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Bosco Uganda ICT Handbook: Curriculum Guide

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This curriculum guide was produced by BOSCO-Uganda staff to assist trainers in implementing BOSCO's Web 2.0 and Office training packages (available as separate documents.)

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Bosco Uganda ICT Handbook: Curriculum Guide

  1. 1. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Battery Operated Systems for Community Outreach Uganda (BOSCO-Uganda) ICT HAND BOOK (PART ONE) SECTION I - CURRICULUM GUIDE (2012) P.O. Box 200, Gulu, Northern Uganda, East Africa E-mail: info@boscouganda.com ; Website: www.boscouganda.com 1
  2. 2. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Table of contents Page Contents Preamble ......................................................................................................................................... 5 SECTION I - CURRICULUM GUIDE ....................................................................................... 9 1.0 GENERAL INTRODUCTION (DURATION: 6 HOURS) ....................................... 12 1.1 Session: Official Opening (10 minutes) ................................................................ 12 1.2 Session: Self introductions (20 minutes) ............................................................. 13 1.3 Session: Expectations and fears of each participant (20 minutes) ................... 14 1.4 Session: Objectives of the training (20 minutes) ................................................ 15 1.5 Session: BOSCO-Uganda program expectations (30 minutes) ......................... 16 1.6 Session: Assessment of training needs of the users (20 minutes) .................... 17 1.7 Session: Introduction to and the benefits of the computer ............................... 18 (1 hour 30 minutes) ........................................................................................................... 18 1.8 Session: The Key Board & Word Processing (1 hour 30 minutes) .................... 19 1.9 Session: Evaluation (1 hour) .................................................................................. 20 2.0 SEARCH ENGINES & CONTENT DEVELOPMENT (4 hours) ............................ 23 2.1 Session: Search engines (30 minutes) .................................................................. 23 2.2 Session: Writing articles (2 hour 30 minutes) ..................................................... 24 2.3 Session: Evaluation (1 hour) .................................................................................. 26 3.0 ON-LINE COLLABORATION (20 hours) ................................................................ 28 3.1 Session: Electronic mails (1 hour 30 minutes) .................................................... 28 3.2 Session: BOSCO-Uganda Intranet (1 hour) ......................................................... 29 3.3 Session: Google maps & Documents (1 hour 30 minutes) ................................. 31 3.4 Session: BOSCO-Uganda wiki spaces (14 hours) ................................................ 32 3.5 Session: Evaluation (1 hour) .................................................................................. 33 3.6 Session: Social media tools (1 hour)...................................................................... 35 2
  3. 3. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.0 GENERAL PRACTICE, RESEARCH & EVALUATIONS (7 hours) ...................... 36 4.1 Session: Ms. Excel, Power Point & Publisher ...................................................... 36 4.2 Session: Monitoring & Evaluation forms ............................................................. 37 4.2.6 Annex 6 - Copy of Monthly Book Keeping ............................................................... 43 4.2.7 Annex 7 - Material/Equipment Checklist ................................................................ 44 4.2.8 Annex 8 – Windows & Linux ..................................................................................... 45 4.2.9. Annex 9 - Acknowledgement and Special thanks to: ............................................ 46 3
  4. 4. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model List of Acronyms BOSCO…………………………………… Battery Operated Systems for Community Outreach BOSCO-Uganda………… Battery Operated Systems for Community Outreach-Uganda Web 2.0……………………………………Website Applications 2.0 ICT…………………………………………Information and Communication Technology TOTs………………………………………Trainer of Trainers and Trainer of trainees 5WsH………………………………………What, When, Where, Who, Why and How MS…………………………………………Microsoft Office URL………………………………………..Uniform Resource Locator MDGs………………………………………Millennium Development Goals EMAIL……………………………………..Electronic Mail GMAIL…………………………………….Google Mail CC………………………………………….Carbon Copy BCC………………………………………..Black Carbon Copy WWW……………………………………...World Wide Web(site) HTTP………………………………………Hypertext Transfer Protocol NB…………………………………………Nota Bene (Note Well) 4
  5. 5. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Preamble Part one of the ICT Handbook is structured as follows: SECTIONS SECTION SUB-SECTIONS CHAPTERS I CURRICULUM GUIDE SECTION II TRAINING Section PACKAGE IIA-Children Training Package Section IIB-General Chapter I: Training Package General Introduction Chapter II: Web 2.0 Application Chapter III: Office Applications The Hand Book is designed to: 1) Encourage learners and communities in general, to develop a culture of listening, speaking, reading and writing/note taking 2) Embrace different categories of learners, specifically; Fast and slow learners Luo & English speaking Children. Topics specifically relevant for children are; computers, email, Face Book and Search Engines. Youth and adults Rural and urban communities 5
  6. 6. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Conflict and post-conflict affected persons ICT literate and illiterate; those that have touched or never touched a computer as reflected by some of the expectations and fears below expressed by participants before training and actual preparation of this package; Expectations Fears  Experience sharing with all  We shall be given hard parts as an participants assignment  Transport refund and allowances  Change of environment  Main Office tour of BOSCO-Uganda  First  Certificate issuing after the basic ICT begin training on  Fear of using the computer  Handouts  Fear of laughter when I fail to use the  Effective training computer  Meeting only youth  Computers/laptops will not be enough  We are going to get computer support during the training from BOSCO-Uganda good  Only English language will be used knowledge on the  Electricity (Power cuts) computer especially internet  Late lunch is not needed due to ulcer  Good welcome  We to computers Training  Getting time shall be problems persons who have  Limited time to know all the expected something on computers/ICT knowledge 6
  7. 7. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model  What is computer?-we are going to  Unfavorable weather conditions like know rain  Apply the knowledge acquired to help  Criticism of being illiterate my fellow staff and community  Others may not understand well in  Adventuring new environment their training since there are some who  New friends may not be literate  Practical operation of the computer  How difficult it is to operate a computer  Operating a computer since it is my first time This document can be used by anyone anywhere; however the package is specially designed for communities of Acholi sub-region with the aim of meeting BOSCO-Uganda Programme goals towards the benefit of communities in the target area. In Acholi sub region, the local language - Luo/Acholi shall be the medium of instruction. Where need be, English shall be used (with the help of a local/person alongside to translate into the local language). In addition, focusing on the topic of Content development- articles could be written in English or the local language/luo (the Luo language can be used as medium of communication on the intranet and wikispaces) 7
  8. 8. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Battery Operated Systems for Community Outreach-Uganda (BOSCO-Uganda) was established in 2006 under the umbrella of Gulu Archdiocese in Northern Uganda, with the mission to “provide innovative Information and Communication Technology (ICT) solutions using a collaborative and Internet approach to foster socio-economic development communities in Northern Uganda”. 8 and peace building in rural
  9. 9. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model SECTION I - CURRICULUM GUIDE The Curriculum Guide is aimed at guiding the Trainers of Trainers and Trainers of Trainees (TOTs) to ensure that there is a uniform approach to training and knowledge/information shared. It provides the approach to the training. The TOTs need to follow the Curriculum Guide while making reference of the corresponding lessons in the Training package. Therefore; 1) For Windows applications we use MS Office applications and Open Office Applications for Linux Systems. Below are some of the major differences between Linux and Windows operating Systems. Windows Up sides  Windows is the world leader Linux  Linux is very powerful in PCs loaded with their software.  Linux typically requires less system  Windows has an easy to use resources to run the user interface which can be operating system learned easily. leaving more system resources for the  Windows has the largest user applications which are base of any operating system running on the worldwide. system.  Windows has the most  Many linux software available for it distributions are open Windows has the largest source so you have full number of developers of any source code access OS Many Linux 9
  10. 10. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model distributions are free  Microsoft has a large to install and use technical support department  Protects the computer available to support technical from virus attacks issues which security is the reason linux is  Systems administrators are popular at the many and can be easily found BOSCO-Uganda sites; to support your corporate thus is the major basis environment for BOSCO-Uganda training Down Sides  Windows is closed source,  There are much fewer meaning that you cannot view Linux admins or modify the source code of available for hire. the operating system.  Top notch Linux  Because there are so many applications available it can admins can be hard to find. take you a while to find the application that you like the best.  Linux admins are typically more expensive to hire than  Windows licenses are very Windows admins. expensive to purchase with the Enterprise Edition of  Finding support can Windows Server costing be more difficult as several thousand dollars per same companies who server. distribute the  Computer easily attacked by virus if antivirus is not 10 software do not have large support
  11. 11. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model updated departments.  Linux can be more complex to setup for users who are not familiar with it. The user interface is not as easy to use. 2) It is recommended that at least two TOTs assist each other to facilitate each session together (one Leads and the other co-facilitates) 3) This training only provides basic skills on Information and Communication Technology (ICT); TOTs and learners/community are expected to do additional reading or research to guide and enhance their training capacity. At most two learners per computer per session. 4) Apart from Introduction to computers, all theoretical introductions should not exceed 10 minutes thus the rest of the time allocated goes to practical illustrations/work and hands-on learning. The curriculum guide has got a time allocation (35 hours) for the topics to be covered; but it is up to the TOT (s) and learners to agree on additional time for breaks where need be. It could also be adjusted to suit both residential and non-residential trainings thus can be adjusted accordingly. 11
  12. 12. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 1.0 GENERAL INTRODUCTION (DURATION: 6 HOURS) 1.1 Session: Official Opening (10 minutes) Session objective To give learners a sense of belonging 1 Session outline Opening prayer Welcome Remarks 1 http://www.ashton.lancs.sch.uk/index.php?category_id=109 12
  13. 13. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 1.2 Session: Self introductions (20 minutes) Session Objective To create a more free and comfortable atmosphere 2 Session outline: Ensure the participants are in pairs. They could sit or stand in the training room or outside at the compound. In pairs, each one tells the other his/her name, occupation (what they do), site represented, likes and dislikes. In a collective session, each one introduces the partner by mentioning the name, occupation (what they do), site represented, likes and dislikes. 2 http://51851subhashri.wikispaces.com/ 13
  14. 14. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 1.3 Session: Expectations and fears of each participant (20 minutes) 3 Session objectives To give learners a greater sense of belonging To ensure the actual objectives of the training are clearly understood Session outline Each participant improvises a pen and paper Without mentioning names, each participant writes her/his expectations on a piece of paper to submit Without mentioning names, each participant writes her/his fears on a separate piece of paper to submit Each participant submits the two pieces of paper (fears and expectations) to the TOT (s) The TOT displays the expectations and fears in the open e.g. training room wall The TOT reads out the fears and expectations aloud while addressing issues 3 http://emmaspgcereflections.blogspot.com/ 14
  15. 15. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model arising through clarifying, encouraging etc Emphasize that there are no allowances (sitting, transport etc) to the free education/training service issued Together with the learners, revisit the expectations and fears at the end of the training as a means of evaluation 1.4 Session: Objectives of the training (20 minutes) 4 Session objectives To ensure that communities understand that BOSCO-Uganda is not an Internet Service Provider To ensure that communities understand that the aim of the training is to assist in speeding up development at individual and community level To enable learners understand that even with internet interruptions, off-line and intranet related work can still go on. 4 http://www.thedailystar.net/newDesign/news-details.php?nid=119100 15
  16. 16. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Session outline In a 5 minutes collective discussion, the learners are asked to share their thoughts on what could be the aim of the training With reference to the notes in the Training Package, the ICT basic skills training objectives are introduced and explained to the learners As wrap up on the session, learners are made to understand that the programme is to empower community members who should in turn pass on the skills acquired to fellow community members for common-social welfare. 1.5 Session: BOSCO-Uganda program expectations (30 minutes) 5 Session objectives To ensure communities understand that BOSCO-Uganda programme is only a contribution to already running community development initiatives at village, parish and sub county levels and therefore, communities are expected to embrace the ownership of the programme. 5 http://www.e4africa.co.za/?cat=29 16
  17. 17. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Session outline In 5 minutes, ask the learners what they know about BOSCO-Uganda Programme. With reference to the notes in the Training Package, explain BOSCO-Uganda Programme expectations to the learners 1.6 Session: Assessment of training needs of the users (20 minutes) 6 Session Objectives To assess the training needs of the learners To ensure that all the learners with different levels of knowledge feel equally useful Session outline 6 http://hgslearning.co.uk/course/category.php?id=40 17
  18. 18. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Explain the displayed assessment questions to the learners (please refer to the Training Package for assessment form). Assess the training needs of the learners. During the assessment; the TOT (s) should look out for the learners’ ICT knowledge (theory and practice). Group the learners-pair the learners mindful of levels of ICT knowledge. Encourage active interaction and knowledge sharing amongst the different ICT knowledge levels to enhance learning 1.7 Session: Introduction to and the benefits of the computer (1 hour 30 minutes) 7 Session objective To introduce to the learners the basics on computer hard ware and soft ware Session outline 7 http://www.teacherrambo.com/course/category.php?id=2 18
  19. 19. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model With reference to the Training Package, in an interactive way, introduce the basics of Computers Remember to create an awareness on basic computer management and handling 1.8 Session: The Key Board & Word Processing (1 hour 30 minutes) 8 Session objectives To familiarize learners to the basics of the key board To introduce learners to the basics of Word Processing Session outline Theoretical introduction to the key board (10 minutes) Practical illustrations/instructions on the Key Board (30 minutes)-For every key introduced, learners should be given the opportunity to try it out practically (50 minutes) On Word Processing topic, the TOT (s) instruct (s) the learners to do as below; 8 http://www.teach-ict.com/glossary/A/animation.htm 19
  20. 20. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model  Open Ms. Word/Open Office writer document (new and existing)  Naming and saving a new file  Editing and saving an existing file  Highlighting, Bolding, Italics and Underlining words etc  Aligning texts  Saving in folders  Font sizes and types Encourage learners to practice word processing and the key board 1.9 Session: Evaluation (1 hour) 9 Session Objective To help the learners understand the different uses and advantages of the computer Session outline 9 http://www.graphicsfactory.com/search/graduation_P21.html 20
  21. 21. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model While outside the training room, randomly ask the learner at random to take the rest of the group through an energizer/game for 5 minutes Learners stand in a circle together with other TOTs. One TOT stands inside the circle to facilitate the evaluation of the previous topics covered. Questions to ask learners include;  What is a computer?  What is the difference between computer hardware and computer soft ware?  Give examples of computer hardware  Give examples of computer software  How do you switch on (Power on) a computer?  How do you switch off (Power off) the computer?  What are the Dos and Don’ts regarding computer usage?  How do you open a new Ms. Word/open office writer document?  How do you open an existing Ms. Word/open office writer document?  How do you go about naming and saving a new file?  How do you go about editing and saving an existing file?  How do you go about highlighting, Bolding, Italics and underlining?  Name the different ways of aligning texts?  What is a folder?  What is the difference between a folder and a file?  How do you go about saving in folders?  What are font sizes and types; and when do you use them? 21
  22. 22. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Ensure atleast each learner participates in one or more questions asked. After the learners have attempted the questions, the TOTs collaboratively provide the answers to each of the questions as a form of refresher. Ask the learners to share what they think could be the benefits/advantages of the computer The TOT explains the advantages of the computer with reference to the notes in the Training Package Before starting a new topic, the TOT should make sure that what has not been understood by the learners is explained. Group wraps up with a game of about 5 minutes 22
  23. 23. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 2.0 SEARCH ENGINES & CONTENT DEVELOPMENT (4 hours) 2.1 Session: Search engines (30 minutes) Session objectives To equip the learners with the basic skills for on-line information gathering Session outline Give a brief explanation of what search engines are with examples (e.g. Bing, Google, Wikipedia, yahoo, etc) and their importance in 10 minutes Explain the difference between search bars and address bars Ask the learners to think of what they need to discover and use the preferred search engine to learn more about their area of interest. Tell the learners that Google has provision for local languages like Luo; the TOT (s) show (s) the learners Tell the learners that they may want to use the search engines later to back their content through facts and statistics Tell the learners that if they are copying the exact words or photographs from the internet etc, they should quote the source for legal (copy right) reasons 23
  24. 24. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 2.2 Session: Writing articles (2 hour 30 minutes) 10 Session objective Explain the basic research questions (5WsH) to inform the article writing Session outline Introduce the 5WsH (below) concept to the learners  Who is it about?  What happened (what's the story)?  When did it take place?  Where did it take place?  Why did it happen?  How did it happen? Explain that the concept (research questions) is regarded as basics in information gathering. Explain that the research questions are only a checklist to ensure complete information gathering. 10 http://www.123rf.com/photo_10478260_cartoon-happy-geek-and-computer.html 24
  25. 25. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Explain that the article should be flowing in the order of: Introduction-BodyConclusion Task the learners to read more on article writing for example, developing a topic etc. Ask a pair (s) of learners to talk about themselves through a role play; and in a collective session comment on individual profiles presented to establish if the 5WsH concept has been observed to give room for comments and improvement. Task the learners to develop their individual profiles during their free time and save it for future reference/usage. Introduce topical issues (e.g. Millennium Development Goals, culture or other developmental topics of interests), encourage further reading and research towards content development. Divide the learners into groups/teams. Task each group to identify a topic and write an article about it using their communities as a case study. The article doesn’t always have to be a problem but also achievements; or both (positive and negative) because communities also have nice things happening around. Task the groups to back their articles with photos that speak; show the learners how to take photos, download, save, edit (cropping & re-sizing) and uploading. After instructions, learners go for group work for 1 (one) hour. Learners type out and save their work in Ms. Word/open office writer. Members define their group names. 25
  26. 26. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model In a collective session, discuss and comment on each article for learning and improvement purposes with reference to the 5WsH concept. 2.3 Session: Evaluation (1 hour) Session objectives Recap the previous topics To help the learners understand the benefits of the Internet and on-line collaboration Session outline While outside the training room, ask the learners to take the rest of group through an energizer/game for 5 minutes Learners stand in a circle together with other TOTs. One TOT stands inside the circle to facilitate evaluation of the previous topics covered. Questions to ask learners include;  Name the different types of search engines?  What is the difference between the search bars and address bars 26
  27. 27. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model  What is 5WsH and what is it used for?  How many Millennium Development Goals exist?  Mention all the Millennium Development Goals. Ensure each learner participates After the learners have attempted the questions, the TOT (s) collaboratively provide the answers to each of the questions Ask the learners to share what they think is the definition of the internet; and are the benefits/advantages of the internet? The TOTs explain the benefits/advantages of the internet with reference to the Training Package. Before starting a new topic, the TOTs should make sure that what has not been understood by the learners is explained. Group wraps up with a game for 5 minutes 27
  28. 28. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 3.0 ON-LINE COLLABORATION (20 hours) 3.1 Session: Electronic mails (1 hour 30 minutes) 11 Session objective To enable learners use electronic emails to ease communication Session outline Theoretical introduction to electronic mails (10 minutes) After a brainstorm by the users, explain the advantages and disadvantages of emails Find out how many have got email accounts Emphasize the need to own an email Explain the Dos and Don’ts regarding email Explain the basic steps to follow if one needed to change passwords Emphasize the need to remember usernames and passwords Find out how many have got Gmail accounts Explain that for purposes of the program activities Gmail accounts shall be used because it is most compatible to future on-line activities we shall be involved in Encourage the learners to maintain the same password for all accounts for easy 11 http://cyberfeeder.com/category/technology/softwares/ 28
  29. 29. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model remembrance Take the learners without Gmail accounts through the account opening process; and encourage the ones with Gmail accounts to assist fellow learners After all have created Gmail accounts, make sure learners are able to;  Compose messages  Attach documents  Read messages inbox and outbox  Send and receive messages  Save and edit drafts  CC & BCC functions  Reply and forwarding Challenge learners to share email addresses and practically try this out between or amongst themselves 3.2 Session: BOSCO-Uganda Intranet (1 hour) 12 12 http://blog.cedsolutions.com/Blog/?Tag=apple 29
  30. 30. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Session objective To encourage development oriented collaboration and promote local response mechanisms among the local communities Session outline Theoretical introduction to the intranet (10 minutes) Learners are informed that in addition to posting articles and commenting on articles, the Intranet could be used to;  Ask questions for example commodity prices with the hope that community members shall help answer  Market products examples individual who is selling local chicken and needs customers  Do research through electronic books and tutorials presented  Entertainment through videos presented  To submit comments on the program through the Monitoring and Evaluation Section for information on program performance Learners are practically taken through the registration process on the intranet Learners are left to navigate the intranet and discover the different resource materials and their uses on personal and community level Each learner is tasked to find an existing article on the intranet forum to comment on in English or Luo Each learner posts a new article on the forum 30
  31. 31. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 3.3 Session: Google maps & Documents (1 hour 30 minutes) Session objective To introduce the learners to information sharing through Google maps and documents Session outline Brief introduction to Google maps Practically show the learners the link to Google maps Learners are told that Google maps provide an estimate direction of a location or place Task each learner to produce a Google map of preferred location Task the learners to produce a Google map of their ICT site Task each learner to sign into their Gmail accounts and locate the section: Google documents Task each learner to share their profile with the rest through Google documents Challenge the learners to explore more on the topic 31
  32. 32. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 3.4 Session: BOSCO-Uganda wiki spaces (14 hours) Session objective To enable communities to social-market themselves at individual and institutional level through projection of their respective skills, talents, knowledge/information and objectives Session outline Learners are introduced to the wiki www.bosco-uganda.wikispaces.net Learners are told that it is possible to save and edit an article on the wiki and published when ready for example through other social media tools like Face book, Twitter, LinkedIn, Blogs etc Learners are also told that due to unreliable internet connectivity, it is advisable to work off-line (Ms. Word/open office writer etc) and save the document that can always be retrieved for posting on-line to avoid loss of data Learners are reminded to remember the URL Learners are instructed to practically join wikispaces After joining wikispaces, each learner is taken through the practical process of creating a new wiki Learners are asked to paste their individual profiles and upload their individual photos on their respective wikis Learners are taken through a practical session of creating new pages; and naming each basing on the subject of the content. 32
  33. 33. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Learners are encouraged to go keep their wikis active by publicizing their work like poems, updates on oneself, articles on personal experiences etc 3.5 Session: Evaluation (1 hour) Session objective Recap on previous topics Session outline While outside the training room, ask the learners to take the rest of group through an energizer/game for 5 minutes Learners stand in a circle together with other TOTs. One TOT stands inside the circle to facilitate evaluation of the previous topics covered. Questions to ask learners include;  How do you become a member of wikispaces?  How do you create a new page on your wiki?  What do you do to be able to edit your pages  Each learner to state their wiki  Each Learner to state their Gmail account 33
  34. 34. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model  Each learner to share about Google maps and documents Ensure each learner participates in answering at least one or two of the questions asked After the learners have attempted the questions, the TOT s collectively wrap up with right answers to each of the questions Ask the learners to share what they think is the meaning of electronic mails; and are the benefits/advantages of the electronic emails? The TOTs explains the meaning and the benefits/advantages of electronic mails with reference to the Training Package. Ask the learners to share what they think is the meaning of the intranet; and are the benefits/advantages of the intranet? The TOTs explains the meaning and the benefits/advantages of intranet with reference to the Training Package. Ask the learners to share what they think is the meaning of on-line collaboration; and are the benefits/advantages of on-line collaboration? The TOTs explains the meaning and the benefits/advantages of on-line collaboration with reference to the Training Package. Before starting a new topic, the TOTs should make sure that what has not been understood by the learners is explained. Group wraps up with a game 34
  35. 35. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 3.6 Session: Social media tools (1 hour) Session objective To enable learners explore and navigate the internet (social media tools on their own) using basic skills already earned. Session outline Explain and give the benefits of each of the social media tools below;  Face book  Linked-in  Twitter  Skype Practical exercise: Using skills already attained through email, wiksipaces & intranet account opening, learners are tasked to create an account with at least two of the preferred social media tools and complete profile and upload a photo 35
  36. 36. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.0 GENERAL PRACTICE, RESEARCH & EVALUATIONS (7 hours) 13 4.1 Session: Ms. Excel, Power Point & Publisher Session objective To challenge learners to creatively exploit skills and resource materials acquired for personal empowerment Session 0utline Learners are encouraged to study, research and consult each other and the Training Package. Learners also visit and make use of search engines TOT (s) assist the learners whenever need arises 13 http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag0910/January10single/index.html 36
  37. 37. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2 Session: Monitoring & Evaluation forms Session objective To challenge communities to follow up/monitor and evaluate community activities Session outline Learners are introduced to the training register and tasked to keep record of the community members trained Learners are introduced to the users registration format and tasked to monitor the registration of site users (both old and new users) Learners are introduced to the monitoring format to enable reporting of all site activities (trainings etc) Learners are introduced to the qualitative/evaluation form and tasked to document records of people’s testimonies (trainings and other activities) that could also be shared on the internet/social media tools like wikispaces, twitter etc Challenge communities to improvise materials for record keeping for example counter books etc NB: Participants need to also observe what is happening as they shall be expected to replicate the same 37
  38. 38. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.1 Annex 1 - Training Register BOSCO-UGANDA OVERALL TRAINING REGISTER OF ATTENDANCE Lesson (s) _______________(also attach time table):Venue:__________ Time__________; Date(s)____________ No Name Age group (12-18, 19-29, 3049, 50 yearsabove) Sex (M/F) Email/Telephone Occupation (Student, out of school, Farmer etc) Site, Village & Parish Sub county & District 1 2 3 4 5 6 7 8 Name of Tutor: _________________________Position____________________at_______________Signature__________________ 38 Signature
  39. 39. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.2 Annex 2 - Training Assessment Form Battery Operated Systems for Community Outreach Uganda (BOSCO-Uganda) Assessment form [04]-for day 1[one] activity 3 Name: _________________ Site_________________ Dear Participant, the answers you provide here will be handled confidentially and used to help you and others improve literacy skills related to computers and generally Information and Communication Technology. Please study the table below and kindly tick what is applicable. Activity Yes Can you power on a computer? Are you able to navigate? Are you able to use general office & web 2.0 applications? Are you able to choose a programme and why? Are you conversant with e-mail? Do you possess an email address? If yes, do you use it (email address/account)? Are you able to save documents? Can you shut down a computer? Thank you for your cooperation! 39 No
  40. 40. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.3 Annex 3 - Site users register Name of ICT Site: Month: S/N Battery Operated Systems for Community Outreach-Uganda (BOSCO-UGANDA) DAILY USERS ATTENDANCE DATA CAPTURE ___________________________________________________ ___________________________________________________ DATE NAME GENDER (Male/M or Female/F) 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 40 AGE USERS FRQUENCY (New or Old) RESIDENCE SIGNATURE
  41. 41. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.4 Annex 4 - Monitoring Report format SITE NAME……………………………………………………………….Date…………………………………….. Activity (what is being done) Activity Plan (Flow charts/roles) Achievements (Goals achieved) Challenges (Retarded activity) Way forward (Next move amidst challenges) Conclusion (Derived measures/Agreed) Site Manager…………………………………………………….. Signature …………………………………………………….. 41
  42. 42. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.5 Annex 5 - Evaluation Report Form EVALUATION FORM-TO BE FILLED BY SITE USERS IN RELATION TO BOSCOUGANDA PROGRAM Name of Site User: ____________________________________________ Name of Site:____________________ A. Skills by the site user/community member (Skills are to do with hands) Skills acquired Skills improved Skills already practiced B. Information/knowledge of the site user/community member (this has to do with the head) Information/knowledge Possessed Information/knowledge acquired C. Attitude (what has been stretched?) i.e. this has to do with the Heart _____________________________________________________________________________________________ D. Plan for the skills and knowledge acquired. How do you plan to use the skills & information/knowledge acquired? What are you doing with the skills & information/knowledge acquired? Signature: When did you join the site? 42 Date:
  43. 43. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.6 Annex 6 - Copy of Monthly Book Keeping Book keeping Form for Sites (Note: Money actually needs to exchange hands before being recorded) Site Name: Month and Year: Person Filling out this form: Amount of Cash at beginning of Month: Name of Person Revenue Received Total Revenue Name of Expense Receipt # and Date Description Balance Receipt # and Date Description Balance 0 Expenses Paid in Sh Total Expenses 0 Total Profit/Loss 0 Other Comments… 43
  44. 44. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.7 Annex 7 - Material/Equipment Checklist (Please use this to cross-check if all the materials and equipment meant to be returned after the training are actually returned. To ease tracking, first be sure to note which participant used which material/equipment during the course of the training) Name of site……………………………………………………………………………………. Date of training from………………………………….to……………………………………… Items Numbers at START and END Laptops and their chargers START END Power extension cables Projector Cameras Others 1 2 3 4 5 Names of Facilitators available at the closure of the training 1…………………………………………………………………Sign…………………………. 2…………………………………………………………………Sign…………………………. 3…………………………………………………………………Sign…………………………. 44
  45. 45. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 4.2.8 Annex 8 – Windows & Linux For Windows applications we use MS Office applications and Open Office Applications for Linux Systems. Below are the major differences between Linux and Windows operating Systems. Up sides Windows is the world leader in PCs loaded with their software. Windows has an easy to use user interface which can be learned easily. Windows has the largest user base of any operating system worldwide. Windows has the most software available for it Windows has the largest number of developers of any OS Microsoft has a large technical support department available to support technical issues Systems administrators are many and can be easily found to support your corporate environment Unix is very powerful Unix typically requires less system resources to run the operating system leaving more system resources for the applications which are running on the system. Many linux distributions are open source so you have full source code access Many linux distributions are free to install and use Down Sides Windows is closed source, meaning that you cannot view or modify the source code of the operating system. Because there are so many applications available it can take you a while to find the application that you like the best. Windows licenses are very expensive to purchase with the Enterprise Edition of Windows Server costing several thousand dollars per server. There are much fewer linux admins available for hire. Top notch linux admins can be hard to find. 45
  46. 46. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model linux admins are typically more expensive to hire than Windows admins. Finding support can be more difficult as same companies who distribute the software do not have large support departments. linux can be more complex to setup for users who are not familiar with it. The user interface is not as easy to use. 4.2.9. Annex 9 - Acknowledgement and Special thanks to: A. Donors- UNICEF, DKA-Austria, BOSCO (Uganda & Inc/USA), SIGNIS, University of Notre Dame-USA, HORIZONT3000 B. Community members that participated in the training, testing and translation of this Training Package Name Occupation Site, village, parish Sub- District county in Northern Uganda 1) Joseph Mogi Teacher Pabo Comprehensive Secondary Pabo Amuru School 2) George Okiya Typist Pabo sub-county headquarters Pabo Amuru 3) Denis Okot Student Pabo Comprehensive Secondary Pabo Amuru School 4) Denish Okoya Teacher Pabo Comprehensive Secondary Pabo Amuru School 5) Sharon Lanyero Student Pabo Comprehensive Secondary Pabo Amuru School 6) Geoffrey Ayella Student Pabo Secondary School Pabo Amuru 7) Jenifer Atim Health Worker Pabo Youth Desk Pabo Amuru Pabo sub-county headquarters Pabo Amuru Pabo sub-county (Kal Oguru) Pabo Amuru Pabo sub-county headquarters Pabo Amuru 8) Charles Ochola Parish Chief Oloya 9) Armstrong Bright Pastor O. 10) Lillian Ajok Parish Chief 46
  47. 47. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 11) Robert Okwonga Teacher Pabo Primary School Pabo Amuru 12) Grace Anek Police Pabo Youth Desk Pabo Amuru 13) Patrick Ojara O. Councilor Pabo Sub-county headquarters Pabo Amuru 14) Susan Alanyo AASP-NAADS Pabo sub-county Pabo Amuru 15) Sharon Aciro Out-of-school Pabo Youth Desk Pabo Amuru Carter Teacher Pabo Youth Desk (Paomo & Gaya) Pabo Amuru Opoka Assistant Pabo Sub-county headquarters Pabo Amuru Pabo Youth Desk Pabo Amuru Pabo Primary School Desk Pabo Amuru Pabo sub-county Pabo Amuru Lacor Primary School Lamogi Amuru Pagak Primary School Lamogi Amuru 16) Jimmy Akena 17) Francis Acellam Community Development Officer 18) Santo Oyoo 19) Julius Farmer Olwoch Teacher Oceng 20) Denish Oryem 21) Irene Spiritual Leader Simbrella Teacher Amito 22) Sunday R. Pupil Kakanyero 23) Bernard Ogwal Farmer Lacor Primary School Lamogi Amuru 24) Commas Otim Farmer Pagak (Obbo) Lamogi Amuru 25) Johnson Okello Local Lamogi Amuru Council Lacor Parish One Chairperson 26) Alice Ataro Teacher St. Mary’s College, Lacor Lamogi Amuru 27) Ivan Ochora Olur Pupil Pagak Primary School Lamogi Amuru 28) Richard Oringa Student Pagak Lamogi Amuru 29) Thomas Obol Teacher St. Mary’s College, Lacor Lamogi Amuru 30) Irene Acayo Parish Chief Lacor St. Mary’s College Lamogi Amuru Pagak/Pahoro Lamogi Amuru Guruguru Lamogi Amuru 31) Francis Abola Sub-county Olanya Youth Chair 32) Simon Odong Farmer 33) Robert Okello Trainer Trainers 34) David Okello Trainer Trainers 35) Sunday Deo Acire Trainer of Bardege ICT for Education & Bardege Gulu Research of Bardege ICT for Education & Bardege Gulu Research of Bardege ICT for Education & Bardege 47 Gulu
  48. 48. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model Trainers 36) Ivan Komakech Research Trainer of Bardege ICT for Education & Bardege Trainers 37) Bernard Ocaya Research Trainer of Bardege ICT for Education & Bardege Trainers 38) Tony Komakech Gulu Research Trainer of Bardege ICT for Education & Bardege Trainers Bardege ICT for Education & Bardege Gulu Research User 39) Stella J. Lalam Gulu Gulu Research 40) Atube G. Omara Trainer of Bardege ICT for Education & Bardege Trainers 41) Jacob Ojara Research Trainer of Bardege ICT for Education & Bardege Trainers 42) Fred Mugisha Trainer of Bardege ICT for Education & Bardege 44) Valeria Aromorach Gulu Research R. Trainer Lamaro Gulu Research Trainers 43) Syndrella Gulu of St. Joseph’s Primary School Bardege Gulu of St. Joseph’s Primary School Bardege Gulu of St. Joseph’s Primary School Bardege Gulu of St. Joseph’s Primary School Bardege Gulu of Bardege ICT for Education & Bardege Gulu Trainers Trainer Trainers 45) Dominic Ezama Trainer Trainers 46) Michael G. Okeny Trainer Trainers 47) Joel D. Okello Trainer Trainers Research 48) Oscar Ocan Out of school Tetugu Parish Ongako Gulu 49) Edward Okello Peasant Farmer Coope Information Centre Bungatira Gulu 50) Betty Lawil Local Council Coope Information Centre Bungatira Gulu Tam Pi Diki Child/Youth Support Bungatira Gulu one Chair Person 51) Joyce Abalo Farmer Organisation 52) Winnifred Akello Student Onjona Parish, Dika village Ongako Gulu 53) Mary Alanyo Peasant Farmer Kal Parish Ongako Gulu 54) Robert. B Oballim Trainer of Coope Information Centre Bungatira Gulu Coope Information Centre Bungatira Gulu Trainers 55) Gloria Auma Student 48
  49. 49. For BOSCO-Uganda site users & other communities from different regions employing the Train the Trainer(TOT) Model 56) Tonny Opio Director Support the Orphans & Vulnerable Ongako Gulu Children Organisation (SOVCO) 57) Salama Akello Student Tam Pi Diki Child/Youth Support Bungatira Gulu Organisation 58) Denish Oyat Farmer Tam Pi Diki Child/Youth Support Bungatira Gulu Organisation 59) Simple Zakeo Driver Tam Pi Diki Child/Youth Support Bungatira Odong Gulu Organisation, Agonga Parish C. Workshop Trainers Name Occupation Site/institution District Northern Uganda 1) Latifah Akello Monica Trainer of Trainers Coope Information Centre Gulu 2) Bosco Okwir Trainer of Trainers Pabbo Comprehensive School Amuru 3) Simon Okello Trainer of Trainers Pagak Youth Centre Amuru 4) Daniel Komakech Field Coordinator BOSCO-Uganda Gulu 5) Robert Komakech Field Coordinator BOSCO-Uganda Gulu 6) Alfred Kilama Technical Manager BOSCO-Uganda Gulu 7) Stella Akiteng Project Coordinator BOSCO-Uganda Gulu Resources/Links: Please refer to the notes in SECTION II OF THE ICT HANDBOOK (Part I) for further reading/research and practice. For on-line research and personal on-line practice, please visit the links below: www.tutorialsforopenoffice.org www.learnopenoffice.org 49 in

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