Beanworks

I have told a lot of people, and posted advice here, to use handouts with visual cues, like this one:

Someone asked how to create this type of handout with screenshot images, so here’s a rundown on how I do it in Windows. I have used OpenOffice.org, Word and WordPerfect, but this post will only cover MSWord; I’ll do OpenOffice.org and WordPerfect posts next.The first step is to get screenshots. If you don’t know how to do that, see the instruction page for Windows.Once you have the images saved, you are ready to put the images into the handout document. Open MSWord. I usually do this in Word 2000 or Word 2002, but these steps should work in Word 97. Make sure the Drawing Toolbar is visible; if it isn’t, go to the View menu, select the Toolbar option, and click on Drawing if there isn’t a check by it already. It should appear at the bottom of the window.

Type whatever text or instructions you are going to use, and move the insertion point a couple lines below the text (by pressing the “Enter” key). Click on the “Insert Image” button on the Drawing Toolbar:

Navigate through the dialog box to the image you want (in this case, the larger image saved in the Print Screen exercise), and select it to open. If the Picture Toolbar is visible (notice it “floating” above the image in the example?), click on the text-align button. (If it is not visible, right click on the image and move the cursor to the align option.) Choose the “Tight” option in the menu that drops open.

Resize and reposition the image where you want it (notice the enclosing box disappears and the black square “handle” boxes have been replaced with circles) by clicking and dragging on one of the corner dots (to resize) and clicking inside the image and dragging (to reposition).

Click on the “Insert Image” button again, and navigate to the smaller image to insert it. Change the image alignment as with the larger image, and position it where you want it. Click on a corner and drag to enlarge the image when the cursor turns into a double arrow.Click on the Auto Shapes button at the bottom and choose the rounded rectangle from the Basic Shapes options.

Now move the cursor to the part of the image you copied earlier and drag across what you had copied. An opaque box will overlay the image.

Move the cusor back to the Drawing toolbar and click on the “Fill” button. Select “No Fill” from the pupup menu.

Click on the “Line” button and select a wider width.

Click on the “Color” button and select a different color, if desired.

Repeat these steps to put a rounded rectangle around the smaller image. You can resize the rectangle at any time by clicking and dragging its corner. If the boxes or lines seem to be snapping to a preset grid (they won’t change position to exactly where you want them), hold down the Alt key (next to the spacebar) while you click and drag.Now click on the Line button and move the cursor back onto the document.

Click on one of the corners of one of the drawn rectangles and drag across to a corner of the other drawn rectangle so there is a line from one box to the other.

If the line is not the right thickness or color, change it now using the line width tool and color tool you used for the boxes. You can also change the length of the line by clicking and dragging one of the ends.

Draw another line from an opposite corner of one box to another corner of the other box.There is only one thing left to do: “glue” them all together. Click on one of the lines or boxes. Hold down the shift key and click on each of the drawn units until they are all selected. Keep holding down the shift key and click on the images as well, so that everything is selected.Click on the “Draw” button on the Draw toolbar. Click on the option that says “Group.” Now the images and boxes will stay together as one group as you continue to add to or edit the page.

The cognitive slowing that occurs with aging affects an older adult’s ability to maintain linear connections required for learning. Most teaching involves steps, but the older adult’s ability to remember those steps is affected by the aging process (see Tip #2). What may seem obvious for younger learners can no longer be taken for granted. They will not necessarily make the connection between a cause and effect without explicit instructions broken down into discrete steps. An instruction to “click on ‘New’ in the File menu” may be easy for a younger learner, but what the older adult hears is “file” and “new” and tries to figure out what is where. They need an instruction like the example above broken down into discrete steps, such as: “Move the cursor to the upper left corner and click on the word ‘File’. Move the cursor over the word ‘New’ in the list that opens. When the word is highlighted, press the left mouse button.”

Consistently using specific step by step instructions begins to take the mystery out of computers for older adults. It also reduces the load on their processing, which is already taxed.

Also, since repetition is important (see Tip #4), handouts or other materials intended to give them practice should use discrete, numbered steps. Numbering is important as a way of isolating each step. For example, instructions to copy and paste might be broken down into four distinct steps: highlighting something, copying it, moving to the destination, and pasting. Each step should then have detailed instructions. Using the example to copy and paste, printed instructions for steps one and two might look something like this (but would, of course, include relevant visual cues):

Step 1 (highlighting):

Place the cursor on the item to be copied

Hold down the left mouse button and drag the cursor across the item

When the item is highlighted, release the mouse button.

Step 2 (copying)

Move the cursor to the top of the window

Click on the word “Edit”

Move the cursor over the word “Copy” in the list that opens

When the word “Copy” is highlighted, press the left mouse button

Tip #6: Use discrete, step-by-step instructions, both verbally, and in printed materials

I will be at Seflin’s Energize 2.0 conference in Miami next week. I’ll be doing the part about blogs, along with Robin Kear, who is doing the wiki part. Like the last conference, this is for librarians.

It seems blogs are suddenly a hot topic. This is the second of four presentations I am doing this year (so far!) on blogs and blogging.

So yeah, between conferences and the day job, I’ve been a little busy. I’ll get back to the disconnected tips soon.

After much trial and error, (there’s probably another post coming comparing video sharing sites), only one site has successfully uploaded and converted part two of the Connecting the Disconnected videos. It is not the sharpest image rendering, but at least it works. 🙂 I much prefer dotsub.com, but they are still working on why the clip, which works perfectly on my end, stops halfway through playback after uploading. This is what happens on all the other sites except for (drum roll, please) Grouper.com. One is supposed to be able to embed the video at Grouper here in WordPress, but after several failed tries, I have given up on that.

So here are the links to the two videos:

Connecting the Disconnected, Part 1

Connecting the Disconnected, Part 2

Be sure to turn the sound on for Part 2 🙂

These are from the first half of my presentation at the pre-conference workshop on Libraries, Older Adults and Technology, and are intended to give you a glimpse of what it feels like to be older and trying to learn new technology. Enjoy!

It’s time to share the pain here.

I have been trying to convert my presentation from the ALA preconference program two weeks ago to a video clip and make it available online, following a suggestion from Susannah Fox.

Converting it to a quicktime video wasn’t so bad, except that converting the whole thing creates a rather large file. So I decided to split it up. I finished part 1 and uploaded it to YouTube for a test, and linked to it from the North County Regional Library Sandbox to see what it looks like embedded in a page. Unfortunately, after many trials and gnashing of teeth, I have found that no matter how good the quality is, once the clip gets into YouTube, it is reprocessed and scaled down to a resolution of 320 x 264. The problem is that clips display in a larger window, so it has to scale back up, and becomes blurry.

For anyone interested in a how to do it, Clay Redding pointed me to this post on Digital Life: From iMovie to YouTube a.s.a.p.. Although I was exporting from Keynote to Quicktime, I was then importing it into iMovie and exporting it again in different formats. I finally just used the custom settings on the Keynote export window. It didn’t make any difference to YouTube. So I tried Google Video. As long as it displays at the “original” size, which is about half the size of the space it displays in, it is sharp. But like YouTube, it gets blurry when scaled up.

So, while I work out the issues involved in getting a good copy up and displayed, here are some pointers on exporting from Keynote for anyone who many be interested:

First, make sure everything transitions automatically, including the slides, and any “builds” within the slide. This means change any “click” transitions to automatic, and give them specific transition times:

When you have it ready, or want to take it for a test spin 🙂 go to the file menu and select “Export”

First, note all of the options. Exporting to PowerPoint works fairly well, but you will have to do some cleaning up afterwards. PDF is good for creating a set of printed handouts. Images and HTML are totally useless if you have any animation, sound or builds in the presentation. I tried the iDVD option simply because I had never used it. It might be what you want if you like a pre-canned delivery with limited options after the fact. The Flash export actually worked very well for me, but unless you are uploading to your own website, rather than linking to an online service like YouTube, it is not much use.

O.K, so once you choose Quicktime, you can get to the custom settings by clicking on the Formats drop down menu and clicking on “Custom.” The Custom Quicktime Settings window will automatically appear.

You can go with the automatic size settings, or choose “Custom” from the drop down menu for video (this part of the presentation did not have any sound, so I selected “No Audio”), and put in specific numbers. It helps to keep a 4:3 ratio (which gives 1.3333~ when the width is divided by the height). In fact, Google Video pretty much requires the 4:3 ratio.

Click on the “Settings” button to get to the real meat. If the Data Rate box is set to Automatic, you will have control over the Compressor quality (in the box on the bottom). Set it to Best Quality (multi-pass)

Even if you set the compressor quality to best, it will change back to high if you select a specific data rate:

(Google Video requires at least 260 Kbps, but prefers 750). You can change the compression type; I tried some of the others, but the H.264 worked best for me. If you are going to import it into iMovie, you might be tempted to just use no compression. Don’t do this unless you are using a superfast processor with a gazillion gigs of RAM. It tries to create a file that is about 4 or 5 gigabytes (and that’s just from a small presentation), and will just freeze keynote.

You can also choose a different frame rate (the box on the left). It will default to 12 or 15. I suspect YouTube and Google Video just step it down to 15 no matter what is selected, although Google Video specifies “at least 12 frames per second.”

Once you have all your selections set, click the OK button, which will take you back to the Custom Quicktime Settings window. Click the Next button and choose a place and file name, then click the Export button. You can sit and watch the progress in slow motion, but it might be a good time for a long break walking the dog or something:

It will take a while, and use a lot of processing power (the fan on my MacBook always kicks in after a minute or so until it finishes the export). If you want more options, select the highest quality compression, and import it into iMovie, where you can make further adjustments. Editing in iMovie may be another post, once I get the second part of the presentation done, which has a lot of animation and sound. 🙂

This comes via LawLibTech, one of the blogs I track:

RSS in Plain English – Video by Lee LeFever. A simple straigtforward way to explain RSS and RSS Readers by Lee LeFever of Common Craft, social design consulting firm. Lee has other short videos introducing technology, for example, Wikis in Plain English.
RSS in Plain English – Video by Lee LeFever – Blog on the Side – Darlene Fichter

This is really good stuff, creative and fun. You have to see it (with sound) to get the full impact. The wiki video is good, too. See them both on YouTube, or at the Common Craft site. The videos are less than 5 minutes. What a great job!

I will be speaking at a few conferences this year. The first one coming up is next week’s American Library Association, where I will be part of a pre-conference workshop on Libraries, Older Adults and Technology. I will be talking about (surprise!) Connecting the Disconnected, technology training for older adult novices. I’m not sure how interesting my little talk will be compared with the other speakers and topics on the slate. If you are going to be there, you are in for a phenomenal day.

The extensive crystallized intelligence available to older adults, which is not only stable, but continues to grow, does have a drawback. Although building on existing knowledge and skills is a good thing (see Tip #3), it is actually easier for an older adult to learn an entirely new term and concept than it is to learn a concept associated with a word that already has a familiar meaning. This is because the attentional processes, which involve controlling the attentional focus and excluding irrelevant information, decline with age. Learning to use computers requires learning new concepts and associations for familiar words, such as “shortcut” and “button.” But declines in attentional processes make it more difficult to exclude prior associations with familiar terms and replace them with the new associations.

Imagine going to a reunion after many years. People’s appearances have changed, and you must make new associations to continue to recognize them. But imagine finding everyone’s names have also changed. You can recognize them, but to learn the new names you must first suppress the tendency to associate the faces with the old names. The more familiar the name and face, the more difficult that is to do. As we get older it becomes even more difficult to exclude the prior associations when learning new concepts.

This can be made easier with visual cues. Consider the difference nametags would make at that imaginary reunion where everyone’s names have changed. Cues, such as “cheatsheets” and labeled graphics, when combined with repetition (see Tip #4), greatly enhance retention.

Tip #5: Give them visual cues

I should probably pause here to point out that there is wide variation among older adults’ abilities, skills and experiences. Because aging is such a highly individualized process, the older a population group, the greater the differences will be among the group’s individuals. This means it is virtually impossible to predict how easy or difficult new technology will be for anyone based solely on age. For some, physical and cognitive declines begin as early as the thirties. For others, the changes are not noticeable until well into their sixth decade. Still, there are some generalizations which can be made, especially when it comes to learning, and especially since the group we’re talking about here is over sixty (most seem to use 65 as the cut-off for “older adult”).

One of those generalizations is the need for repetition in the learning process. With cognitive slowing, repetition seems to be the adaptive technique adopted by everyone. Even when they understand a concept or task, older adults will ask to be guided through the steps again, and again. Even when they have mastered a procedural skill requiring only a few steps, they need to return to the task and repeat it periodically to retain it. The more they repeat the new skill, the more likely it will “stick,” becoming part of their “crystallized” intelligence.

So here is Tip #4: Be repetitive.

Be very repetitive. Come back to a learned skill frequently, even while building on that skill and knowledge. Don’t just give them opportunities to practice a new skill, encourage it. Emphasize the necessity of practicing the new skill. Require practice, if possible. I have found older adults will forget what they have “mastered” within two days when they do not practice the new skill. I sometimes compare learning to use computers to learning another language: the more they use it, the easier it gets, and conversely, the less it is used, the harder it is to remember.

One of the advantages of teaching technology to older adults is the richer background they invariably have. That background is part of what has been called “crystallized intelligence,” which is stable and “lossless” under normal circumstances. The knowledge and skill remains even after they have stopped using it. This is a very important advantage that is often overlooked. I once had a 91 year old woman in my classes who had been a typist 70 years earlier. She struggled to hunt and peck on the keyboard. Finally, she carefully placed her fingers on the keyboard, closed her eyes, and typed perfectly.

A major task for the trainer is to identify existing knowledge or skills, to make the process of learning technology easier. Even if they do not have experience on a computer, their history is part of the history from which current technology developed. Instant messaging is just a new way of sending telegraphs. A camera’s memory card is just a new type of film: it has to be inserted into the camera to get pictures, and must be carefully removed to prevent losing the pictures. By making a connection between the new and the known, the skill (or concept) becomes an extension of what is already familiar.

Building on existing knowledge and experience reduces the processing overhead, part of what is called “fluid intelligence,” which is the hardest hit in the aging process. Whether it be remembering how to type, or making a conceptual connection, any time learning can piggyback on stable, “crystallized intelligence,” there is less burden on working memory and the process of creating more crystallized intelligence. This is a good thing.

Tip #3: Build on what they already know.