Digital Literacy Guide

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This guide provides a comprehensive overview of digital literacy, including basic computer skills, Microsoft Office usage, email management, internet navigation, and more. It is designed for beginners and individuals with minimal or no previous experience with computers.
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Digital Literacy Guide
Name of the Student:
Name of the University:
Author Note
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In the modern world of advanced technology, the understanding the basic operations
of a computer is an essentiality, i.e. the ability of recognizing and using information of
multiple formats from a range of sources during a presentation via computers. This is the
concept of Digital Literacy. It goes beyond the simple ability to read to the ability to read
with meaning. According to a study, digital literacy is the attitude, awareness and ability of
individual’s appropriate use of digital tools and facilities for assessment, identification,
management, integration, evaluation, analysis and synthesis to digital resources, while
construction of new knowledge is informational1.
SkillageIT is one of the organizations who offer digital literacy services to their
respective customers. Currently, the company has been asked to deploy some one-to-one
training session to their customers, as they require further knowledge on basic digital literacy,
and accordingly are hiring employees (from SkillageIT). Moreover, online and offline
services are the required categories of training operations, to be initiated. Thus, the need of a
training program for such tasks are a necessity. Accordingly, the following paper aims to
provide a training/learning plan for one-on-one instructive training (online), determination of
required resources and e-learning guide for particular clients in accordance to their prior
knowledge, detailed assessment of new skill inheritance and practical applications of client
feedback and sign-off form.
1 Eshet & Yoram 2014, 93-106.
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Learning plan for one-on-one training
The basic computer skills literacy course will provide each individual
with broadened understanding of current technologies, utilized at workplaces
and homes. The learner will gain computer literacy in this one-to-one and online
courses, while learning creation, access, saving and management of documents,
e-mails and spreadsheets, and also the use of internet, effectively. Here, the
demystification of the terminology and imparted skills for secure and productive
use of software and hardware, is also included. The following plan is designed
for individual (adults) with minimal or no previous experience with computers.
Aims
The program enable users to become familiarised to the computer usage and
Microsoft Windows, while basic operations of a computer is understood and hardware
components (mouse, keyboard, etc.) use are supported in the one-to-one sessions.
Outcomes
During or after the course finishes, users should be able to-
Start and shut down a computer system.
Navigation of the operating system and starting applications.
Perform basic operations on spreadsheet and word processor.
Manage print documents and print settings.
Perform basic operations of file management.
Understand the processes to email sending, receiving, saving and others.
Internet navigation via web browsers.
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Content
Windows
Turn on and log-in the computer.
The windows screen.
Maximization, minimization, resizing, moving and terminating windows.
Running programs from Start Menu option.
Log-off and shut down the computer.
Hardware and Software
Computer’s components, including input and output devices.
Operating systems, programs and application’s role.
Communication device’s function, like of smartphones and tablets.
Operation with programs
Initiating multiple programs.
Creation of desktop icons and shortcuts.
Program’s management from the taskbar.
Closing programs.
Productive suite and Word processing
New document creation in Microsoft word (2016).
Typing numbers, text and dates into the new document.
Checking spelling (Spell-check).
Easy formatting options.
Saving and printing the document.
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Accessing group of programs to create presentations, spreadsheets and others.
File management
Windows Explorer’s management.
Knowledge of file extensions.
Outlook of the network connections and storage devices.
Moving, creating, deleting and renaming files and folders.
Management of USB drives, HDD and other physical hard disk driver extensions.
Spreadsheets
Knowledge of spreadsheet’s functionality
Spreadsheet creation in Microsoft Excel.
Easy formulas.
Typing numbers, dates and text into the worksheet.
Easy formatting.
Data Charts.
Creating, saving and printing workbook and changes, also been considered.
Printing
Print settings.
Print preview.
Print queue management.
Email
Screen elements of Outlook mail.
Inbox management
Sending and composing email messages.
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Internet access
Operating websites and bookmarking.
Copying and pasting contents from internet into other documents and emails.
Searching on Google/any other search engine.
Refreshing and stopping webpages.
Demystification of Cloud.
Knowledge of social media stages like Facebook, Twitter, LinkedIn, etc.
Security practices to computer usage.
Audience
The program is design to feature adult users with little or no knowledge of computer
systems. It would enhance the learning opportunities for the individual in a private
environment of one-to-one and online understanding process.
Materials
Various handouts and course notes will be shared during the classes.
Note: Suggestion of keeping USB flash drive during one-to-one session is advised as it
will enable users to copy their work or any materials. Additionally, the work can also be
saved in the email drafts or cloud storage spaces.
Required resources
To the organization:
Suitable allocation of tutors are required for the total number of clients, for the
approximate initiation of the one-on-one learning environment. Moreover, the following
designations are required to fit in the life cycle of the course:
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E-learning developer
Instructional developer
Multimedia or Graphic developer
Stakeholder
Subject Matter Expert (SME)
Pilot participant
Also, for the online sessions, specific software are required to transmit and record
user’s processes.
To the client:
The process of e-learning involves the utilization of electronic devices or computer
systems2. Thus, the respective systems are a necessity. Also, the systems should be enabled of
features like Microsoft Office 2010 (or higher), Windows 7/8/10, Outlook and Wi-Fi and
others. Hardware components are basic as any processor over Intel Pentium 4 would support
all the software requirements, seamlessly.
E-learning guide
After the learning goal is assumed and e-learning’s goal achievement abilities are
discussed, next step is to target audience with their prior understanding and experience in the
course related knowledge. It is important to be demonstrated as clients with sufficient prior
knowledge would not need the same level of training support as compared to amateurs.
Here, the prior knowledge of interviewed clients (Sally, Billy and Boris) have been
recorded to be different and dissimilar from one another. Thus, e-learning guides are created
in accordance to their prior knowledge.
2 Soheila & Singh 2015, 11-25.
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To Sally
The following stakeholder has average level of computer knowledge. She has internet
knowledge of social media applications and also, has an understanding of operating email
(Gmail). However, emphasis is required on enhancing her knowledge with respect to-
Basic operations on a computer.
Understanding of productivity suites and using Microsoft office software such as
Spreadsheets, PowerPoint, and others.
Different email platforms such as Hotmail, Outlook, and others.
To Billy
The respective stakeholder has ‘above average’ level of computer knowledge. The
user knows the operations such as web surfing, internet banking, emailing (using Windows
live client with Hotmail account), and also few document creation in Microsoft Word
(primitive docs before 2010). However, further knowledge on the productivity suites will
provide extended knowledge of MS office software. Also, extended study on the email
platforms and other features (as described in the Learning plan) will enhance the digital
literacy knowledge of the client.
To Boris
According to the interview results, this stakeholder has stated to have acquired
computer skills, as he had completed a ECDL computing course. The user operates
communication media platform of Skype to converse with his respective family, thus basic
idea of operation is understood. However, the user does not understand the operations to
productivity suites, thus knowledge of Microsoft Office, Open Office, iWork, and others
should be polished. The learning plan will provide exact appropriateness to understanding
different platforms and expansive areas of improvement. Also, the use of internet surfing and
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email usage is understood to be limited, as the user is not sure of the email platform’s name.
Moreover, the overall knowledge of computer usage is limited and below average. Therefore,
one-on-one training or e-learning processes will enhance the understanding of the respective
stakeholder.
Assessment of new skills
The technique of e-learning’s technique assessment is initiated in qualitative method,
than quantitative form3. The process allows in depth analytics of the online learner’s progress,
understanding and inherited knowledge during or after the e-learning course. Apart from the
mere obligation of providing students to have completed or passed the course, the methods of
assessment play a major role in calculating the e-learner’s idea of understanding the course
materials4.
For appropriate understanding of the techniques, combination of different quiz and
test options, at specific time intervals during the course, reports have shown- produces
practice and practical opportunities to the e-learners5. Through the process of practicing of
subject matter of the respective course, the participant has much more chances of retaining
the most of the content. Therefore, the assessment processes are initiated as-
1. Quizzing learners at the beginning phases:
One of the significant steps, yet seldom used, are the preparation of pre-
learning quiz. The quiz programmes at the beginning phases help a student to adapt
and invite a ‘learning mentality’6. The structure and questionnaire of the quiz should
3 Meyers et al. 2014, 355-367.
4 Alexander 2015, 240-248.
5 Pianfetti 2014, 255-262.
6 Martin 2018, 151-176.
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be interactive, fun and challenging, to engage the minds of the learners. The created
quiz juncture should not be challenging enough, as it can have direct impact on their
interest levels. The quiz materials, moreover, strengthens and influences a student’s
endeavour to note and identify the “must-knows” in the course plan.
2. Matching Exercises:
True/False is the most accessible and traditional structure of quiz question.
The fashion of the questions are over-simplistic, with 50:50 chance of correct option,
while the learner can guess the correct answer without gathering too much
information of the course material.
Accordingly, matching exercises can be deployed to enhance the learning
opportunities, along with extended interactivity to the student by matching two sets of
data. Example: Matching a hardware component (CPU) from Column-A to the
connected item (Hard Disk Drive). This can influence/encourage the client to become
familiarized to the content and polish the identification abilities of similar concept’s
association or relationship. ‘Drag and match’, ‘Drop down’ and ‘Drag and drop’ are
the different ways to add features to the matching exercises. Studies by a journal
suggests great tips to the matching exercises, as well7.
3. Problem-Solving Studies (case):
Case studies require analysis of real life events for obtaining better insights
into the initiating actions that could be done in future instances. The process is an
appropriate assessment tool and makes learners practice and understand the gap
7 Yoram & Chajut 2018, 713-715.
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between practice and theory8. Thus, real life situations could easily be converted into
learning objectives during the course, through the following steps:
First step is to outline a real-world computer-related problem.
Removing the finishing stage.
Now, questioning the online learners to analyse the situation to provide different
solutions, according to their understanding.
Engagement of clients in this fashion allows lesson’s interactivity along with highly
personalized experience of learning and further, increase in client’s retention levels. It
further enhances the decision-making, critical analysis and logical reasoning skills as
they directly relate to the scenarios.
4. Opportunities of Self-Assessment:
By the end of each course module/topic, each student will be permitted to
execute self-assessment and self-reflection opportunities. The process will provide
students with certain time period to reflect on their learning and write on their
gathered knowledge.
Through the encouragement of practices (self-understanding), motivation is
shared with the respective client. The respective student absorbs and evaluates, on a
personal level to what he/she needs to revise for better grasp of the course material.
5. Assessing learners in a gaming environment:
People love to learn while engaged in a playing environment. Thus
incorporating the activity in a learning course is another positivity which can be
included.
8 Knobel 2018.
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Games are a brilliant source of polishing the recently gathered knowledge and
ideas9. Also, it has consequences to a specific action, thus, is an experiential and
valuable tool.
Figure 1: Skill Acquisition in a gaming environment
During the development of such games, points should include-
Realistic and safe environment for user.
Challenging yet satisfactory progress.
Side knowledge development: Hypothesis, solving problems and
strategy development.
Defined aims to each problem.
Fun environment to maintain user’s interest.
Introducing games to the e-learning environment would empower students to
initiate knowledge in real-life scenarios. As stated by asd, students acquire optimal
performance when their exact knowledge is applied in practical situations (shown in
figure 1). Example: Puzzles, Competitions, Reality testing and other games.
Moreover, gamification’s addition into the intensity of the course-load makes the
learning process, easy to absorb and retain for the learner.
9 Strother 2013.
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Client Feedback Form
Link to the Client Feedback Form:
https://forms.gle/QM8KCv6z37me2Jue6
Screenshot of the Client Feedback Form are provided below:
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COURSE NAME: CLIENT MANAGER:
START DATE: COMPLETION DATE:
COURSE DURATION: SPONSOR:
Dear Esteem Client,
This form is to sign-off completion of your project with us. Kindly fill the following form and revert it back
to us.
CLIENT COURSE SIGN-OFF FORM
CLIENT’S REMARK:
BY SIGNING THIS FORM, I
ACKNOWLEDGE THAT I HAVE
DELIVERED ALL THE STATED
DELIVERABLES.
BY SIGNING THIS FORM, I ACKNOWLEDGE
THAT I HAVE RECEIVED ALL THE STATED
DELIVERABLES.
CLIENT MANAGER NAME AND
SIGNATURE:
SPONSOR NAME AND SIGNATURE:
DATE: DATE:
We suggest you to complete and deliver this document within 7 days. However, if the
allotted time-period passes and the completed form is not received, responsibly it shall be
assumed that you have signed off the course and no further action would be required of
you.
Thank you.
COURSE GOAL:
COURSE DELIVERABLES:
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Bibliography
Alexander, Shirley. "E-learning developments and experiences." Education+ Training 43, no.
4/5 (2015): 240-248.
Anderson, Terry, ed. The theory and practice of online learning. Athabasca University Press,
2018.
Aviram, Aharon, and Yoram Eshet-Alkalai. "Towards a theory of digital literacy: three
scenarios for the next steps." European Journal of Open, Distance and E-Learning 9, no. 1
(2016).
Eshet, Yoram. "Digital literacy: A conceptual framework for survival skills in the digital
era." Journal of educational multimedia and hypermedia 13, no. 1 (2014): 93-106.
Eshet-Alkalai, Yoram, and Eran Chajut. "Changes over time in digital
literacy." CyberPsychology & Behavior 12, no. 6 (2018): 713-715.
Knobel, Michele, and Colin Lankshear. "Digital literacy and digital literacies: Policy,
pedagogy and research considerations for education." Nordic Journal of digital literacy1, no.
01 (2016): 12-24.
Knobel, Michele. Digital literacies: Concepts, policies and practices. Vol. 30. Peter Lang,
2018.
Martin, Allan. "Digital literacy and the digital society." Digital literacies: Concepts, policies
and practices 30 (2018): 151-176.
Meyers, Eric M., Ingrid Erickson, and Ruth V. Small. "Digital literacy and informal learning
environments: an introduction." Learning, media and technology 38, no. 4 (2014): 355-367.
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Mohammadyari, Soheila, and Harminder Singh. "Understanding the effect of e-learning on
individual performance: The role of digital literacy." Computers & Education 82 (2015): 11-
25.
Nawaz, Allah, and Ghulam Muhammad Kundi. "Digital literacy: An analysis of the
contemporary paradigms." International Journal of Science and Technology Education
Research 1, no. 2 (2014): 19-29.
Pianfetti, Evangeline S. "Focus on research: Teachers and technology: Digital literacy
through professional development." Language Arts 78, no. 3 (2014): 255-262.
Rosenberg, Marc J., and Rob Foshay. "Elearning: Strategies for delivering knowledge in the
digital age." Performance Improvement 41, no. 5 (2013): 50-51.
Strother, Judith B. "An assessment of the effectiveness of e-learning in corporate training
programs." The International Review of Research in Open and Distributed Learning 3, no. 1
(2013).
Warschauer, Mark. "Digital literacy studies: Progress and prospects." In The future of
literacy studies, pp. 123-140. Palgrave Macmillan, London, 2018.
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