Pg 1Briefly introduce the topics that will be covered in this lesson so students are aware of the new skills they will learn. Remind students also that all the information is available in the book as a reference so they don’t need to commit anything to memory or take notes.
Pg 3Discuss the advantages and disadvantages of ScreenTips: advantageous for new users who are still learning what and how to access items, but disadvantageous as they take up space on the screen and once you are familiar with Word features, you may not want to see them any more. Include in the discussion how these can be turned off in the Options area.Make sure the ScreenTips are active prior to the class so students have this tool available should they need help during the course.
Pg 4Be sure to point out the commonly used commands on this toolbar so students understand why it’s beneficial to use. Those who may have used an earlier version of Word (2003 or older) will be able to relate this to the buttons on the Standard toolbar.Customization isn’t covered until the Expert level but you can probably introduce the Customize menu with the list of eleven common commands.Mention how the Quick Access Toolbar is available to all Office programs, with the Save, Undo, and Repeat buttons standard. The only exception to this is Outlook which has Send/Receive, Undo, and Print.
Pg 4 -5As with the Quick Access Toolbar, the Ribbon is present in all Office programs. With the exception of Outlook, all tabs in the Ribbon begin with File, Home, Insert and end with View. This sets consistency between the programs, reducing the amount of time to learn how to navigate to or access the most common commands. The other tabs will vary with the software and the features of that program.Make sure students understand how the Ribbon works, and specifically how this is addressed in the book. For example, when the student sees, “On the Home tab, in the Font group, click Superscript”, this means the student should go to the Home tab, look for the group named Font, and then click the Superscript button. The bold items are what the student should be looking for/clicking in the instruction.Ensure you go through the different parts of the Ribbon described in the book, including ScreenTips, the More button, the Dialog Box Launcher buttons, etc. Be sure to point out the visual clues on the screen to help them identify what they are doing. For instance, whenever they point at an item, it changes color and depending on the option, may provide a Live Preview in the document; the active tab always appears in a different color than the rest, the Dialog Box Launcher displays what will appear when you point at the button, etc.Make sure students understand the contextual ribbon term - these ribbons and corresponding tabs only appear with specific types of items such as pictures, tables, headers/footers, etc. It isn’t necessary to go through all the different ones as they will experience the majority of these in the book. Do give a demo of one of these items, whether it’s on your demo computer or you walk students through a simple one (e.g., Header/Footer) so they can see the different color that appears for the ribbon. Point out how each of these contextual ribbons appear with different colors, helping to identify which one is active (e.g., Picture Tools is a bright pink, Drawing Tools is orange, Table Tools is an olive green, etc.). A quick hint: most of the contextual ribbons appear when you insert something.As users become more familiar with the ribbon they may not want or need to show all the options in the ribbons. Accordingly, have them try minimizing the ribbon but still being able to access it as needed. Mention as well that this is available in all the Office programs.
Pg 6For those who are more comfortable with using the keyboard (or when your mouse isn’t responding), keyboard shortcuts is always available to users to access commands.This can be used as a quick note for students so they know there is a “backup” option should the mouse fail and they want to finish a task or exit properly from Word.
Pg 7These are fundamental basics when working with text, and in fact, applies to all Office programs. Word wrap may work slightly different or have to be activated in other programs (e.g., Excel) but the concept is the same. Ensure students understand how to insert and delete text.
Pg 8It isn’t necessary to go through all the symbols but the list contains the most common ones students will see on the screen as they progress through this course. Point to this slide or the page in the book that students can use for reference during or after the course.
Pg 9-10Most students will already be familiar with using the mouse to move around in a document (or “page” if they have used the Internet). Mention that there is no single or best way they should use to move around a document – it will definitely become a user preference. We include this as some users may be familiar with these methods to move around in other programs and are pleased to discover the same keyboard shortcuts work in Word. For instance, pressing Ctrl+Home moves you quickly to the top of document regardless of whether you are in Word, Excel, or Notepad.
Pg 11Objective 1.5This topic cannot be stressed enough to students, especially those who have not or do not use word processing on a regular basis. Recommend that whenever in doubt as to whether to save a document, always err on the side of saving the file. This saves a lot of time and frustration if you need to redo the document again – from scratch!Also, even though AutoSave and AutoRecovery are available, these should not be reasons why students do not save a file. There really is no substitute for saving files if you want to use them again.This should be a review of file management basics they learned by using Windows but you may need to allow for extra time in case students have not done the prerequisite or do not understand it at all. Occasionally you may have a student who is not able to grasp how file management works on the computer and why there are so many options to organize files. Be prepared with examples of why you should save files and then how to name (save) them for future use.Backstage is not emphasized much on the actual exam although file management tools such as saving or creating new documents are covered.One of the new storage options available with 2010 is the SkyDrive. This is not emphasized in the exam nor should be promoted as anything other than an option for those who may want access to their files from any location or computer. SkyDrive is similar to a virtual drive except it sits with Microsoft. At the time of writing, the Office Web Apps is available to everyone at no cost with no prices announced for SkyDrive usage or the availability of storage space over a certain amount.
Pg 12Objective 1.5Ensure students understand the difference between performing a save and saving with another name. Be prepared to provide a lot of examples to clearly demonstrate the difference. If required, use analogies from real life – for instance, you have a letter from the realtor about the sale of your home, and you want to add some notes to ask the realtor when you see him later. Rather than write on your original copy, you can use a photocopier to make a copy of the letter thereby leaving you the original intact and the copy becomes the copy where the notes are placed. You can then file these two sheets in a folder for archiving purposes.When you go through your demo of how to save a file for the first time, be sure to point out the Save As dialog box that appears when they use one of the methods in the first point on this slide. Make sure they understand why they see this dialog box – this can quickly confuse the student who is struggling with file management.You may want to recommend or provide a strategy of when to use Save versus Save As. For example, if there’s doubt as to whether the file was saved or not or what it may be called, check the title bar. If that doesn’t clarify the situation, then use Save As to ensure you have a different file from anything that may already exist. Another option could be to get into the habit of entering the date at the end of the file name as a quick identifier for when the file was last saved.
Pg 13Discuss how the blank document is used most of the time when starting a new document, especially if you aren’t sure what the layout or design of the document will eventually be. This is similar to writing your report on a blank piece of paper. You will worry about the length, layout, and design later after you finish writing the report. Applying this process in Word enables the user to focus on the content more than the aesthetics.The latter point (Document#) isn’t a major issue to discuss although it should be mentioned as some students wonder if that is the name of the file, or what it means. You may have a student who has saved files using this as the name or seen files with these names. Suggest that one of the benefits of having 255 characters is that you can become more descriptive which enables you to manage your files or search for files much easier.
Pg 13Discuss when or why you might want to use this option instead of creating a new document. Some students may already be familiar with this feature if they’ve used it with earlier versions, or wanted to create a specific type of document.With 2010, the format has changed slightly and there is a bit more navigation to find the document type, given that there are so many more varieties and categories to choose from. This may well be the first introduction to Backstage and you may want to point out how this feature displays the most common types of tasks for dealing with an entire file. The panel at the left displays the “categories” and the subsequent options appear when you click that category.Using this feature as an example, have students try drilling down through the different folders to show how Microsoft provides a guide as to the type of documents you can create. You may want to pick one beforehand so you can provide explanations of some of these pre-designed templates and how the designs came about, e.g., customer feedback on commonly used documents, submission to Microsoft of their own designs, etc. For example, the Invitations folder contains folders for business as well as “personal” types of invitations (remember to point out that what appears to be a personal type of document could be for a business as in this example where an event/wedding planner may use these for their documents).Check the templates available in the classroom lab to ensure you have the Greeting Cards category. If not, choose a template you want the students to use and distribute information for this template. As extra practice, have the students try creating a variety of documents from existing templates so they get very comfortable with finding common types of documents and the overall layout and design. Emphasize how these will vary depending on companies, industries, or just because a company wants to use their own design but also keep a typical layout.
Pg 15-16This option should be a review from switching between applications in Windows. However, for those students who have not completed the pre-requisite or understand the purpose of switching files, provide a demonstration of same. Use the documents already open on the screen, or have them try creating more new documents using the New option or as blank documents.Alternatively, you may want to wait until you have shown them how to open a file so they can open several files from the data files list. This may be easier, especially for those students who are still confused about file management – being able to see the titles of four reports may make more sense than looking at four documents with Document# as the file name.
Pg 17Objective 1.5Provide examples of when or why you might need to save a Word file in another format, including those for earlier versions of Word as well as different programs. For instance, if the entire office has not switched to 2010 yet, you may need to save documents in 97-2003 format for those sites who may still be using 2003. If sharing a file with a client and you do not want them to change anything, you may want to save this as a PDF.Be sure to point out how they can also save their documents as a template, providing explanations as to when or why, e.g., you are creating your own letterhead, you’ve modified a Word fax template for your company and now want to use that as your main fax cover sheet, etc.
Pg 17-18Objective 1.4If you have a document that contains some compatibility issues, you may want to use this in your demo. Be prepared to explain what these errors are and when they might appear. Also ensure students understand that the error messages will vary with the type of document or what’s in the document.In general, most companies will have one version of the software for the majority of staff. There may be differences between PC and Apple users, but the version will likely still be 2010. This will be true even if the company makes the Office Web Apps available for remote or mobile access.
Pg 18Discuss why you may want or need to convert a document into 2010 format instead of making it compatible with earlier versions. For instance, in order to take advantage of the new options for manipulating a picture, the file must be in 2010 format; same is true for SmartArt (although the minimum here is to 2007).
Pg 20Review the different way you can close files and folders, especially with the ability to do so now from the Windows 7 taskbar.Remind students there is no one way to do it all the time; they will wind up doing a combination of methods to close documents.
Pg 20-21As with saving, you may need to discuss a bit more about file management. Be sure to point out how the title bar changes to reflect which feature is active so they can tell whether they are saving or opening a file.For those students who may have issues with double-clicking versus single clicking to select folders or files, provide hints on how to reduce the Edit mode being activated.
Pg 23This feature has changed from earlier versions and can make organizing files much easier. You may have to take a few minutes to break down how these fields can be beneficial.Be sure to also demonstrate how to set up properties using the Property pane versus Backstage.Introduce Backstage and how it can help you identify files using properties. Relate this back to how Windows Explorer displays the properties for files, but is now available in the Office program for quick access.For those who have not completed a Windows course, you may need to do a brief intro (or review depending on the student’s familiarity) of basic terminology for file management and why use any of these fields.
Pg 23Focus on the properties panel and discuss how the information shown here contains the most common types of data that users need when working with files. Not all properties will be changed each time theywork with a file but students should take a moment to review each of these so they are at least familiar with them. Have them try changing one field here so they can see how easy this is and faster than having to start Windows Explorer.Mention the top heading is a button they can use to make further changes to the properties, including in your discussion how this can help them with future searches. Take them through a demo to display the Document Panel so they can see what can be added as well as the individual tabs for further customization.
Pg 24Walk students through a demo of what can be entered in this panel as well as discuss if all fields are necessary. On many occasions, you may find that some of these fields may already be set up if they have been set up in the User Information area for each computer or user profile.Include in your discussion how these are common fields and how helpful they can be when searching for a file later.Also walk the students through the different tabs that appear with the Advanced Properties option.
Pg 25Objective 1.4E-mail is by far the most common method of sharing documents with others where you can then track the changes made by each recipient(track changes is covered in the Expert level). The biggest downside is the time you will need to review each document from each recipient, even if you combine the changes together in one document.However, there are options in regards to how you send the document to share with multiple recipients, especially if you don’t them to make changes in the original document (see following slides).
Pg 25-26Objective 1.4Go through these options with the class to ensure they understand the difference between each. For instance, sending a link is good if the document is saved on a network drive and each person can click the link to access the file and the changes are merged into the original document. Alternatively, sending a PDF enables the person to view and print the document but changes would be made to the hard copy; they would not be able to add comments unless they have Adobe Acrobat installed (this is the full version of Acrobat, not the reader version that is available from web sites).
Pg 27-28Objective 1.4Check that you have access to the Internet before having students try this option. This is a very handy feature for those people who want access to their files from wherever they are, and don’t want or need to use the remote option that may be available from their company.Microsoft is currently offering the Office Web Apps at no cost along with the storage space noted. There are costs for more storage but have not been set at the time of CCI’s content development.
Pg 27-28Objective 1.4This is the screen that appears after you have logged in with your Windows Live ID, showing both the Public and My Documents folders. Point out to students the two folders and start a discussion about when they might use one version versus the other, e.g., Public for business documents and My Documents for personal files, Public for all the documents regarding your social club activities, etc.
Pg 29Objective 1.4If SharePoint is not set up for your classroom, omit this topic and do a very quick introduction to the benefits of this option. In some ways this simulates how users can save to a network drive but enables more collaboration and handles tasks in the background for you..
Pg 29Objective 1.4This screen gives an example of what one would see if you have access to SharePoint and it has been set up so all users put documents in designated areas for general use by all active users.If you have SharePoint set up in your location, ensure you have checked with your IT administrator to set up a separate area that students can use to store files.
Pg 28-29Objective 1.4This screen has been provided as an example of how SharePoint looks. There is no need to go through all the different options shown here as the content will vary between organizations. Focus here should be how people in the organization can navigate within SharePoint to find specific documents they may need.
Pg 30Briefly review the topics that were covered in this lesson so students are aware of the new skills they learned. Remind students also that all the information is available in the book as a reference.
Pg 30As time permits, go through the questions with students, or choose to assign these for groups or homework review.