Detailed layout of the course modules, submodules and lecture-presentation

---

Introduction

This page details the layout of the course design. This course is modular, which meant we shall work on individual "chunks of information" to develop the course and progressively build them up.

• Heterogeneity of the learner group: since "one size fits all" approach was not considered to be appropriate for a heterogenous group, suggestion was that students were expected to learn a few "mandatory" modules and then would be able to choose "electives" based on their necessities and experiences
• Time allotted to each module in the original proposal document was considered to be inadequate. I had already indicated that these time slots were actually based on academic hours and not clock hours, but it was difficult to break out from the boxed thinking of fixed time hours for topics. In this document, I have done away with the concept of "fixed" time slots, and have introduced the concept of percentage time (i.e., what percentage of total time shall be allocated to specific modules). Alongside, I have indicated what hours they can be for a 30 hour course as we discussed earlier
• Add segments on troubleshooting and help or how to find help with each module. This is important since the students, when the complete the course and return to their workplaces, may be called upon to provide technical support as well.

Note that in this introductory course, the focus is on how to work with various software and some hardware. The learner group is one that has more to deal with immediate needs and they need to have enough practical experiences to work with the solutions that are/were offered and quickly adapt to varying circumstances of work. My assumption here is, more hands-on demonstrations would be preferred over didactic theory of how things work. The set of software that we plan to teach here include: Windows, Linux, possibly Macintosh, networking, internet browsers, email clients, word processors, spreadsheets, databases, and a medical database application.

Thoughts on developing the modules

Since "doing" things is the main focus of this coursework as opposed to theories, study materials that are more cookbook style and incorporate annotated images and dynamic movies will likely to be better accepted than those with bullet points and long explanations. Also, with the easy availability of web enabled cell phones and PDAs, students now have an opportunity to learn on the go, and probably prefer to learn on the go, as opposed to read or sit through long lectures.

I propose that we create materials based on the following:
 

• Word processed documents with clear instructions using action verbs, and embedded with annotated images. This will be easier to follow as students work in the class with the instructor, or subsequently in their homes/workplaces using computers where they can keep one window open for working through the examples
• Distribute screen casts with or without voice-overs to demonstrate particular tasks. This will enable students to play, pause, rewind, fast forward and repeat seamlessly as they learn through a short movie how to accomplish certain tasks. This will significantly cut down both teaching and learning time. I propose that we restrict the screen casts to maximum 3 minutes duration to maintain attentiveness. This forces the modules and sub modules to be short and focused. Transcripts should be made available along with the videos.

There are two advantages of screen casts from the trainers' points of view:
 

1. Screencasts/podcasts are easier and much less time consuming to create compared to any other teaching file (eg word document with embedded images, or other forms of presentation like powerpoint files)
2. Maintains unformity of what is seen on class and what is seen on screen for online and offline-online combination courses

 

How to create screencasts

Hold off to this thought till the group agrees to go with it. Move this section to the training the trainers and module development pages

 

Detailed modules and submodules

Table 1. Description of the modules, submodules (or topic title), format (hands-on, demo, or lecture), and time in hour (in terms of hours and in terms of percentage of total time allotted)
 

Module	Submodule	format	time (percent)
Introduction -- computers	Different parts of computers -- cabinets, RAMS, monitors, input devices. Tear apart a desktop and reassemble again: get a computer guy to show this	demo	1 (3.33)
	How to connect various devices to a computer. Task to be completed by students: how to connect a printer, a broadband modem, and a digital camera to transfer pictures to hard drive	hands	1 (3.33)
Introduction -- OS	Lecture: what is an OS and why we need it? What do we do with it?	lecture	2 (6.67)
	File management tutorial in Windows	hands	1 (3.33)
	How to use the control panel in Windows	hands	1 (3.33)
	File management and program installation in Linux	hands	2 (6.67)
Word Processing	How to create and edit a file: the file will be provided to the students in their packs. They will learn how to open a file,close a file, cut/copy/paste, basic formatting, tab setting, tables, header/footer, index creation. Task, create a CV	hands	1 (3.33)
	How to write a macro to automate tasks	demo	1 (3.33)
Spreadsheets	Create and edit a file: file will be provided in the study pack. How to open/close, cut/copy/paste, cell formatting, formulae, graphing, sorting, etc.	hands	1 (3.33)
	Create macros in spreadsheets	hands	1 (3.33)
Module	Submodule	Format	Time (percent)
Presentation	Principles of computer graphics: how to maximize data:ink ratio, inform and impress clients? Required reading: Handouts from Edward Tufte's work and from Cliff Atkinson's Beyond Bullet Points	lecture	1 (3.33)
	Create and edit file (in study pack): open/close, slide layouts, templates, importing pictures from stored files, tables from word processor/spreadsheets, graphs from spreadsheets	hands	1 (3.33)
Relational Database	Introduction to data and databases: start graphically with flat files, then hierarchical, network, through to relational databases, and stop there. Show several simple demonstrations and clearly explain why relational database rules. Talk about tables, different types of variables, rows, tuples, primary and foreign keys, simple introduction to schemas, what is redundancy, why it is bad, and how intelligent database design minimize redundancy (normalization). Need a good guy with good grasp over basics to do this. Must be short, sweet, and attractive	lecture	1 (3.33)
	Move on to work with the students to actually develop a database (sample data wil be provided in the study pack) by creating tables and forms, then forging relationships by joining, and end up creating simple reports. Show them how to work with mysql or sqlite, and how to work with microsoft access or openoffice database	hands	2 (6.67)
Internet	Using RJ-45 Cat-5 cable and a router, show them how to use these cables to network two computers in the class: show them how two computers can see and read each other; discuss graphically client-server networks and how internet works	demo +lecture	1 (3.33)
	Get on to WWW, and show them how to create a web based email account (choose a service that lets you pop your mail). Students should be able to access the net and get webmail accounts. Then , show them how to configure pop account in an email client like Outlook or Thunderbird	hands + demo	1 (3.33)
Searching the Net	How to search the internet and the WWW for information? This section will be detailed by Ms. Vasumati Sriganesh for details	lecture+demo	2 (6.67)
Medical Data	Brief introduction to clinical establishment acts and patient privacy issues: simple, gentle introduction regarding basic requirements and compliance, etc.	lecture	1 (3.33)
Diagnoses	What does a doctor do when he or she encounters a patient? Start from history taking through to treatment plans. At the end of the presentation, the students should learn what _data_ may a doctor/clinic/hospital need. Lecture demonstration for 3 hours (10%)
Medic-Aid	How to use Medic-Aid for running a clinic: obtaining, installation, basic workings, through to report generation. This section will be taken over by Dr. Gogia for more details	lecture+demo+hands	3 (10)
Tests	Evaluations and quizzes	exams	2 (6.67)