Knowledge and skills can be transferred when the learner recognizes similarities and differences between what has been learned and a new situation.
Can learning about compter operating systems and desktop environments assist in learning to use any computer application?
What is an operating system, what does it do, why is it important to know about its features?
What are the hardware components of an computer, including input and output devices?
What are the main features related to managing files? (naming convention, saved location, virus protection)
How are windows used in a GUI (graphical user interface) similar?
What Instructors Need to Know
This site is provided for instructors to access training materials and collaborate about issues and solutions to problems encountered in delivery of the Operating Systems and Desktop Environment Course. There are four lessons (1.1, 1.2, 2.1, and 2.2). These can be given in two sessions or divided into four sessions. The anticipated time for completion is six hours; however, prior experiences indicate two hour sessions over four weeks has produced the most lasting retention of content.
Instructors can download and print:
copy of enduring understanding, esssential questions, and key vocabulary
class notes to distribute to the participants
self-check sheets for the students to directly key in, or select from a drop-down appropriate answers and print as their evidence of mastery
sample sheets of the self-check sheets which include all the possible answers for the drop-down selections
answer keys for each self-check sheet
Main content focus for each lesson is presented with the download materials.
Instructors can use the enduring understanding statement to help participants know what they can expect from completing this course of study.
The essential questions can be used by both instructor and participant to focus their inquiry into the content of the course sessions.
The vocabulary should be distributed to the participants. Note the vocabulary can be sorted by lesson and thereby give the instructor the scope of terms they need to include in their presentation of the course content.
Self-check exercises are designed for the participant to create a set of documents they can refer to at a later time to refresh their memory about the course content.
The sample self-check sheets are provided for the instructor to view all the possible selections from the drop-down choices participants have on their self-check exercises if needed.
Answer keys to the self-check exercises are provided for instructors to assure content is covered.