. Conveniently, it takes one up arrow to change Text Document, two up arrows to change Spreadsheet and three up arrows to change Presentation. <br />
****Bring students together to save a file; point out how to tell where the file is going to be saved, and how to select different ''file types''. This can also be used as an example of a dialog window. Save the file. Once saved, show students how to find and delete their document (using a different method than the one demonstrated above).<br />
<br />
===Install Programs===<br />
Go to Applications --> Ubuntu Software Center. Explain that this is a place to find thousands of free programs. Perhaps have the students search for something that interests them and install. If people are unsure what to install, recommend Tux Typing or Klavaro (typing tutors).<br />
<br />
===How to Get Help===<br />
* Talk about finding documentation on their computer and online (ex. [http://www.pdxlinux.org/ PLUG], [http://ubuntupocketguide.com/index_main.html Ubuntu Pocket Guide])<br />
* Have them open up Firefox and bookmark the following:<br />
** Education page with Free Geek class schedule - '''http://www.freegeek.org/about/education/'''<br />
** Free Geek technical support page - '''http://www.freegeek.org/about/techsupport/'''<br />
** The Free Geek Wiki main page - '''http://wiki.freegeek.org/index.php/Main_Page'''<br />
* Take additional [http://www.freegeek.org/about/classes/ classes] at Free Geek -- a great followup to this class is our Linux Open Questions class.<br />
* Explain tech support policy: we'll support your computer for one year as long as: <br />
** The system has not been modified (except by Free Geek) and<br />
** The system has been used as intended regularly since adoption and<br />
** The system has been used by the original Adopter or someone else who has taken the Adoption class at Free Geek. <br />
** Tech Support can be reached through the main Free Geek number at 503-232-9350. It is currently available Tue-Sat from 12-6pm.<br />
* The [http://wiki.freegeek.org FreekiWiki] has lots of helpful information on upgrades and troubleshooting<br />
* Help on the desktop<br />
* [http://oreilly.com/catalog/9781593272579 Ubuntu for Non Geeks] reference book<br />
* http://help.ubuntu.com<br />
<br />
===Intermediate/Advanced class options===<br />
If there is time, instructors are invited to teach more advanced material like burning a CD, using an iPod with Linux, a short Gimp tutorial or any other materials that would be of interest to your class. This is at the discretion of the teacher but should not continue beyond the scheduled end of class as students may have other responsibilities or the room may need to be vacated for another use. Have fun!<br />
<br />
===Internet/ISPs===<br />
Most people want to get on the internet. Is the computer Internet-ready? It depends on the type of service the student chooses. Freekboxen are ready for most types of Internet service. The exceptions are listed below:<br />
* Dialup Internet--the student will need to have Tech Support install a modem<br />
* Wireless Internet--the student will need to purchase a wireless card and have Tech Support install it<br />
<br />
Define ISP. Explain why some will work with Linux and some won't. A Freekbox friendly ISP is [http://Whiz.to Whiz.to Coho] 503-647-5957. They currently offer a FreekBox discount rate of $12.95 for dialup. Free Geek provides the setup and tech support needs through our tech support office.<br />
<br />
If students would like another option, remind them that they can contact their local library (in person, via phone and online) for help finding local service providers that meet their individual requirements.<br />
<br />
===Log Out and Shut Down===<br />
Explain that logging out and shutting down should be completed through the software rather than hardware.<br />
<br />
===<del>Post Class Survey</del> (we are not currently doing this)===<br />
As a final step of the class, please ask students to take a few minutes to complete the Adoption survey: http://www.freegeek.org/volunteer/adoption/adoption-program-survey/.<br />
<br />
===Disbursement Paperwork===<br />
Fill out the Printme taped to the system. An example can be found taped to the front board. Be sure to check off "Took Class."<br />
<br />
===Tech Support Card===<br />
Tech Support Cards can be found on the shelf. Write expiration date and system ID (found on Printme taped to the system) on card and give to student. Explain that he or she should keep this card and use it to when calling/visiting Tech Support.<br />
<br />
===Tech Support Tour===<br />
Take the students to the Tech Support desk. Introduce them as new adopters. Explain that the students will want to call or visit Tech Support should problems arise.<br />
<br />
===Pack-up Time===<br />
Help students pack up. If needed borrow carts from Receiving. If students must leave an item for later retrieval, be sure to put their name and the current date on it. Stress that items left longer than one week may be returned to Free Geek.<br />
<br />
==After the Class==<br />
* Make sure the disbursement paperwork is filled out and take it to the donor desk up front.<br />
* Make sure the class space is as clean or cleaner than you found it.<br />
* If a student uses the "Prepare for shipping to end user" function of the computer but is not taking it home with them, please complete a Tech-Support-to-Build Form. Include your name, the date and check off the "no known issues" line. Bring the system to the Build room with form attached.<br />
* Take any systems that failed during the class to the front desk. Ask the person working at the front desk to complete a tech support ticket for the system. Provide as much information for the ticket as possible. The person at the front desk will then take the system to tech support.<br />
* Make sure systems being held for transportation are labeled with name, phone and expected time of pickup. (Adopters need to pick up their systems within one week.)<br />
* Please fill out the teacher's survey at '''http://goo.gl/agFmL'''<br />
<br />
==When students are NOT getting computers (they already got one, store customer, etc.)==<br />
* Please check off "This systems has no known issues" on the [[Media:support_outgoing_form.odt| Tech-Support-to-Build Form]], tape it to the computer and put the computer on the Build Program QC shelves.<br />
<br />
==When computers won't work properly==<br />
* Troubleshoot to your comfort level<br />
* Seek assistance in tech support. Let the technician know you are from an Adoption Class and require immediate assistance.<br />
* If a tech support worker is not available, and if you can't fix the problem yourself, set the computer aside, grab another for the class. Then after class, take problem computer to the tech support office and complete an intake form. Indicate what was problematic. Place in tech support office.<br />
<br />
[[Category: Current Classes]]<br />
[[Category: Classes]]<br />
[[Category:Adoption]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=Getting_Started_Class_Teacher%27s_Outline&diff=66041Getting Started Class Teacher's Outline2013-01-31T00:57:29Z<p>Jwmh: added section: 1.4 Current Known Issues (with the FreekBox build)</p>
<hr />
<div>This class for the Free Geek version of Xubuntu 12.04 is generally taught in two sections divided by a short break. Previous iteration of this class can be found at [[Getting Started with Ubuntu 10.04]].<br />
<br />
==Before Class==<br />
<br />
===Check-in with Front Desk===<br />
Check in at the front desk, so we know you've arrived. Ask for the printout with students' information including names, volunteer #s, Portland residential status (yes/no) and '''if they are taking a computer home with them''' so you can prepare accordingly. You must leave this paper at the front desk to be shredded when you leave.<br />
<br />
===Set-up===<br />
Please gather the following materials for each student:<br />
* 1 Monitor (If not in the back of the room, they are in the warehouse--walk in the warehouse doors and take an immediate right, the monitors will be on shelves on your right)<br />
* 1 System (found in the hallway outside of the classroom on shelves labeled Freekbox. FG-PDX for Portland residents/Freekbox for non) <br />
* 1 Keyboard (found in the classroom on the shelf or in Receiving)<br />
* 1 Mouse (found in the classroom on the shelf or in Receiving)<br />
* 1 Mouse Pad (found in the classroom on the shelf or in Receiving)<br />
* 1 Set of powered speakers (found in the classroom on the shelf or in Receiving)<br />
* 1 Power cord (found in the classroom on the shelf)<br />
<br />
Be sure to note if the system has PS/2 or USB ports for the keyboard and mouse. If it has USB ports rather than PS/2 ensure you have corresponding USB accessories. These are often rare.<br />
<br />
Make sure the classroom is also stocked with:<br />
* CDs and DVDs for drive and speaker testing<br />
* Items on classroom shelf or front desk<br />
** Pens and paper for note-taking<br />
** [[Media:Getting Started with your Free Geek Computer Handout.odt|Getting Started with Your Free Geek Computer Handout]].<br />
** Current and next (if available) month's class schedule for students. Please mention related classes as you go through the class.<br />
<br />
===Agenda===<br />
You may write the following agenda on the whiteboard or use the digital slideshow (it's not a bad idea to explain to students that we're going to do a bunch of "one time" tasks before break to make sure their computers are up to date and will focus on how they use their new computer after the break):<br />
<br />
* Introduction<br />
* Vocabulary <br />
* Linux History/FOSS<br />
* Put System Together<br />
* Create Account<br />
* Proprietary Software<br />
* Sound and Video<br />
* Updates<br />
* '''Break'''<br />
* Tour Desktop<br />
* Install Programs <br />
* How to Find Help<br />
* Q&A Time<br />
* Paperwork<br />
* Tech Support Tour<br />
<br />
===Current Known Issues (with the FreekBox build)===<br />
These is a list of currently known issues (and their solutions or workarounds) present in the FreekBox 12.04 build:<br />
* '''Incomplete Language Support:''' Users may receive an 'Information' icon in the notification area, stating that Language Support is incomplete. Go ahead and click the blue "i", then click the single menu option under that -- this will open a dialogue box. Click the button labeled, "Run this action now" and finish the Language Pack Installation(s), if any.<br />
* '''Blank / Broken Dock shortcut icon:''' This is due to Abiword having been installed, a shortcut added to the dock, and then Abiword subsequently uninstalled. Go ahead and remove the obsolete dock shortcut (right-click -> remove).<br />
* '''''Please add any addit'l issues you may notice to this list!'''''<br />
<br />
==Section One==<br />
===Introductions===<br />
''Who's teaching?''<br /><br />
*Give your name and explain that you're a volunteer as well<br />
*Talk a little about your experience with computers<br />
*Thank members of your class for volunteering and remind them that they can continue to volunteer even after taking their computer home.<br />
<br />
''Purpose of Class''<br /><br />
*Final quality control of all hardware/software<br />
*Ticket to one year of free tech support<br />
*Make sure students are comfortable using new computer<br />
<br />
''Expectations''<br /><br />
*Ask students to silence cell phones and do not call or text during class<br />
*Remind students to be respectful of fellow students (ex. Don't disrupt when instructor is answering a question or teaching)<br />
<br />
''Student Introductions''<br /><br />
* Name<br />
* Computer experience<br />
* What they plan to do with new FreekBox<br />
<br />
''Encourage Questions<br /><br />
Encourage students to ask questions about words or ideas that are unclear or unfamiliar. If something will be addressed later in the class, you will put off answering it until then. If something is totally outside the scope of the class (ie. How to set up a CD burner), you can talk to them about it after class or direct them to Tech Support. Write questions on the board if you plan on coming back to them later.<br />
<br />
===Vocabulary===<br />
Put the following terms on the board and define them with the class<br />
* Hardware - Any part of a computer you can physically touch (i.e. monitor)<br />
* Software - Sets of instructions computers follow (i.e. Open Office, Firefox)<br />
* Operating system - Software which manages computer resources. Without it you cannot use your computer (i.e. Linux, Windows)<br />
<br />
===GNU/Linux and Free Software===<br />
History of the development of free and open source software (FOSS) can be useful. Here is a [http://www.easy-ubuntu-linux.com/linux-history.html A (Very) Brief History of Linux] in case you'd like help with your "elevator speech."<br />
<br />
Students may also want to know why Free Geek chooses Linux over other it. Some reasons are:<br />
* Philosophy of mutual aid and openness<br />
** Great for people who want to get into the "guts" of their software<br />
* Lack of licensing fees<br />
* No viruses! (Make sure you explain that common sense is still necessary--do not enter personal information into insecure websites.)<br />
<br />
'''http://www.youtube-nocookie.com/embed/yVpbFMhOAwE''' contains great information on this as well.<br />
<br />
===Put System Together===<br />
Students should already be seated in front of the system they will take home. <br />
<br />
The course goal is for adopters to know how to set up their systems on the own. Take your time with this step, and explain what goes where. Let students know that many cables and ports are color and size coded (generally only one place a specific cord can go). Encourage them to determine the correct placement of the various cables. Explain importance giving care to the plugs that contain pins that could bend or break. <br />
<br />
===Log In and Create New User Account===<br />
'''This process will completely delete ALL user information on the computer. This does not include installed programs, but does include all information saved under the user directories, such as Downloads, Music, Video, Documents, etc. If you are working with a student who has a computer they have used before the class, make sure they understand this before completing the following steps.'''<br />
*Have students log in by clicking on Default and entering the password: <em>freegeek</em>.<br />
*To create user account, have students click on Menu --> System --> Prepare for shipping to end user.<br />
*Students must restart their systems at this point to set up their own user accounts. Have them follow the instructions on the screen (language select, time zone etc). ** Note: if the timezone doesn't automatically set to Los Angeles, then check for an internet connection. **<br />
*Once they're logged in, go over interface vocabulary and basic ideas in Ubuntu (''panel'', ''icon'', ''desktop'', ''tooltip'', ''menu'').<br />
*If you can not find "Prepare for shipping to end user" please read [[Prepare_for_shipping_to_end_user|Prepare for Shipping to End User]] Wiki page.<br />
<br />
===Flash, Java, and DVD Software===<br />
<br />
Explain to students that '''they now have the option''' to add software that will allow them to play DVDs and other music and movie formats. This software is not installed by default because of licensing and legal issues, but it is not likely they could have any issues by installing the software. If they are concerned about the legal issues, they do not have to install these components, but they may have trouble viewing or listening to certain media. More details for these steps (and a screenshot) can be found at [[Multimedia and DVDs in Ubuntu]]<br />
* Open Menu->System->Synaptic Package Manager and enter your password. Now go to the Settings->Repositories menu and check the option “Software restricted by copyright or legal issues (multiverse)." Now, click “Close” and then click the blue "Reload" button in the upper left corner.<br />
* Close Synaptic, then open up your web browser and go the URL '''tinyurl.com/fgclass''' or http://wiki.freegeek.org/index.php/Getting_Started_Class_Teacher%27s_Outline#Flash.2C_Java.2C_and_DVD_Software and copy the line of code found on that page:<br />
sudo apt-get install -y vlc xubuntu-restricted-extras libdvdread4 && sudo /usr/share/doc/libdvdread4/install-css.sh<br />
* Go to Menu->Accessories->Terminal Emulator and type or (preferably) paste the above exactly as it appears and hit enter. Enter your password (note that it will not look like you're typing anything) and hit enter.<br />
* After going through some processes a blue screen will require your input. Hit the “tab” button to get to “OK” and then hit enter. On the next blue screen hit tab again to get to “Yes” and hit enter.<br />
<br />
This procedure adds a second media player (VLC) which will appear in Applications>Sound and Video as well as Java, Quicktime, Microsoft fonts and some other media helpers and plugins. The installation may appear to stall part way through. Be patient.<br />
<br />
===Test Flash and Java===<br />
Test that the restricted extras package (which includes Flash and Java support) was properly installed by going to http://www.youtube.com. Have students quickly search for and play a video.<br />
<br />
===CD/DVD Test===<br />
Pass out a CD and DVD to each student in order to explain use as well as test the drives and speakers. Encourage students to eject discs through software. Perhaps show how to unmount the drive should the software get confused when ejecting from hardware.<br />
<br />
===Updates Part One===<br />
Explain what updates are and that they are an important step in keeping their computer running properly. Generally an icon will appear notifying them of Updates. Show students how to check for updates by clicking on Menu --> System --> Update Manager. Students can take a break while computer is updating.<br />
<br />
===Break===<br />
Take a coffee/water/tea/bathroom break. Be sure to give the students a specific time to come back to class (5-10 minutes is usually good). This might be a good time to take care of any issues that arose when testing/updating the computers.<br />
<br />
<br />
==Section Two==<br />
<br />
===Updates Part Two===<br />
Have students click on "Check" in the Update Manager window, and install any new updates. (There may be several given that boxes can sit for a time on the shelves. Use the installation time to ask for questions, explain easier concepts or start to explore the desktop).<br />
<br />
===Tour the Desktop===<br />
<br />
''Bottom Panel''<br /><br />
When your mouse cursor touches the bottom edge of the screen, a panel will appear. This panel is very similar to the dock on a Mac. You can add and remove launchers, make it bigger or smaller, an even make it so it stay on the screen at all times.<br />
These are some of the things on this panel, from right to left:<br />
* Trash bin - We will come back to this later<br />
* A bunch of application launchers - Click on any two to see what happens<br />
* Show desktop - With the windows open, click on this icon. Click on it again to return the windows to their location<br />
<br />
You can edit any of the panels (the one on the bottom, the one on the top, or any that you add to the sides of the screen) by right-clicking on a panel, hovering over "Panel" and then selecting "Panel Preferences." Show students what happens when they change aspects of the display, appearance and items using the tabs at the top of the input box. Note that each individual program is called "Launcher" in the Items tab, but if you double click on one, it will give you more information.<br />
<br />
<br />
''Top Panel''<br /><br />
From right to left:<br />
* Username on the top right of the screen<br />
*Workspace switcher<br />
**By default, there are two Workspaces shown. Users can add more Workspaces by selecting Menu -> Settings -> Settings Manager, then Workspaces.<br />
* Date and time to the left of the power button<br />
** Have students click on the date and time to display the calendar<br />
* Internet status connection - Ask students to unplug ethernet cable to see what it looks like when connected and not connected to the Internet.<br />
* Thunderbird mail/Pidgin Internet Messenger program - Students must already have an account (or signup for a new one) to use these programs.<br />
* Speaker Status - Show students how to raise, lower and mute their sound.<br />
* Teacher's computer shows a projector icon, but student computers will not have this.<br />
<br />
<br />
* Places = Directories (documents, etc) - Students Places folder will not show all of the folders in their Home Directory until you click on one of the folders in this drop-down.<br />
<br />
<br />
''Below needs to be updated for 12.04''<br />
* Menu -> Settings - ''Hover over each of the items to show students tooltips.''<br />
** Main Menu - ''Show students that they can change the items that show on this menu. They won't want to do this now, but may want to know how for later.''<br />
** Settings Manager - ''Introduce students to the Settings Manager where they can change the following''<br />
*** Appearance - ''Change look of various windows''<br />
*** Desktop - ''Change Desktop Background''<br />
*** Screensaver - ''Choose and activate screensaver''<br />
*** Power Manager - ''Choose "On AC" and the "Monitor" tab and show students how to change display timeout''<br />
*** Preferred Applications - ''If students add another browser or mail reader, they can choose their default here''<br />
** Acknowledge the following:<br />
*** Display for changing resolution<br />
*** Mouse and Touchpad for left-handed students or those having trouble with double-click speed<br />
<br />
* Menu -> System - ''Show students how they can change settings specific to them. You can select any/all that you feel are appropriate for your class based on their stated uses at the beginning of the class''<br />
** Users and Groups ''Adding a guest account''<br />
*** See if anyone plans on adding a guest account or family members. If not, simply acknowledge existence.<br />
** Acknowledge the following:<br />
*** Printing to add and troubleshoot printers<br />
*** Update Manager. Refer to previous update and reiterate importance. <br />
<br />
* Applications = Programs<br />
** Accessories<br />
*** Calculator<br />
*** Screen Shot--take a screen shot and explain that they can use this tool to send an error message/anomaly to tech support. Have students save the screenshot in their "Pictures" folder and then go find it again. After they have found the picture, show them how to put it in the trash.<br />
*** Terminal Emulator -- explain that they should know where the terminal is as they will need to access the terminal if they contact tech support by phone. If you know some command line, and have the time, feel free to show students around a little.<br />
** Games - Tell students we will show them how to add new games shortly.<br />
** Graphics<br />
*** gThumb - To view and organize photos Photo Manager<br />
*** Gimp<br />
**Internet - <br />
*** Firefox web browser<br />
*** Pidgin Internet Messenger<br />
**Multimedia<br />
***gmusicbrowser - control music<br />
***Xfburn - Burn CDs and DVDs<br />
**Office<br />
*** Dictionary--only available when online :(<br />
***LibreOffice Writer<br />
****Explain what a word processor is, and some common uses (email, letters, etc). <br />
****Make sure they're comfortable with what's in front of them. Have them open up the word processor to show them ''title bar'', ''scroll bar'', ''maximize'', ''minimize'', etc.<br />
****LibreOffice is a lot like MS Office (skills are transferable, whether they've used it before or not), and can be used to read & write MS Office-type files. Encourage them to play around with it a little, and demonstrate spell check, etc. Point out the help menu.<br />
****Have students set the default save type to ".doc". Tools -> Options -> Load/Save -> General -> Save files as (select Microsoft Word 97/2000/XP). This makes it easier for them to share their files. You can direct students to click on "Save files as" option and press the up arrow once to get to Microsoft Word 97/2000/XP. It is also helpful to make these same changes for Spreadsheet and Presentation. Conveniently, it takes one up arrow to change Text Document, two up arrows to change Spreadsheet and three up arrows to change Presentation. <br />
****Bring students together to save a file; point out how to tell where the file is going to be saved, and how to select different ''file types''. This can also be used as an example of a dialog window. Save the file. Once saved, show students how to find and delete their document (using a different method than the one demonstrated above).<br />
<br />
===Install Programs===<br />
Go to Applications --> Ubuntu Software Center. Explain that this is a place to find thousands of free programs. Perhaps have the students search for something that interests them and install. If people are unsure what to install, recommend Tux Typing or Klavaro (typing tutors).<br />
<br />
===How to Get Help===<br />
* Talk about finding documentation on their computer and online (ex. [http://www.pdxlinux.org/ PLUG], [http://ubuntupocketguide.com/index_main.html Ubuntu Pocket Guide])<br />
* Have them open up Firefox and bookmark the following:<br />
** Education page with Free Geek class schedule - '''http://www.freegeek.org/about/education/'''<br />
** Free Geek technical support page - '''http://www.freegeek.org/about/techsupport/'''<br />
** The Free Geek Wiki main page - '''http://wiki.freegeek.org/index.php/Main_Page'''<br />
* Take additional [http://www.freegeek.org/about/classes/ classes] at Free Geek -- a great followup to this class is our Linux Open Questions class.<br />
* Explain tech support policy: we'll support your computer for one year as long as: <br />
** The system has not been modified (except by Free Geek) and<br />
** The system has been used as intended regularly since adoption and<br />
** The system has been used by the original Adopter or someone else who has taken the Adoption class at Free Geek. <br />
** Tech Support can be reached through the main Free Geek number at 503-232-9350. It is currently available Tue-Sat from 12-6pm.<br />
* The [http://wiki.freegeek.org FreekiWiki] has lots of helpful information on upgrades and troubleshooting<br />
* Help on the desktop<br />
* [http://oreilly.com/catalog/9781593272579 Ubuntu for Non Geeks] reference book<br />
* http://help.ubuntu.com<br />
<br />
===Intermediate/Advanced class options===<br />
If there is time, instructors are invited to teach more advanced material like burning a CD, using an iPod with Linux, a short Gimp tutorial or any other materials that would be of interest to your class. This is at the discretion of the teacher but should not continue beyond the scheduled end of class as students may have other responsibilities or the room may need to be vacated for another use. Have fun!<br />
<br />
===Internet/ISPs===<br />
Most people want to get on the internet. Is the computer Internet-ready? It depends on the type of service the student chooses. Freekboxen are ready for most types of Internet service. The exceptions are listed below:<br />
* Dialup Internet--the student will need to have Tech Support install a modem<br />
* Wireless Internet--the student will need to purchase a wireless card and have Tech Support install it<br />
<br />
Define ISP. Explain why some will work with Linux and some won't. A Freekbox friendly ISP is [http://Whiz.to Whiz.to Coho] 503-647-5957. They currently offer a FreekBox discount rate of $12.95 for dialup. Free Geek provides the setup and tech support needs through our tech support office.<br />
<br />
If students would like another option, remind them that they can contact their local library (in person, via phone and online) for help finding local service providers that meet their individual requirements.<br />
<br />
===Log Out and Shut Down===<br />
Explain that logging out and shutting down should be completed through the software rather than hardware.<br />
<br />
===<del>Post Class Survey</del> (we are not currently doing this)===<br />
As a final step of the class, please ask students to take a few minutes to complete the Adoption survey: http://www.freegeek.org/volunteer/adoption/adoption-program-survey/.<br />
<br />
===Disbursement Paperwork===<br />
Fill out the Printme taped to the system. An example can be found taped to the front board. Be sure to check off "Took Class."<br />
<br />
===Tech Support Card===<br />
Tech Support Cards can be found on the shelf. Write expiration date and system ID (found on Printme taped to the system) on card and give to student. Explain that he or she should keep this card and use it to when calling/visiting Tech Support.<br />
<br />
===Tech Support Tour===<br />
Take the students to the Tech Support desk. Introduce them as new adopters. Explain that the students will want to call or visit Tech Support should problems arise.<br />
<br />
===Pack-up Time===<br />
Help students pack up. If needed borrow carts from Receiving. If students must leave an item for later retrieval, be sure to put their name and the current date on it. Stress that items left longer than one week may be returned to Free Geek.<br />
<br />
==After the Class==<br />
* Make sure the disbursement paperwork is filled out and take it to the donor desk up front.<br />
* Make sure the class space is as clean or cleaner than you found it.<br />
* If a student uses the "Prepare for shipping to end user" function of the computer but is not taking it home with them, please complete a Tech-Support-to-Build Form. Include your name, the date and check off the "no known issues" line. Bring the system to the Build room with form attached.<br />
* Take any systems that failed during the class to the front desk. Ask the person working at the front desk to complete a tech support ticket for the system. Provide as much information for the ticket as possible. The person at the front desk will then take the system to tech support.<br />
* Make sure systems being held for transportation are labeled with name, phone and expected time of pickup. (Adopters need to pick up their systems within one week.)<br />
* Please fill out the teacher's survey at '''http://goo.gl/agFmL'''<br />
<br />
==When students are NOT getting computers (they already got one, store customer, etc.)==<br />
* Please check off "This systems has no known issues" on the [[Media:support_outgoing_form.odt| Tech-Support-to-Build Form]], tape it to the computer and put the computer on the Build Program QC shelves.<br />
<br />
==When computers won't work properly==<br />
* Troubleshoot to your comfort level<br />
* Seek assistance in tech support. Let the technician know you are from an Adoption Class and require immediate assistance.<br />
* If a tech support worker is not available, and if you can't fix the problem yourself, set the computer aside, grab another for the class. Then after class, take problem computer to the tech support office and complete an intake form. Indicate what was problematic. Place in tech support office.<br />
<br />
[[Category: Current Classes]]<br />
[[Category: Classes]]<br />
[[Category:Adoption]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66022User:Jwmh/Class Drafts2013-01-27T10:35:30Z<p>Jwmh: </p>
<hr />
<div>==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
** NB: currently this below content seems only applicable to the WIMP / Desktop model. Is this appropriate? (initial instinct is to respond, "yes, and necessary, at least in present-day").<br />
However, how do we expand / generalize for smartphones?<br />
... The usual case for teaching abstractions is, Start with specific cases, then the rest (generalized) can follow.<br />
So may not be possible to teach 'only' the abstract (which we knew as soon as we started talking about UI conventions:windows/menus/etc, didn't we?).<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66021User:Jwmh/Class Drafts2013-01-27T10:31:14Z<p>Jwmh: </p>
<hr />
<div>==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)<br />
<br />
<br />
===Section 4: How to deal with unexpected behavior; solving problems; basic 'troubleshooting' (assuming something is not actually 'broken' as req's fixing by a technician..(?)??)===</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh&diff=66020User:Jwmh2013-01-27T09:37:20Z<p>Jwmh: added class link</p>
<hr />
<div>=ABOUT THIS USER, Jwmh=<br />
<br />
Hello, FG World!<br />
This is Joseph Herbert's personal user page.<br />
<br />
I started volunteering with classes in November/December of 2012. (Many years ago, perhaps in ~2005, I had volunteered in the Build program.) Currently I am teaching the "Getting Started w/ your [FG CPU]" class.<br />
<br />
I was fortunate enough to be born & raised here in P-town, and enjoy the outdoors (especially the mountains, forest).<br />
<br />
My professional interests and passions go beyond strict technology, to include high-level Systems-thinking (e.g. infrastructure, whether people or things), and methods/processes for improvement. I also enjoy informal education, and facilitating the learning process (of course).<br />
<br />
I am also working on developing new curriculum -- Darren suggested the great title, "Living in a Technology World." Essentially, this refers to ''aptitudes'', or broad mindsets, of how to go about being proficient with technology. There's a lot of content and directions this could go! If you're interested, and have an aptitude for '''either''' education / human psychology / learning process, '''or''' tech, I would love to sit down over tea w/ you to help shape the course(s).<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
= =<br />
<br />
=Scratchpad (Jwmh notes & ideas for improvement)=<br />
==Headers' layout==<br />
* http://wiki.freegeek.org/index.php/Help:Editing#Wiki_markup<br />
* http://en.wikipedia.org/wiki/Help:Section#Creation_and_numbering_of_sections<br />
* http://www.mediawiki.org/wiki/Help:Formatting<br />
Cheatsheet:<br />
* http://en.wikipedia.org/wiki/Wikipedia:Cheatsheet<br />
<br />
==Adding / Creating pages:==<br />
* http://wiki.freegeek.org/index.php/Help:Basic_Navigation#Adding_pages<br />
** http://wiki.freegeek.org/index.php/Wiki_Tutorial<br />
<br />
==Making Flowcharts==<br />
This text is commented out; see edit source for example.<br />
<!--<br />
<br />
<graphviz><br />
digraph {<br />
<br />
start [label="START HERE\nFOR POOP CHART", shape="box", fontsize="11", style="bold"]<br />
poop [label="have you pooped today?", fontsize="11", style="italic"] <br />
bran [label="go eat a bran muffin\n& wash it down with some prune juice", fontsize="11"]<br />
coffee [label="did you consume caffeine this morning?", fontsize="11"]<br />
external [label="cheater! your bowel movement was induced by external forces!", fontsize="11"]<br />
noncoffee [label="where do you get your energy?!", fontsize="11"]<br />
<br />
<br />
<br />
start -> poop<br />
poop -> bran [label="NO"]<br />
bran -> poop [label="TRY AGAIN"]<br />
poop -> coffee [label="YES"]<br />
coffee -> external [label="DEAR LORD, YES!"]<br />
coffee -> noncoffee [label="OH, I DON'T DO CAFFEINE, THANK YOU"]<br />
<br />
</graphviz><br />
--><br />
<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
==Class Proposal: "Living in a Technology World"==<br />
This is a [[/Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
<br />
<br />
==IDEAS==<br />
<br />
Classroom<br />
Create a system for the following scenario:<br />
* When a user has a question, the screen that they are viewing may be:<br />
routed to the projector, and viewed on the main screen / overhead.<br />
AND/OR<br />
** viewable on everyone's computers in a separate window, via a server service which makes others' screens available -- viz. creating a "meeting" or "class" '''session''', under which the session creator (instructor) may use admin credentials to control the [optional] visibility of users' screens on others' screens....<br />
<br />
<br />
System for presentations + asking questions<br />
* e.g. web app / SaaS -- local or hosted<br />
* chat / IRC?<br />
* user (teachers') requirements? e.g., timeline of q's asked, for metrics & tracking<br />
** when do students / classes tend to have the most issues?<br />
<br />
Cable organization (for lab PCs)<br />
** overhead, drop-down cables (rather than run along floor)?<br />
** would improve / prolong life of cables; ease of use...<br />
<br />
Classroom meta wiki?<br />
* locations of supplies, cables, etc.<br />
* where things are kept<br />
<br />
Teachers' meeting re: Class layout / performance / suggestions for improvement<br />
* emailed Darren to setup<br />
<br />
What is the instructor-computer (podium) login + pw to use?<br />
* if multiple are available, which ones? What are the differences b/w those user accts?<br />
* option for 'default' admin profile -- which gets reset to 'stock / OOB' each time, so has same options as students'? same appearance?<br />
** maybe setup a VM?<br />
** maybe talk to Ben?<br />
<br />
<!-- -=-=-=-=-=-=-=-=-[End of Section]-=-=-=-=-=-=-=-=- --><br />
<br />
<br />
==TEACHER NOTES (getting started / Adoption class)==<br />
<br />
===Class Flow Improvements===<br />
<br />
Delegate, delegate, delegate!<br />
* Often, the teacher at the front is more aware of students getting "lost" -- faster than other instructors/assistant helpers in back of the class.<br />
* ... So... if a student has a problem / is getting lost... Delegate to an assistant instructor! E.g., "Hey Alex, could you help Robin with his/her problem / question? Thanks!!"<br />
<br />
<br />
====Personal Feedback:====<br />
* Turning around more / facing class<br />
* Checking in, interacting w/ students<br />
* Glance at their monitors periodically -- ensure they're following along, and know how to do what you're demonstrating! (e.g. vs facebook)<br />
<br />
Walk students thru useful 'projects':<br />
* e.g., spellcheck in Writer -- misspell a word, etc.<br />
* e.g., the "lifecycle" of a file: Creating in Writer -> Saving -> Closing -> Finding / Locating (use multiple methods to demonstrate this, incl. Catfish) -> Deleting -> Recovering from Trash -> Deleting & permanently removing...<br />
* .... Talk about how it will continue to take up HDD space -- until permanently deleted from Trash.<br />
<br />
<br />
<br />
====Add to Wiki====<br />
<br />
Where students' PCs are kept, if they can't take them home same-day<br />
* back of classroom on table<br />
** should have First + Last name written on bag/box, etc.<br />
* if they need a bag / cardboard box to carry in, they can ask at Receiving / Warehouse?<br />
** need to ask/double-check with these groups if that's true.<br />
<br />
<br />
====Ubuntu Software Center====<br />
* Probably need a few examples of these<br />
* Applications: Searching for / Installing / Finding & Opening<br />
** e.g. Application Finder -- helps you locate!!<br />
* Demonstrate this, e.g. with WINE<br />
<br />
<br />
At every opportunity, mention a class related to X!<br />
* Terminal / Command Line 1 (and 2)<br />
* GiMP<br />
* WINE<br />
else?<br />
<br />
<br />
<br />
<br />
===Issues to Fix (verify?):===<br />
<br />
Default for .ODF in Xubuntu 12.04 is Abiword?<br />
* --> needs to change Filetype association to LibreOffice<br />
<br />
"Prepare for shipping to end-user" WIPES OEM PROFILE DATA<br />
* ASK IF student has prior-owned this PC -- ESPECIALLY LAPTOPS!<br />
** ADD WARNING TO WIKI (?!)<br />
<br />
<br />
===Questions to Explore===<br />
<br />
How to ensure students' questions are all, 100% answered / addressed?<br />
OR,<br />
redirecting & 'delegating', e.g. to assistant instructor, or to tech support, or as appropriate.<br />
<br />
How to manage flow...<br />
* papers / supplies, and where they're located<br />
-> meta: location<br />
-> classroom layout, meta page for this?<br />
** Hand papers / pens to students:<br />
*** e.g. ask students to write down their questions? if there are lots of students / newbies / questions....<br />
.... it can be very easy for the class-flow to get sidelined / railroaded... and how do you keep it on track?<br />
*** Talking / side conversations during class -- getting off track, distracted...<br />
*** need more ideas + ''TOOLS'' for this -- managing flow.<br />
<br />
ANSWERS: Flow control:<br />
* http://wiki.freegeek.org/index.php/Teacher/Education_Resources<br />
**[http://todaysmeet.com/ Todays Meet] - Instant disposable chat room<br />
**[http://gosoapbox.com/ Soap Box] - Instant polls, quizzes and "confusion barometer" (signup required)<br />
[[Category:Education]]<br />
<br />
More Q's:<br />
* Time spent on details<br />
** what's crucial ''VS.'' what to sacrifice<br />
** OR, in order of priority<br />
** Need to document this (in syllabus wiki) for teachers<br />
<br />
Tech / hardware problems<br />
* How to mark & record problems that come up -- ''as'' they occur (rather than trying to remember / mark everything after class)<br />
<br />
=editor (shortcut; stays at bottom)=</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66019User:Jwmh/Class Drafts2013-01-27T09:36:27Z<p>Jwmh: </p>
<hr />
<div>==Class Proposal: "Living in a Technology World"==<br />
This is a draft proposal for the class, "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66018User:Jwmh/Class Drafts2013-01-27T09:35:27Z<p>Jwmh: /* Class Proposal: "Living in a Technology World" */</p>
<hr />
<div>==Class Proposal: "Living in a Technology World"==<br />
This is a [[Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]<br />
<br />
===Section 1: Getting to know the basics===<br />
This should entail only the *bare necessities* for operating a computer:<br />
* physical care - heat=bad, liquid=bad, grounded surge protector = good, etc. (is this really "necessary"?)<br />
* poweron / login / poweroff<br />
* using the keyboard and mouse<br />
* understanding the folders, files, and applications<br />
<br />
Note that this doesn't cover the use of any specific applications (such as a web browser or a word processor).<br />
<br />
===Section 2: Getting savvy===<br />
<br />
Okay, this is where it gets tricky, and I'm not sure what it Section 2 vs Section 3.<br />
<br />
* How do you know what to look for?<br />
* How do you go about finding it?<br />
** what are we even talking about; what does "it" cover here?<br />
* Difference between "exploring" vs "changing"<br />
* How do you make changes?<br />
** How do you do so safely?<br />
<br />
??===Section 3: Getting savvy - making changes===<br />
um. basics of making changes?<br />
<br />
right-clicking fits in here somewhere<br />
<br />
Parts of a UI:<br />
* windows<br />
* menus<br />
* status bar<br />
<br />
* locating & changing -- settings (OS) + settings (applications)</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66017User:Jwmh/Class Drafts2013-01-27T09:10:14Z<p>Jwmh: </p>
<hr />
<div>==Class Proposal: "Living in a Technology World"==<br />
This is a [[Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
<br />
The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
<br />
The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
<br />
[[Category: Classes]]<br />
[[Category: Education]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/&diff=66016User:Jwmh/Class Drafts/2013-01-27T09:09:46Z<p>Jwmh: /* Class Proposal: "Living in a Technology World" */</p>
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{{delete | [your reason] }}</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts&diff=66015User:Jwmh/Class Drafts2013-01-27T09:05:38Z<p>Jwmh: Created page with "huh? Category: Classes Category: Education"</p>
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<div>huh?<br />
[[Category: Classes]]<br />
[[Category: Education]]</div>Jwmhhttp://wiki.freegeek.org/index.php?title=User:Jwmh/Class_Drafts/&diff=66014User:Jwmh/Class Drafts/2013-01-27T09:03:51Z<p>Jwmh: </p>
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<div>list of class drafts, etc<br />
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==Class Proposal: "Living in a Technology World"==<br />
This is a [[Class_Drafts|draft proposal for the class]], "Living in a Technology World"<br />
(title suggested by Darren - [[User:Dheiber]]).<br />
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The idea for this class came from me, Joseph Herbert ([[User:Jwmh]]).<br />
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The basic premises are as follows:<br />
- What separates a "computer person" from a "non-computer person"? (note: these are usually self-identified)<br />
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[[Category: Classes]]<br />
[[Category: Education]]</div>Jwmh