Computer Skills

HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC/EMPLOYABILITY SKILLS COMPUTER SKILLS
Compiled by Shelly Cunningham
Copyright 2003 by Humber College
ACKNOWLEDGEMENTS
Special thanks are due to the many faculty who generously gave their time and ideas to make both the process and products of this initiative useful and relevant to the Humber community. Thanks to those who contributed in some or all of the following ways: Attending coordinator/faculty information and feedback meetings Contributing to focus group discussions Participating in Professional Development workshops Participating in Humber Showcase and other conferences Developing new courses to incorporate Generic Skills Editing and formatting the Resource Manuals Submitting Best Practices The engagement of the Humber community would not have been possible without the valuable communications link afforded by the Generic Skills School Representatives. Thanks are due to these people: School of Applied Technology: School of Business: School of Creative and Performing Arts: School of Health Sciences: School of Hospitality, Recreation and Tourism: School of Information Technology: School of Liberal Arts and Science: School of Media Studies: School of Social and Community Services: Steve Bodsworth Khyati Antani, Jim Skinner Diana Belshaw, Antanas Sileika Audrey Taves Judy Hebner Shelly Cunningham, Jeremy Frape Barbara Ritchie Nancy Rodrigues Grace Nostbakken
As well, the Implementation Team recognizes the invaluable support of Robert Gordon, Humber College President: Dr. Gordon struck the Generic Skills Task Force and the Implementation phase and has fully supported the initiative in its various stages. Joe Aversa, chair of the Generic Skills Task Force, and the members of the Task Force who provided the framework for the Implementation team to move forward. Richard Hook, Humber College VP Academic, sponsor of the Generic Skills Initiative: Because of Dr. Hooks constant guidance, support, feedback and immense flexibility, this initiative has developed successfully in spirit and in action. The Deans who made Generic Skills a priority and who supported faculty and staff to work on the initiative.
Humber College Generic Skills
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THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Generic/Employability Skills are transferable skills that provide the foundation for a students academic, vocational and personal success. Humber Colleges Generic/Employability Skills Initiative has evolved over several years and has included the engagement of staff, faculty and administration from across the college. In 1995, Ontarios College Standards and Accreditation Council (CSAC) published a report outlining Generic Skills Learning Outcomes required for two and three year college programs. In 1996, Humber president Dr. Robert Gordon struck a Task Force to further develop Generic/Employability Skills for Humber College. This Task Force, with college-wide representation, produced a report that identifies six major categories of Generic/Employability Skills and their related subsets. The major categories are Communications, Personal, Interpersonal, Thinking, Mathematics, and Computer Skills. After the Task Force completed its report, the Generic Skills Implementation team was established. The major goal of the team was to work with college programs to help them ensure that Humbers graduates meet the learning outcomes for the six Generic/Employability Skills. The Implementation Teams Project Leaders have compiled resource manuals that identify the learning outcomes and specific instructional objectives for each learning outcome. The manuals also offer examples of techniques for teaching, reinforcing and evaluating the skills and samples of Best Practices. This information is valuable for faculty and administrators in new and established programs who are incorporating Generic Skills into the curriculum. Judy Clarke Generic/Employability Skills Coordinator Generic Skills Resource Manuals: Book 1A: Book 1B: Book 2: Book 3: Book 4: Book 5: Book 6: Communications Skills Writing Across the Curriculum (WAC) Personal Skills Interpersonal Skills Thinking Skills Mathematics Skills Computer Skills Barbara Ford Karen Golets Pancer Pat Hedley Grace Nostbakken Sheila Money/B.Wosnick Jim Watson Shelly Cunningham
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Table of Contents
Introduction..................................................................................................................................... 1 Humber Colleges Generic/Employability Skills: Computer Skills ................................................2 6.1 Role of Computers .........................................................................................................2 6.2 Information Technology Basics.....................................................................................3 6.3 Computer Applications ..................................................................................................4 6.4 Electronic Communications...........................................................................................7 6.5 Information Literacy ......................................................................................................8 Sample Learning Activities and Evaluation Tools ........................................................................10 Faculty Resources ..........................................................................................................................13 Glossary .........................................................................................................................................18 References......................................................................................................................................25 Appendices.....................................................................................................................................27 Appendix A Summary of Humber Colleges Computer Skills ......................................27 Appendix B Sample Self-Evaluation Questionnaire.......................................................29 Appendix C Sample Computer Applications Assignment..............................................30 Appendix D Suggestions for Implementing Computer Simulation Software ................31 Appendix E Sample Information Literacy/Computer Applications Assignment ...........33 Appendix F Sample Information Literacy Assignment ..................................................34 Appendix G Sample Information Literacy Assignment .................................................35 Appendix H Humber College Network Acceptable Use Policy.....................................36 Appendix I Computer Etiquette When Using Electronic Communications ...................38
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Introduction
Information technology is playing an increasingly important role in the working lives and personal lives of individuals today. Educators are faced with two challenges: they must help students attain at least a basic level of competency in information technology skills and they must help students develop a strong foundation for future learning in order to meet tomorrows challenges whatever they may be. Students need to have learned sufficient foundation material so that they may acquire new information technology skills independently. The information technology field has changed rapidly in recent years. Personal computers, as we know them today, have been in existence for only 20 years. The World Wide Web has become widely accessible in only the last five years. If the past is any indication of the future, there will continue to be significant changes in technology. Teaching information technology skills presents continued challenges in that the skills taught to students may already be outdated. Just as students need to be literate in reading, writing, and mathematics when they leave college, students are expected to be technically literate as well. The literature (Charp, 1999; Committee in Information Technology Literacy, 1999) suggests that there is a continuum for information literacy skills. Each individual fits into that continuum depending on his/her interests and involvement. As a base, everyone should know how to turn the computer on or off, how to start and use various applications, how to use e-mail and how to obtain information from the Internet. At higher levels, experience in information technology becomes more detailed and more dependent on the task that individuals are required to undertake for their field of study, profession or personal lives. In either case, there is no end state with regards to technical literacy. Every persons information technology skill set will continue to develop over his or her lifetime. This manual describes the primary information technology skills that students will need to be successful in their work and personal lives. A summary of the computer Generic/Employability skills can be found in Appendix A. (Note: Generic/Employability skills will be referred to as generic skills from here on.) These are the skills that will form the foundation to enable students to continue to learn and adapt to changes in technologies. Students will learn most of the skills through skills-based training. They will continue to develop the skills by using various hardware and software as tools to formulate and communicate ideas in their own field of study and profession. Like other generic skills, it is important that these computer skills not only be taught but also be reinforced and evaluated on an on-going basis throughout the students stay at Humber. As such, several suggestions and ideas for incorporating computer generic skills into the classroom are included in this manual. Faculty can adapt these ideas to their own lesson plans and/or develop their own ideas. In addition, a list of resources is included. Faculty may find the resources useful if they require more information on how to perform a particular skill.
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Humber Colleges Generic / Employability Skills: Computer Skills

Computer generic skills are outlined in Humber Colleges Generic/Employability Skills Taskforce Report (1996). The skills listed in the taskforce report form the basis for the five subsets of outcomes listed below. Appendix A contains a summary of the computer generic skills. Since 1996, we have seen the continued proliferation of computers in the workplace and the Internet in the world. Due to the rapidly changing technologies, there was a need to update the outcomes from the initial taskforce report. In addition, the instructional objectives are as broadbased as possible so that they may withstand some changes in technologies. The broad-based instructional objectives present a challenge in that the skill level cannot be determined from the instructional objective. As such, specific knowledge and computer skills are provided for each outcome. The specific knowledge and skill set should provide the basis for instruction and testing. 6.1 ROLE OF COMPUTERS
Learning Outcome Upon completion of this course, the student will be able to analyze the role of computers in technology, business and everyday life. Explanation Computers and technologies can be used as tools to increase productivity and enhance many tasks in both our business and everyday lives. Graduates need to recognize when computers and other technologies can contribute positively to completing tasks, solving problems or performing research. The challenge is to choose the right tool or software package that will help produce the desired results as efficiently as possible. Instructional Objectives The student will be able to 6.1.1 6.1.2 Identify which tasks can best be handled by computers Explain the role of computers in his/her field of study.
Specific Computer Skills Specific knowledge and computer skills for the Role of Computers learning outcome are identified and follow. The student will be able to List common software applications and describe their uses, e.g. word processing, spreadsheets, presentation, and database Describe the uses of the computer at home, in business and in everyday life.
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6.2
INFORMATION TECHNOLOGY BASICS
Learning Outcome Upon completion of this course, the student will be able to describe basic information technology concepts and perform basic operating system functions. Explanation At the lowest level, computer literacy involves turning on a computer, and opening and closing applications. Fundamental computer concepts form the foundation upon which information technology is built. These basic skills and knowledge will be augmented with, rather than be replaced by, new concepts as new technologies emerge. Information technology basics will become increasingly important as new technologies become more complex. Instructional Objectives The student will be able to 6.2.1 Describe basic information technology concepts 6.2.2 Perform basic operating system and file management functions 6.2.3 Abide by policies and procedures that relate to the use of computer hardware, software and the Internet. Specific Computer Skills Specific knowledge and computer skills for the Information Basics learning outcome are identified here in three main categories: Information Technology Basics, Operating System Basics, and File Management. Information Technology Basics The student will be able to Define the term personal computer Define the terms hardware and software Define the terms input and output Identify and describe the purpose of each of the following hardware components: system unit, motherboard, monitor, keyboard, mouse, hard drive, floppy drive, CD-ROM drive, memory, modem Describe the difference between system software and application software Describe devices for inputting data into the computer Describe devices for outputting data from the computer Describe the main functions of an operating system Describe the difference between the Internet and World Wide Web (WWW) Describe what is needed to send and receive e-mail Identify potential sources of computer viruses Describe software copyright laws as they pertain to shareware, freeware and user licenses. 3
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Explain the benefit of backing up computer files List basic troubleshooting steps.
Operating System The student will be able to Click, double-click, right-click and drag the mouse Insert a diskette into a floppy drive Start a program Close a program Identify the parts of a window (e.g. title bar, menu bar) Move, re-size, and minimize windows Manage more than one open program/window using the taskbar Create and organize desktop shortcuts Define the term format and understand its significance Complete a proper shut down and/or restart of the computer Respond to on-screen messages appropriately Diagnose common viruses using a suitable virus program. Install new software.
File Management The student will be able to: 6.3 View the contents of a directory/folder Copy files and directories/folders Create directories/folders and subdirectories/folders Rename files and directories/folders Delete files and directories/folders Find a specific file or directory/folder Change to the floppy drive, hard drive or CD-ROM drive Describe the basics of directory structures Check space availability on a floppy or hard drive Make back-up copies of data onto a diskette. COMPUTER APPLICATIONS
Learning Outcome Upon completion of this course, the student will be able to create documents, spreadsheets, databases, charts, tables, and graphs, using computer application programs. Explanation Computer application skills enable us to use computers comfortably and productively. These computer application skills will change over time and perhaps quite rapidly. Over their lifetime, graduates can expect to re-evaluate their skills and determine which new
Computer Skills
skills they need for workplace and personal success. Sufficient experience in a number of different applications will give students the confidence and experience to easily learn and adapt to the new set of skills required. Computer application skills will be used to communicate through evolving media. The communicating through evolving media generic skills are outlined in the Generic/ Employability Skills: Communication Skills Manual (Ford, 2003). The skills listed below are appropriate for todays technologies and focus on principal software that comes with a computer. The list is a generic list rather than a list of skills needed to operate a specific vendors product. Instructional Objectives The student will be able to 6.3.1 Create and modify text documents, using word processing software 6.3.2 Create and modify tables and charts which include the application of numerical formulas, using spreadsheet software 6.3.3 Set up and access information within a database system 6.3.4 Learn new applications and features, using interactive-computerized instructional programs 6.3.5 Perform specific tasks, using appropriate program-specific computer applications Specific Computer Skills Specific knowledge and computer skills for the Computer Applications learning outcome are identified here in five main categories: General Application Skills, Word Processing, Spreadsheets, and Database. General Application Skills identify those skills which are common to the majority of applications. An understanding of the general application skills will help students draw connections between different applications and develop an understanding of the underlying concepts that form the basis for most applications. General Application Skills The student will be able to Open an existing document Move the cursor, using the arrow keys and the mouse Scroll vertically and horizontally to move around a document Insert and delete text Select and de-select letters, characters, words, cells, paragraphs, entire documents Format text to make it bold, underlined and italicized Change text font size and text font face Cut, copy and paste text Find and replace text Align text, using the tab key and alignment button Insert clip art, charts, graphs and objects Move, resize and delete objects 5
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Change paper-size and orientation Change page margins Perform undo and redo functions Preview a document Change the page display by using the page view/zoom tool Print a document Save a document Save and re-name a document Create a new document Create a document, using a template Switch between documents.
Word Processing The student will be able to Indent the first line of a paragraph Indent all lines of a paragraph Align tabs (left, center, right, decimal) and tab stops Insert page breaks and special characters/symbols Make bulleted and numbered lists Insert and edit headers and footers Insert date, author, page numbers etc. in Headers and Footers Make and edit a simple table Perform spell check Perform grammar check.
Spreadsheets The student will be able to Move insertion point between cells Enter numbers or text into cells Select a cell or cell range Format cells, rows and columns, i.e. number type, shading, alignment, borders, sizes etc. Insert and delete cells, rows and columns Create simple arithmetic formulas Perform calculations, using the sum and average functions Perform calculations, using simple financial functions Copy relative and absolute formulas Create a data series, using fill Sort selected data in ascending or descending order Make a chart on the worksheet or separate worksheet Format text and objects on a chart Print part of a worksheet, entire worksheets and workbooks.
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Database The student will be able to 6.4 Identify the elements of a database Open an existing database Find a record, based on given criteria Modify a record within an existing database and save Add and delete records in an existing database Design and plan a simple database Create the simple database. ELECTRONIC COMMUNICATIONS
Learning Outcome Upon completion of this course, the student will be able to communicate and collaborate with peers, professionals and other audiences, using technology-based communication tools. Explanation Electronic mail is a primary mode of computer-based communication. Additional communication tools include the use of listservs, news groups, and on-line discussion groups. Graduates will miss out on valuable opportunities to communicate with their professional community, peers, family and friends if they do not participate in these communication modes. Electronic communication will also be important for graduates as they pursue lifelong learning. Graduates will be able to take on-line courses and participate in on-line discussions with fellow students if they are skilled in electronic communication. Instructional Objectives The student will be able to 6.4.1 Send e-mail and attachments to communicate effectively with instructors and peers 6.4.2 Communicate with instructors and peers, using collaborative applications such as on-line discussion groups, listservs, and news groups 6.4.3 Abide by computer etiquette when using electronic communications. Specific Computer Skills Specific computer skills for the Electronic Communications learning outcome are identified here in two main categories: E-mail and Communications. E-Mail The student will be able to Send e-mail Receive and open e-mail 7
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Forward and reply to e-mails Send attachments with e-mail Receive and open attachments Save attachments into appropriate directories Organize e-mail into folders/directories Add an auto-signature to a e-mail message Set up and organize the address book Set up e-mail distribution lists Describe the make-up and structure of an e-mail address.
Communications The student will be able to 6.5 Participate in on-line discussions Post a message to a news group. INFORMATION LITERACY
Learning Outcome Upon completion of this course, the student will be able to use technology tools to locate, collect, evaluate, and organize information from a variety of sources. Explanation With the increase in access to the Internet, definitions of computer literacy have expanded to include information literacy: Information literacy is the ability to identify what information is needed and the ability to locate, evaluate and use information in solving problems and composing discourse (Zesztarski, 2000). Information literacy skills are related to research generic skills. The research generic skills are outlined in the Generic/ Employability Skills: Thinking Skills Manual (Money, 2003). Computer skills can no longer be taught in isolation. Students need to apply computer skills in meaningful ways. Instructional Objectives The student will be able to 6.5.1 6.5.2 6.5.3 6.5.4 6.5.5 6.5.6 Identify key words and concepts that describe what information is needed Identify appropriate sources of information Access needed information effectively and efficiently Evaluate information and its sources critically Organize and communicate the information, using appropriate technology Record all pertinent reference and citation information in an acceptable format.
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Specific Computer Skills Specific computer skills for the Information Literacy learning outcome are identified here in two main categories: Accessing Web Pages and Researching on the Internet. Access Web Pages The student will be able to Find a web-site on the Internet by using a given Web address/URL Describe the make-up and structure of a Web address/URL Recognize and click on links within a web page Use the back button and forward button in the Internet Browser Login to a web-site using a user id and password Fill out forms on line Print a web page Copy and save a web page Download regular and zipped files from the Internet Bookmark a favorite web site Organize bookmarks.
Research on the Internet The student will be able to Locate and identify search engines Perform a key word search Perform a search, using common logical operators Evaluate web sites for their suitability of the source of information Evaluate web sites for their suitability of the information provided Provide an appropriate citation for an Internet web page using APA or MLA referencing styles.
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Sample Learning Activities and Evaluation Tools

For students to become computer literate, it is not sufficient for them to learn just the how of the identified computer skills. Students need to learn to apply computer skills in meaningful ways. Consequently, faculty need to integrate computer skills into content areas so that students may learn to use computers in a flexible, creative and purposeful manner. Ideas for learning activities and evaluation tools are identified here. These ideas may be used to integrate computer skills into courses and collaborative projects. For the facultys convenience, the ideas have been categorized by the computer generic skill learning outcome. Sample assignments/lesson plans for some of the activities are provided in the Appendices. These samples have been submitted by Humber College faculty. Faculty can adapt these activities to their own lessons and evaluation plans and/or develop their own ideas. Role of Computers Assign a research report to students and have them investigate the role of computers in their field of study.
Information Technology Basics Give students a self-evaluation so that they can determine their weaknesses in information technology basics. See Appendix B for a sample self-evaluation questionnaire.
Computer Applications Have students use a word processor to create a resume, covering letter and thank you letter to be used in the students job search. See Appendix C for a sample Resume Assignment and Evaluation Criteria. Have students produce a document, containing text and computer-generated graphics and tables, by using the relevant features of a word processing or desktop publishing package. Ask students, alone or in small groups, to run the grammar/style check software with a grammar and style handbook close by. The students can confirm the errors the computer found with their own explanation of each error. Have students provide comments on other students essays, using the embedded comment facilities of the word processor. Ask students to load a computer document with jumbled paragraphs or sentences and then reorganize the essay in a meaningful way using CUT/PASTE commands. Provide students a topic sentence and concluding sentence within a computer document. Ask students to insert the meat of the sandwich.
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Ask students to keep track of industry and personal contacts to be used in a job search, using a database. Ask students to keep track of industry terminology and definitions, using a database. Ask students to keep track of industry-related resource material, using a database. Have students produce a personal budget, using spreadsheet software. Have students produce a quarterly advertising budget for a pseudo company in their industry, using spreadsheet software. Students can then create a chart to reflect pictorially the different categories of expenditures. (Thank you to School of Hospitality, Recreation and Tourism for submitting this idea.) Ask students to determine the payments required for a loan from the bank, using spreadsheet software. Have students set up and maintain the books for a small proprietorship in a retail environment using a computerized-accounting package Ask students to use appropriate software to generate modifiable flow carts, time lines, organizational charts, project plans or calendars. In some academic areas, computer simulation software is available for faculty use. Incorporate the simulation as a significant part of a course. See Appendix D for suggestions on implementation.
Electronic Communications Ask students to use e-mail and on-line discussion groups to communicate with teachers and peers, regarding assignments, tasks, and problems. After a lecture is complete, ask students to e-mail you a paragraph that explains in their own words the key concept. If most of the e-mails miss the mark, approach the topic in a different way. Ask students to e-mail you or post to an on-line discussion group questions from a lecture. Consolidate the points received from all class members and e-mail, or post the answers back to the entire class. Divide the class into small groups of four or five students. Assign a topic area from your course to that group of students. Ask students to research the topic and post their thoughts to an on-line discussion group. Monitor the discussion group and provide feedback on the direction of the discussion. Encourage non-participating group members to participate. Assign marks for the quality of each students contribution to the on-line discussion. (Thank you to Sheryn Beattie (Business School) for submitting this idea.)
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Ask students to e-mail you or post to an on-line discussion group their reactions to several Web sites that relate to the topic of the week. Ask students to look for newspaper stories that relate directly to their course. Ask the students then to use group e-mail or a posting to an on-line discussion group to inform the entire class.
Information Literacy Have students explore the Internet for excellent resource web sites on a specific topic. Ask the students to then create a web page that features links to those web sites. See Appendix E for a sample Internet Resource assignment. Have students prepare for a mock interview by performing company/industry research. See Appendix F for a sample Company/Industry Research assignment. Ask students to be detectives and track the trends in their labour market. See Appendix G for a sample Trend Tracking assignment. Have students locate information on a specific topic, using appropriate computer resources and technologies available within the school library (e.g. on-line catalogs, periodical indexes, full-text sources, on-line databases). Have students locate information on a specific topic, using appropriate computer resources and technologies on the Internet. Ask students to find a related article in their field of study on the Internet. Have students evaluate the source and content of the document. Ask students to search for available job listings in their field of study using the Internet. Have students investigate an international issue by joining a listserv discussion on the topic.
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Faculty Resources
Faculty may wish to consult additional resources if they require more information on the how to of a particular computer skill or on specific computer knowledge. The studio, help-line and library offer assistance and training on computer and information literacy related issues. These offerings are described below. Additional computerized-instructional programs, videos, web sites, and books that faculty may find helpful are listed. The computerized-instructional programs, videos and books are available though the Humber College library. For help with polices and procedures that relate to the use of computer hardware, software and the Internet, refer to Appendix H. For help with computer etiquette when using electronic communications, refer to Appendix I. Instructional Support Studio, The Studio The Studio is a facility that offers support to Humber employees who are working to provide learning to the students. The Studio offers a wide range of learning activities, a place to network, meet with others, acquire resources and use high-end computer equipment such as a CD burner, scanner and colour printers. Employees learn specific computer applications through scheduled or customized workshops, independent tutorials or individual training and consultation. Help documents on several different computer applications are available. The Studio is located in EX201, North Campus. Check the Studios web-site at http://www.humberc.on.ca/~ISS for more information. Help Line The Help Line supports hardware and software used at the college. Services are available to registered students and employees of Humber College. An individual can have a question answered by visiting the IT/computer help web site at www.humberc.on.ca/ITS/Customercare or by calling customer care at ext. 8888. Library Faculty can check the librarys information gateway at http://library.humberc.on.ca/ which provides access to more than 15 information databases - includes Academic Search (general interest periodicals), ABI/Inform (business periodicals), Britannica (encyclopedia), CBCA (Canadian business and general interest periodicals), Virtual News Library (Canadian newspapers) and links to the librarys catalogue listing of books, films, videos, audio CDs and CD-ROMs. The information databases can be accessed remotely from home; the remote access requires Humber staff and students to login, using their college e-mail account and password. In addition to the web databases, the library also provides access to a variety of multimedia CDROMs and an extensive on-line, full-text information service from Lexis/Nexis (periodicals, newspapers, business directories, case law, etc.). Screening rooms with Internet connections are
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available for class bookings from the Media Centre. Full Internet access is available from the librarys computers (some restrictions on e-mail access). Class and individual instruction on the effective use of both Library and Internet information resources is available. This instruction can be generic or program/assignment specific. Faculty can make recommendations on any type of materials (e.g. books, periodicals, CD-ROMs, etc.) or multimedia equipment that supports the curriculum needs of their program. Library reference staff welcome receiving copies of research assignments from faculty in advance. Materials can be placed on reserve for large class assignments. Audiovisual/presentation equipment such as TV/VCR on AV carts, data projectors, laptops, digital cameras, camcorders (digital and VHS), and audio CD players are available from the Media Centre for staff and student use. Equipment should be booked in advance. Technical advice and instruction on the use of audiovisual/presentation equipment for classroom instruction is provided. The Media Assist program allows faculty to arrange for students to move Media Centre equipment to the classroom; students receive a Beaver Foods token as compensation. Computerized Instructional Programs SmartForce Instructional CD-ROMs are available for sign-out from the circulation desk in the Humber College library. These computerized instructional CD-ROMs provide instruction in several computer applications and computer related topics. Topics include: word processing, spreadsheets, databases, presentation graphics and the Internet. Web Sites http://www.webct.com/communities WebCT has a wealth of information and resources on using WebCT and on-line instructional techniques. Check this web page which links to many resources. Learn how to use WebCT, need help ask Dr. C., access academic and WebCT communities and resources. http://www.webct.com/2001/viewpage?name=2001_track_faculty_tales WebCT hosted its third annual WebCT Conference. Check this site for some tales on the interesting use of WebCT in chemistry, music, math, humanities, and medical related classes. http://www.webct.com/OTL/ViewContent?contentID=2711014 This document by WebCT, called Concrete Steps for On-line Discussion, gives some excellent and important tips, strategies, and ideas for on-line discussions. http://www.albion.com/netiquette/book/index.html Albion books from California presents an on-line book called Netiquette by Virginia Shea. Although last updated in 1997 it presents some excellent information on computer etiquette and the use of electronic communications.
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http://www.apastyle.org/elecref.html This site describes the American Psychological Association (APA) referencing style for electronic sources. http://www.mla.org/ This site provides information on the Modern Language Association of America (MLA) referencing style Videos Wilson, J. (2000) Don't get caught in the Web. [videorecording] Provo, Utah: Brigham Young University This video dramatizes the experience of a first-year college student trying to do a research paper using only the Internet. A savvy advisor helps him discover the wealth of resources available in the library and leads him through basic research strategy. Oregon Public Broadcasting (1998) Nerds 2.0.1 : a brief history of the Internet. [videorecording] VA : PBS Video Nerds 2.0.1 is a three part series examining the ins and outs of one of the most volatile industries: the Internet. The first episode, Networking the nerds, examines how the seeds of the Internet were planted by Sputnik. The second episode, Connecting the Suits, examines the advent of the PC and the need to connect them all to a network. The third episode, Wiring the World, visits Excite, a typical Silicon Valley entrepreneurial adventure, and describes how the Internet became a comfortable environment to do business, chat, and go shopping. Books Besheen, D., Friedreichsen, L., Reding, E.E., Swanson, M. (2000) Microsoft Office 2000 illustrated, introductory enhanced edition. Boston, Massachusetts: Course Technology, Thompson Learning This book has everything. Get started with Windows 2000, working with programs, files and folders. Use Internet Explorer. Move on to Word, Excel, Access and Outlook. Carroll, J., Broadhead, R. (2001) Canadian Internet directory and research guide. Scarborough, Ont.: Prentice Hall This book is divided into two parts: one to help you improve your on-line research skills and another to provide you with a directory of interesting, entertaining and informative Canadian Internet resources. Learn how to use search engines and other search tools on the Internet. Carroll, J., Broadhead, R. (2000) Canadian Internet handbook. Scarborough, Ont.: Prentice Hall A number one bestseller, covering everything you need to know about the Internet. Find out what you can do on the Internet, how it works, how to use e-mail, web browsers, news services, and interactive communications on-line. There is even information about undertaking research on the Internet.
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Grauer, R.T., Barber, M. (2001) Exploring Microsoft Office 2000 Professional. Upper Saddle River, N.J.: Prentice Hall This is another book that has everything: Windows 2000, Word, Excel, Access and PowerPoint. There is even a chapter on computer basics. McGuire, M., Stilborne, L., McAdams, M., Hyatt, L. (2000) The Internet handbook for writers, researchers and journalists. Toronto, Ont.: Trifolium Books This book is for individuals who want to use the Internet with skill and ease. It is designed to help information professionals understand the Internet and use it efficiently and effectively. Learn how to use the latest e-mail and browser software. Develop on-line search strategies for the best results. Morley, D. (1997) Getting started with computers. Fort Worth, Tx.: Harcourt Brace & Co.; Orlando, Fl.: Dryden Press This book is a little dated; however, it is a quick read and it covers the basics of computers. Napier, H.A., Judd, P.J. (2000) Mastering and using Microsoft Office 2000, comprehensive course. Cincinnati: South-Western Educational Pub. Learn how to use and master Microsoft Office 2000 for Windows with this book. Included with this book is a CD-ROM that provides step-by-step instructions to Windows 2000, Word, Excel, Access and PowerPoint. This is an excellent guide to all the basic applications. Parsons, J. (2001) New perspectives on Microsoft Office 2000 Professional enhanced. Boston, Mass.: Course Technology The New Perspective Series is an integrated system of instruction that combines text and technology products to teach microcomputer applications. This book includes CD-ROM and tutorials. Rowland, Robin (2000) The creative guide to research : how to find what you need-- on-line or off-line. Franklin Lakes, NJ : Career Press This book is written for creative people who do research anyone who is looking for information, both on-line and off-line. For those who believe that everything is on the Web, this book will show them a wider world. Shelly, G.B., Cashman, T.J., Vermaat, M.E. (2001) Discovering computers 2002: concepts for a digital world. Boston, MA: Course Technology This book teaches the fundamentals of computers and computer nomenclature, particularly with respect to personal computer hardware and software. Learn why computers are essential components in business and society in general. Thompson, H. M., Henley, S. (2000) Fostering information literacy. Englewood Colorado: Libraries Unlimited Inc., Teacher Ideas Press For information literacy instruction to be most effective, all members of faculty should be responsible for it, and it should be taught throughout all curriculum areas. This book takes a look at the what, why and how of information literacy. The book includes information about designing information literacy lessons for all types of students.
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Wong, W., Parker, R. (1999) Microsoft Office 2000 for Windows for dummies. Foster City, CA: IDG Books Worldwide This is a best selling book series for beginners. This book does a good job of covering the basics in Word, Excel, PowerPoint, Access and Outlook.
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Glossary
absolute formulas: An absolute formula has the exact addresses of cells. Regardless of where the formula is copied, the contents of the formula remain the same. address book: E-mail software normally contains an address book where you can store addresses and other personal information for anyone you contact on a regular basis. APA Reference: An APA Reference cites the source of information, using a style approved by the American Psychological Association. auto signature: E-mail software will automatically add a signature to the bottom of each e-mail message sent. Auto signatures can be used to repeat your name, indicate your title or e-mail address, or even cite a favorite quote. attachment: An attachment is a file attached to an e-mail message. (Webopedia, 2001) bookmark: Web browsers support a book marking feature that lets you save the address (URL) of a Web page so that you can easily re-visit the page at a later time. (Webopedia, 2001) CD-ROM: A CD-ROM is non-volatile optical data storage medium using the same physical format as audio compact discs, readable by a computer with a CD-ROM. (Howe, 2001) cell: In spreadsheet applications, a cell is a box in which you can enter a single piece of data.
(Webopedia, 2001)
Central Processing Unit (CPU): The CPU is the brains of the computer. It is sometimes referred to simply as the processor or central processor; the CPU is where most calculations take place.
(Webopedia, 2001)
chat rooms: Chat rooms are the basic unit of group discussion in chat systems. Users join a chat room by joining a channel in the chat system. Others read everything a person types on that channel. (Howe, 2002) clipart: Clipart are electronic illustrations that can be inserted into a document. (Webopedia, 2001) collaborative application: Collaborative applications are sometimes referred to as groupware and are a category of software that enables colleagues to collaborate on projects. (Webopedia, 2001) columns: In spreadsheets, a column is a vertical row of cells. Spreadsheet columns are usually identified by letters. (Webopedia, 2001) computer application: A complete, self-contained program that performs a specific function directly for the user is a computer application. (Howe, 2001) data series: A data series is a set of data which is related. In a spreadsheet application, a data series could be the numbers from 1 to 20.
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database: A database is a collection of information organized in such a way that a computer program can quickly select desired pieces of data. Traditional databases are organized by fields, records, and files. A field is a single piece of information; a record is one complete set of fields; and a file is a collection of records. (Webopedia, 2001) desktop: A desktop is the metaphor used to describe the interface between the operating system and the user. A desktop consists of pictures, called icons, that show programs, files, folders, and various types of documents. You can arrange the icons on the electronic desktop just as you can arrange real objects on a real desktop. (Webopedia, 2001) download: To download means to copy data (usually an entire file) from a main source to a peripheral device. The term is often used to describe the process of copying a file from the Internet to one's own computer. (Webopedia, 2001) directory: A directory is special kind of file used to organize other files into a hierarchical structure. You can think of a directory as a folder or cabinet that contains files and perhaps other folders. In fact, the term folder is sometimes used instead of directory. (Webopedia, 2001) directory structure: Directories may be organized in a hierarchical structure. The hierarchical structure is referred to as the directory structure. diskette: See floppy drive. distribution list: A distribution list is a list of e-mail addresses that lets you send a message to a predefined group of recipients. A distribution list is also called a mailing list. document: In the PC world, a document is a file created with a word processor. In addition to text, documents can contain graphics, charts, and other objects. e-mail: E-mail is an abbreviation for electronic mail. E-mail is the transmission of messages over communications networks. The messages can be notes entered from the keyboard or electronic files stored on disk. (Webopedia, 2001) file: A file is collection of data or information that has a name, called the filename. Almost all information stored in a computer must be in a file. (Webopedia, 2001) fill: In spreadsheet applications, fill means to copy the contents of one cell to an entire range of cells that is, to fill the range with a formula or value. (Webopedia, 2001) flame: A flame is an electronic message which rants incessantly on some relatively uninteresting subject or contains a patently ridiculous attitude or contains hostility towards a particular person or group of people. (Howe, 2002) floppy drive: A floppy drive is a small, portable plastic disk coated in a magnetisable substance, used for storing computer data and readable by a computer with a floppy disk drive. These disks are known as "floppy" disks (or diskettes) because the disk is flexible and the read/write head is in physical contact with the surface of the disk. (Howe, 2001)
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folder: A folder is an object that can contain multiple documents. Folders are used to organize information. Folders are also called directories. (Webopedia, 2001) font: Font is a design for a set of characters. Font is the combination of typeface and other qualities such as size, pitch, and spacing. For example, the typeface or font face used here is Times Roman. The typeface defines the shape of each character. The size used here is 12 pt. The combination of the typeface and size define the font. (Webopedia, 2001) font face: See font. font size: See font. format: Formatting is a function which prepares a storage medium, usually a disk, for reading and writing. When you format a disk, the operating system erases all bookkeeping information on the disk, tests the disk to make sure all sectors are reliable, marks bad sectors (that is, those that are scratched), and creates internal address tables that it later uses to locate information. You must format a disk before you can use it. (Webopedia, 2001) freeware: Freeware is software that is often written by enthusiasts and distributed at no charge by users' groups, or via electronic mail, local bulletin boards, Usenet, web, or other electronic media. (Howe, 2001) graphical user interface: A graphical user interface takes advantage of the computer's graphics capabilities to make a computer program easier to use. hard drive: (In contrast to floppy disk). A hard disk has one or more rigid magnetic disks rotating about a central axle with associated read/write heads and electronics, used to store data. Most hard disks are permanently connected to the drive (fixed disks), though there are also removable disks. (Howe, 2001) hardware: Hardware is the physical, touchable, material parts of a computer or other system. The term is used to distinguish these fixed parts of a system from the more changeable software or data components which it executes, stores, or carries. (Howe, 2001) HCnet: HCnet is the entire Humber College computer and telecommunications system, including all Humber-owned and Humber-leased computer hardware and software, the campus data and voice networks, the campus Internet and Intranet circuit(s), and all dial-up, other remote-access hardware and software or other computer facilities. (HCnet Acceptable Use Policy,
2002)
icon: An icon is a small picture intended to represent something (a file, directory, or action). When an icon is clicked on, some action is performed such as opening a directory or aborting a file transfer. (Howe, 2001) input: Input is data transferred from the outside world into a computer system via some kind of input device. (Howe, 2001)
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Internet: The Internet is a global network connecting millions of computers. (Webopedia, 2001) keyboard: A keyboard is a device that includes typewriter-like keys that enables the user to enter data into a computer. Computer keyboards are similar to electric-typewriter keyboards but contain additional keys. (Webopedia, 2001) links: In systems, such as the World Wide Web, a link is a reference to another document. Such links are sometimes called hot links because they take you to other documents when you click on them. (Webopedia, 2001) listserv: A listserv is an automatic mailing list server. When an e-mail is addressed to a LISTSERV mailing list, it is automatically broadcast to everyone on the list. margins: In word processing, margins are the strips of white space around the edge of the paper.
(Webopedia, 2001)
memory: Memory is usually used as a shorthand for physical memory, which refers to the actual chips capable of holding data. (Webopedia, 2001) menu bar: A horizontal menu appears on top of a window. Usually, each option in a menu bar is associated with a pull-down menu. (Webopedia, 2001) minimize: In graphical user interfaces, to minimize means to convert a window into an icon. MLA Reference: An MLA Reference cites the source of information using a style approved by the Modern Language Association. modem: A modem is a device or program that enables a computer to transmit data over telephone lines. (Webopedia, 2001) monitor: A monitor is the display screen which contains the cathode-ray tube and associated electronics connected to a computer's video output. (Howe, 2001) motherboard: A motherboard is the main circuit board of a microcomputer containing the CPU and memory. The motherboard also contains the connectors for attaching additional boards. mouse: A mouse is a device that controls the movement of the cursor or pointer on a display screen. (Webopedia, 2001) newsgroup: A newsgroup is an on-line discussion group. On the Internet, there are literally thousands of newsgroups, covering every conceivable topic of interest. To view and post messages to a newsgroup, you need a news reader, a program that runs on your computer and connects you to a news server on the Internet. (Webopedia, 2001) objects: Generally, an object is any item that can be individually selected and manipulated. This can include shapes and pictures that appear on a display screen. (Webopedia, 2001) on-line discussion group: An on-line discussion group is a forum where participants with common interests can exchange messages. 21
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operating system: An operating system is the most important program that runs on a computer. Every general-purpose computer must have an operating system to run other programs. Operating systems perform basic tasks such as recognizing input from the keyboard, sending output to the display screen, keeping track of files and directories on the disk, and controlling peripheral devices such as disk drives and printers. (Howe, 2001) output: Output is data transferred from a computer system to the outside world via some kind of output device. (Howe, 2001) page break: A page break is the end of a page of text. In word-processing systems, you can enter special codes, called hard page breaks or forced page breaks, that cause the printer to advance to the next page automatically. Without hard page breaks, the word processor begins a new page after a page has been filled. (Webopedia, 2001) personal computer: A personal computer is a general-purpose single-user computer designed to be operated by one person at a time. (Howe, 2001) relative formulas: Relative formulas contain cell references that tell how to find another cell by starting from the cell containing the formula. When copied or moved, the relative formula will change relative to the original formula. redo: The redo command returns your work to the previous state by undoing the effects of the undo command. resize: Resize can be used to make an object larger or smaller. In graphical user interfaces, you can size windows to make them larger or smaller. (Webopedia, 2001) rows: In spreadsheets, a row is a horizontal selection of cells. Spreadsheet rows are usually identified by numbers. scroll: Scroll is used to view consecutive lines of data on the display screen. The term scroll means once the screen is full, each new line appears at the edge of the screen and all lines move over one position. For example, when you scroll down, each new line appears at the bottom of the screen and all the other lines move up one row, so the top line disappears. (Webopedia, 2001) server: A server is a computer or device on a network that manages network resources.
(Webopedia, 2001)
shareware: Shareware is freeware for which the author requests some payment, usually in the accompanying documentation files or in an announcement made by the software itself. Such payment may buy additional support, documentation or functionality. (Howe, 2001) shortcuts: In Windows operating systems, a shortcut is a special type of file that points to another file or device. You can place shortcuts on the desktop to conveniently access files that may be stored deep in the directory structure. Double-clicking the shortcut icon is the same as double-clicking the actual file. (Webopedia, 2001) smilies: Smilies are simple strings of characters used to convey the writers emotions. Smilies are sometimes referred to as emoticons.
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software: Software is the instructions executed by a computer. (Howe, 2001) spreadsheet: A spreadsheet is a type of application program which manipulates numerical and string data in rows and columns of cells. (Howe, 2001) subdirectory: A subdirectory is a directory below another directory. (Webopedia, 2001) system unit: The system unit is the main body of a computer, consisting of a plastic or metal enclosure, the motherboard, and (typically) internal disk drives, a power supply, cooling fans, and whatever circuit boards, such as a video card, that are plugged into the mother board. The system unit is occasionally referred to as the CPU, though this really means central processing unit. (Howe, 2001) tabs: In word processing, each line contains a number of tab stops placed at regular intervals (for example, every half inch). When you press the Tab key, the cursor or insertion point jumps to the next tab stop. (Webopedia, 2001) template: A template is a special type of document which contains basic tools for shaping a final document. Templates contain formatting elements that are the same in every document that was created using the template. (Howe, 2001) title bar: A title bar appears top of a window. The title bar contains the name of the file or application. (Howe, 2001) undo: The undo command can be used to return to the previous state by undoing the effects of one or more commands. (Webopedia, 2001) unzipped: The term unzipped refers to extracting or uncompressing a compressed ZIP file. user license: A user license allows an individual to use a piece of software (Webopedia, 2001) URL: A URL (Uniform Resource Locator) is the address of a file or resource accessible on the Internet. An example of a URL is http://www.humberc.on.ca. (Howe, 2001) virus: A virus is a program or piece of code that is loaded onto your computer without your knowledge and runs against your wishes. Some viruses can be very destructive by erasing the hard drive or using all available memory and bringing the system to a halt. (Webopedia, 2001) web-site: A web-site is a site or location on the World Wide Web. Each web-site contains a home page, which is the first document users see when they enter the site. The site might also contain additional documents and files. Each site is owned and managed by an individual, company or organization. (Webopedia, 2001) window: A window is an enclosed, rectangular area on a display screen. (Webopedia, 2001) word processing: Word processing refers to an application program used to create and print primarily text documents. (Howe, 2001)
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worm: A worm is a computer program that replicates itself over a computer network and usually performs malicious actions such as using up the computer's resources and possibly shutting the system down. (Webopedia, 2001) World Wide Web: The World Wide Web is a system of Internet servers that support specially formatted documents. The documents are formatted in a script called HTML (HyperText Markup Language) that supports links to other documents, as well as to graphics, audio, and video files.
(Webopedia, 2001)
zipped: The term zipped refers to a file that has been compressed with the ZIP format. (Webopedia,
2001)
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References
ARCL Board, (2000) Information Literacy Competency Standards for Higher Education, Association of college and research libraries. retrieved October 17, 2001 from http://www.ala.org/acrl/ilstandardlo.html Charp, S. (1999, October) Technical Literacy Where Are We?, The journal Vol. 27, Issue 3, p. 6., retrieved September 27, 2001 from EBSCOhost database Chicago Associated Press, (2000, June) E-mail writers delete rules of grammar. USA Tech Report, retrieved June 10, 2002 from http://www.usatoday.com/life/cyber/tech/cth645.htm The College Standards and Accreditation Council, (1995) Generic skills learning outcomes for two and three year programs in Ontarios College of Applied Arts and Technology. Committee in Information Technology Literacy (1999) Being fluent with information technology. Washington, D.C.: National Academy Press Eisenber, M.B., Johnson, D. (1996, March) Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context, ERIC digest. retrieved September 27, 2001 from EBSCOhost database Ford, B. (2002) Generic/employability skills: communication skills. Humber College Hannon, C. (2001) Information Literacy in the Undergraduate Curriculum, Educause quarterly Number 4, 41-42. Howe, D. (n.d) FOLDOC: free on-line dictionary of computing. definitions retrieved December 2001 and August 2002 from FOLDOC: http://foldoc.doc.ic.ac.uk/ Humber College Policy Manual (2002, June) HCnet Acceptable Use, Policy 655 Humber College Task Force Report (1998) Generic/employability skills. Krause, S. (2000, April) Computer teaching tips. retrieved January 7, 2002 from Eastern Michigan University: http://www.emunix.emich.edu/~krause/Tips/index.html McLaughlin, M. (1995, January 1) Employability Skills Profile: What Are Employers Looking for?, ERIC digest. retrieved from EBSCOhost database Money, S. (2002) Generic/employability skills: thinking skills. Humber College OSullivan, M., Scott, T. (2000, March/April) Teaching Internet Information Literacy: A Critical Evaluation, Multimedia schools Vol. 7, Issue 2, p. 40. retrieved September 27, 2001 from EBSCOhost database
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Oxford University Computer Services (n.d.) Network etiquette for e-mail and newsgroups. retrieved June 21, 2002 from http://www.ox.ac.uk/it/rules/etiquette.html Shea, V. (1997) Netiquette. Albion Books, California, retrieved August 11, 2002 from http://www.albion.com/netiquette/book/index.html Webopedia (n.d) On-line dictionary and search engine for computer and Internet technology, definitions retrieved December 2001 from Webopedia: http://www.webopedia.com Zesztarski, P. (2000, January) Computer Literacy for Community College Students, ERIC digest. retrieved September 27, 2001 from EBSCOhost database
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Appendix A A Summary of Humber Colleges Generic/Employability Skills: Computer Skills

To facilitate the identification of generic Computer Skills for program application, a summary of the skills and associated learning outcomes and instructional objectives is listed below. A detailed explanation of the skills with sample teaching and evaluation techniques is presented in the manual. 6.1 ROLE OF COMPUTERS
Learning Outcome Upon completion of this course, the student will be able to analyze the role of computers in technology, business and everyday life. Instructional Objectives The student will be able to 6.1.1 6.1.2 6.2 Identify which tasks can best be handled by computers Explain the role of computers in his/her field of study. INFORMATION TECHNOLOGY BASICS
Learning Outcome Upon completion of this course, the student will be able to describe basic information technology concepts and perform basic operating system functions. Instructional Objectives The student will be able to 6.2.1 Describe basic information technology concepts 6.2.2 Perform basic operating system and file management functions 6.2.3 Abide by policies and procedures that relate to the use of computer hardware, software and the Internet. 6.3 COMPUTER APPLICATIONS
Learning Outcome Upon completion of this course, the student will be able to create documents, spreadsheets, databases, charts, tables and graphs, using computer application programs.
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Instructional Objectives The student will be able to 6.3.1 Create and modify text documents using word processing software 6.3.2 Create and modify tables and charts which include the application of numerical formulas, using spreadsheet software 6.3.3 Set up and access information within a database system 6.3.4 Learn new applications and features, using interactive computerized instructional programs 6.3.5 Perform tasks, using appropriate program-specific computer applications. 6.4 ELECTRONIC COMMUNICATIONS
Learning Outcome Upon completion of this course, the student will be able to communicate and collaborate with peers, professionals and other audiences, using technology based communication tools. Instructional Objectives The student will be able to 6.4.1 Send e-mail and attachments to communicate effectively with instructors and peers 6.4.2 Communicate with instructors and peers, using collaborative applications such as on-line discussion groups, listservs, and newsgroups 6.4.3 Abide by computer etiquette when using electronic communications. 6.5 INFORMATION LITERACY
Learning Outcome Upon completion of this course, the student will be able to use technology tools to locate, collect, evaluate and organize information from a variety of sources. Instructional Objectives The student will be able to 6.5.1 6.5.2 6.5.3 6.5.4 6.5.5 6.5.6 Identify key words and concepts that describe what information is needed Identify appropriate sources of information Access needed information effectively and efficiently Evaluate information and its sources critically Organize and communicate the information, using appropriate technology Record all pertinent reference and citation information in an acceptable format.
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Appendix B Sample Self-Evaluation

The following self-evaluation has been adopted from Moraine Valley Community College, Palos Hills, Illinois, USA (a Vanguard College). Give this or a similar self-evaluation to students so they can determine their weaknesses in a particular area.
Complete this self-evaluation to test your current skill level in basic operating system skills. Answer Yes or No to the following statements: I can use the mouse to point, click, double-click, right-click and drag. I know the correct way to insert a diskette into a floppy drive. I can launch a program. I can close/exit a program. I am familiar with the parts of a window (title bar, menu bar) I can move, re-size and minimize windows. I can manage more than one open window, using the taskbar. I can create and organize desktop shortcuts. I can shut down and restart the operating system. I know what it means when a disk is formatted. I can recognize when there is an on-screen message. I know what to do when there is an on-screen message. I can use a virus detection program to determine if my computer has a virus. I can install new software. If you answered No to any of the above questions it will be to your benefit to continue your studies in this area.
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Appendix C Sample Computer Applications Assignment

Thank you to Leah Brown (School of Information Technology) for submitting the assignment below. It is taken from the career connections course. Upon the completion of the assignment students will have created and modified text documents using word processing software.
Module 4 Assignment 4 (a) and (b) Resumes Before you begin, read module 4 Resume and Covering Letters. You will find information that will assist you in completing the assignment. Based on the information and samples provided in the module: 4 (a) DRAFT a resume which would reflect your accomplishments, skills, and experience. The resume must be no longer than 2 pages, typed. Your draft resume does not have to be printed on good quality paper nor laser printed. After you have received your edited draft version back, proceed to 4 (b). **If you receive a grade of 13 or above, you do not need to submit a final version of your resume for grading. 4 (b) The FINAL resume must be employer-ready. This means the resume must be printed on good quality paper with laser print. Be sure there are NO spelling errors. An original paper document must be delivered to the instructor so print and paper quality can be assessed. Module 4 Evaluation Criteria The draft resume is worth 15 points. The final resume is worth 15 points. Marks will be taken off for spelling & grammatical errors to a maximum of 2 marks. PRESENTATION Layout & spacing Overall look is interesting and appealing to the reader Clean and easy to read, well organized Margins consistent top to bottom, side to side Lined up, column/bullet format No narrative sentences Length of 1 or 2 pages Headings Clear, consistent, stand out and cover all components Contact Information Address, phone number(s), e-mail and/or website Required Information Overall organization of info in logical order Education and dates Employment and dates Description in proper format, using good action words Related skills summary/key skills included as main focus Use of academic highlights/keywords/profile Deductions for Spelling & Grammar TOTAL
ASSIGNED MARK 7
YOUR MARK
15
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Appendix D Suggestions for Implementing Computer Simulation Software

Thank you to Nancy Ryan (Business School) for submitting the suggestions below for implementing computer simulation software. Nancy has had her classes work on a marketing simulation. Computer simulation software may be available for your particular area of study. Students can use the simulation software and, in so doing, reinforce the use of computer applications.
Procedures Used and Suggestions for Implementation 1. Incorporate the simulation as a significant part of the course in terms of time and value. The simulation requires several weeks for students just to understand how it really operates, and they will also take it more seriously. 2. Relate the course material to the simulation, so students can observe how the theory and the material reviewed in class relate to this activity. This approach makes the overall learning of the course more meaningful. 3. Have students form their own teams (especially among senior semester students). Teams of three work well as they can easily sit around one computer station and have a good exchange of ideas. 4. Require students to read the simulation book prior to the introductory class. At this point, spend about an hour introducing and reviewing the basic elements of the simulation and answer any questions students may have. 5. Have students complete an individual quiz worth 5% of their overall grade at the end of the introductory session. The quiz helps motivate students to read the book prior to the start of the simulation and serves as another review when taken up. Mark the quiz immediately after being written. 6. Distribute initial results to each team member approximately one week before the first decision so that the teams have a chance to review the results and meet as a team prior to making the first decision. 7. Encourage teams to complete a draft of their first decision before their first class at which they input the decision. The draft forces teams to review the results, meet, make a preliminary decision and balance their budget. This is a critical step as the team can then use the class time to input their decision and then improve upon it. If the draft is not completed ahead of time, teams tend to struggle in class and make poor decisions due to the lack of time and understanding. This format also makes the job of faculty easier as they have only a few minutes with each group. 8. Prepare a file folder for each team to keep track of all results, analyses, decisions, as well as attendance at all team meetings. These files are held by the faculty but are returned to each team during class time. In this way, all information is available to the team, even if one team member is absent. 9. To facilitate the first simulation period in the computer lab, distribute a one-page sheet to each team, and request the students to follow until they become familiar with the operation of the simulation on the computer. 10. Return results promptly to each team (a copy for each team member) in the subsequent period each week. Review comparative results with the class. The comparative result review is important. Teams become quite competitive and are motivated to improve or maintain their results, compared to the others. 11. Review the results each week, prior to returning a copy of the results. Add very brief comments or questions to help focus students attention on certain aspects when analyzing results.
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12. In the class following the first decision, review how to analyze the results and think strategically as teams move forward. Make it a hands-on working session, guided by faculty, where each team analyzes team results. 13. Require teams to meet outside of class each week to analyze results and complete a draft decision for the next period. Generally teams that follow this format perform better than those who do not. 14. Following the last decision, review the results with the class. The most successful teams are asked to make a short, informal presentation as to what strategies they used and what were some of the factors contributing to their success. 15. Finally, ask students to complete a team report (worth 10%), which summarizes the teams strategies, what was successful, what was not, and what they would do differently another time if given the opportunity. Students must relate their actions and performance to that of the competition in the market.
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Appendix E Sample Information Literacy/Computer Applications Assignment

Thank you to David Lloyd (School of Information Technology) for submitting the assignment below. Students search the Internet for interesting and informative web sites related to the contents of the course. At the end of the assignment, students will have used technology tools to locate, collect, evaluate and organize information from the Internet. Students will also have performed a specific task, using appropriate program specific computer applications.
Introduction to Networking Technologies NEST 303 Lab 6 Internet Networking Resources Objectives 1. To explore the Internet for networking resource sites 2. To work in a group environment to produce a collaborative group project Procedure 1. You will be in groups of four people maximum. Using the lab resources, search the Internet for interesting and informative web sites related to the contents of this course. Each person in the group should find at least one good site. 2. As a group, design a web page featuring links to at least five sites that your group has found. Each site should be linked from your web page and feature a description of the site, what it contains, why you like it, what is its value etc. You can select sites that represent a variety of networking concepts or concentrate on one theme. 3. Your page should clearly identify the course, the purpose of the assignment, your group, and its members as well as the links to the networking sites. 4. Upload the web page to a web server. Use Hal, Sunserv1 or any other server that you can access. Each student should have a copy of the web page for future reference. 5. E-mail the URL for your web page to your instructor. 6. The project will be graded on the following: - adherence to requirements - quality of linked sites - quality of comments about links - overall page design and navigation.
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Appendix F Sample Information Literacy Assignment

Thank you to Leah Brown (School of Information Technology) for submitting the assignment below. It is taken from the career connections course. At the end of the assignment, students will have used technology tools to locate, collect, evaluate and organize information from various sources.
Assignment 5 (a) Industry Research Before you begin this assignment, read Module 5 Interview and Company Research. You will find information that will assist you in doing the assignment. Prior to an interview, it is important for you to prepare thoroughly. This preparation includes several steps: telephoning contacts to schedule and confirm appointments, researching the company, knowing the requirements of the position and knowing how your skills match these, knowing salary parameters. There are 3 parts to this assignment: Part I Telephone Script Draft a brief script of what you would say to an employer on the initial contact, after having submitted your resume for a position. Write down exactly how you would phrase and request information. The script should include an introduction, questions asked, employers responses and closing conversation. Part II Company/Industry Research You may want to visit a library or check the Internet to gather this information or check specific references. 1. 2. 3. 4. 5. 6. 7. In which publication or Internet site would you find a listing of professional associations related to your career? Name a professional association that is related to your career choice. Name a CD-ROM package or Internet site that includes magazine references. Find and name a magazine/trade journal that is related to your career choice. What keywords would you use to research your career or industry? Name a directory or web-site that is related to your career choice. What does it contain? Explain the purpose of researching the company/industry/career. Produce a minimum one page summary of research on one company of your choice. What piece of information was most valuable to you in researching your career? Why?
Part III Salary/Compensation How will you respond to the employer when it is time to discuss salary? In a short paragraph, answer the following questions: When is the right time to discuss salary? What factors must be considered when negotiating your salary? Where can you research salary information? Name some benefits or incentives that are considered part of salary negotiations in todays workplace. This assignment is worth 15 points.
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Appendix G Sample Information Literacy Assignment

Thank you to Leah Brown (School of Information Technology) for submitting the following assignment. It is taken from the career connections course. At the end of the assignment, students will have used technology tools to locate, collect, evaluate and organize information from various sources.
Module 9 Trend Tracking Before you begin this assignment, read Module 9 Labour Market Trends. You will find information that will assist you in doing the assignment. This is fun! It is like being a detective looking for clues, leads, tips, investigations, and prospects. An amazing amount of information is available on every industry. Your challenge will be to search for trends on your chosen industry, then select and synthesize the data so that it is useful to you in your search for work. You may find information from the following sources, or be creative in your investigation: CD-ROM databases Trade journals and magazines Professional associations Textbooks Newspaper articles Industry newsletters Internet sites Employment centers Labour market reports Government documents Employer interviews Career fairs Trade shows Catalogues Using some of the above sources: 1. 2. 3. 4. 5. 6. Identify your choice of industry. In a half-page summary, discuss new innovations, products or services of this industry. In a half-page summary, discuss employment opportunities. In a half-page summary, provide information that you learned about the industry that you might not have already known. In a half-page summary, predict future industry trends. State your sources in bibliographical format.
This report is worth 10 points.
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Appendix H Humber College Network Acceptable Use Policy

The following policy is the Humber College Network (HCnet) Acceptable Use policy adopted June 2002. To receive an up-to-date copy, contact the Chief Information Officer.
Humber College Title/Subject: HCnet Acceptable Use Authority: Vice President, Business Development Contact: Chief Information Officer Code: 655
Policy Manual
Approval Date: Approval By: Name: Kris Gataveckas Title: Vice President, Business Development
1.
Definitions HC is Humber College of Applied Arts and Technology. HCnet is the entire Humber College computer and telecommunications system, including all Humber-owned and Humber-leased computer hardware and software, the campus data and voice networks, the campus Internet and Intranet circuit(s), and all dial-up, other remoteaccess hardware and software or other computer facilities. Policy Requirement All users of HCnet must comply with the terms outlined in this Policy, as well as any additional guidelines established by the administrator of the system. By using any of these systems, users agree that they will comply with these policies. Purpose In support of its mission of teaching and serving the community, Humber College provides access to information technology resources to students, faculty and staff, within institutional policies, priorities and financial capabilities. All members of the Humber College community who use HCnet must do so responsibly. All users of college-owned, college-leased or operated information technology including voice systems, must respect the rights of other users, respect the integrity of physical facilities and controls, and comply with all pertinent licenses and contractual agreements. All users of information technology are bound by applicable local, provincial and federal laws and regulations, and by other Humber policies and procedures. Acceptable Use It is acceptable to use HCnet: For purposes relating directly to the learning process. In the case of employees and contractors, for the performance of necessary job-related tasks For reasonable amounts of personal use of e-mail, telephones, voice mail and Internet access providing such activity does not interfere with the persons job responsibilities or the mission of the college.
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5.
Unacceptable Use Examples of unacceptable use are: For any illegal purposes. To interfere with or disrupt network users, services, or equipment, either within or outside the College. To gain unauthorized access to hardware or software resources, either within or outside the college. For business or political reasons, which are not directly in support of learning or the administration of the college. To distribute unsolicited advertising unless prior approval is received from the College. To intentionally transmit, receive or display threatening, obscene, hate, and anonymous or harassing materials. To propagate computer worms or viruses or other disruptive or destructive constructs. The foregoing list is illustrative and should not be construed as exhaustive.
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Privacy Guidelines All reasonable attempts have been made to ensure the privacy of user accounts and user electronic mail. This is not a guarantee that user accounts or user electronic/voice mail are private. Programs and files (including email/voice mail files) are confidential unless they have been made available, with the owners written permission, to other authorized individuals. Humber College reserves the right to access all information stored on HCnet. Files may be released as required by the Courts. File owners will be notified of file access and/or maintenance, in advance, if such notice is practical. When performing maintenance, every effort is made to respect the privacy of a user's files. However, if policy violations are discovered, they will be reported immediately to the appropriate systems administrator for appropriate action. Enforcement Suspected violations of this policy will be confidentially reported to the appropriate systems administrator and an individuals computer/telephone privileges may be suspended if warranted. Violations of these policies will be dealt with in the same manner as violations of other Humber College policies and may result in disciplinary review. In such a review, the full range of disciplinary sanctions is available including the loss of computer/telephone use privileges, dismissal from Humber College, and legal action. Violations of some of the above policies may constitute a criminal offense.
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Appendix I Computer Etiquette When Using Electronic Communications

This appendix offers guidance to users of electronic communications. The Internet is a relatively new medium that is being used extensively for communications. Many people are having difficulty making rules for its use. Out of necessity, users have tended toward certain rules of network conduct or computer etiquette. The rules that users have tended towards, are described below. Housekeeping E-mail has become the main method of communication for many. It is easy to become overwhelmed by the number of messages you receive on a regular basis. Here is a checklist to help you keep-up on your e-mail messages. Check your e-mail regularly Reply to your e-mail promptly Make arrangements to handle your e-mail when you go away Develop a filing system for those e-mail messages you wish to keep File the e-mail messages you wish to keep on a regular basis Delete unwanted e-mail messages to conserve disk space.
Sending Messages It is important that you respect others time and energy when sending messages. Although you may only deal with a few e-mail messages each day, your recipients may deal with many more. Follow these guidelines to help ensure response to your messages. Use plain text Do not use formatting as it may come out as gibberish at the receiver Include a signature on your message to ensure you can be contacted Try to keep your signatures brief Make sure that your subject field is meaningful Try to restrict yourself to one subject per message Try to keep messages brief Try not to reproduce a message in full when responding to it and instead be selective in the parts that you leave in your response If you have sensitive messages to send, use some form of encrypting, or use some other form of communication Never assume that a message was read just because you sent the message. Do not broadcast e-mail messages unnecessarily Do not forward or send chain e-mail Do not send frivolous, abusive or defamatory messages Do not pretend to be someone else.
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Writing Experts say people who communicate via computer are becoming increasingly informal and sloppy (Chicago Associated Press, 2000). It is very easy to convey the wrong impression through informal and sloppy writing. Here are a few tips to help you convey the message you intend. Write your salutation and message to suit your intended audience Be very careful how you express yourself If you wish to make a good impression, make your writing look as professional as possible Do not use excessive punctuation or capitals; if something is important it should be reflected in the content of your text Make sure to acknowledge text from someone elses message Be sure to make it clear that you passed on someone elses message Be forgiving of others mistakes If you perceive an e-mail message to be heated, be sure to re-read the message because you may have misinterpreted the message.
Abbreviations Abbreviations are used quite often in electronic communications. Users use the abbreviations to save keystrokes and time, particularly when using chat rooms. Use abbreviations cautiously, as many people do not understand them. Remember your intended audience. Some common abbreviations are listed below. BCNU .................be seeing you BTW.....................by the way FWIW ..................for what it is worth FYI ....................... for your information IMHO...................in my humble opinion OBO ..................... or best offer ROTFL................. rolling on the floor laughing RTFM...................read the funny manual TNSTAAFL .........there is no such thing as a free lunch TTFN....................ta ta for now TTYL ................... talk to you later
Smilies One of the difficulties of communicating through electronic communications is the inability to communicate emotions through text. Since there are no visual or auditory cues, users have come up with smilies or emoticons. Smilies are simple strings of characters used to convey the writers emotions. Use smilies sparingly. There are many different smilies in use and they are not universally understood. A misplaced smilie could lead to a flame. Some common smilies are listed below.
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:-) ......................... smiley face ;-) ......................... wink (light sarcasm) :-| ......................... indifference :-> ........................ devilish grin (heavy sarcasm) 8-) ........................ eye glasses :-D ....................... shock or surprise :-/ ......................... perplexed :-( ......................... frown (anger or displeasure) :-P ........................ wry smile ;-} ........................ leer :-Q ....................... smoker :-e ........................ disappointment :-@ ...................... scream :-O ....................... yell :-* ........................ drunk :-{} ...................... wears lipstick :- .......................... male >- ......................... female
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HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC/EMPLOYABILITY SKILLS COMPUTER SKILLS

Compiled by Shelly Cunningham

Copyright 2003 by Humber College

Humber College Generic Skills

THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber Colleges Generic / Employability Skills: Computer Skills

Humber College Generic Skills

INFORMATION TECHNOLOGY BASICS

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Sample Learning Activities and Evaluation Tools

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Appendix A A Summary of Humber Colleges Generic/Employability Skills: Computer Skills

Humber College Generic Skills

Humber College Generic Skills

Appendix B Sample Self-Evaluation

Humber College Generic Skills

Appendix C Sample Computer Applications Assignment

Appendix D Suggestions for Implementing Computer Simulation Software

Humber College Generic Skills

Humber College Generic Skills

Appendix E Sample Information Literacy/Computer Applications Assignment

Humber College Generic Skills

Appendix F Sample Information Literacy Assignment

Humber College Generic Skills

Appendix G Sample Information Literacy Assignment

This report is worth 10 points.

Humber College Generic Skills

Appendix H Humber College Network Acceptable Use Policy

Humber College Generic Skills

Humber College Generic Skills

Appendix I Computer Etiquette When Using Electronic Communications

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

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