[Athen] DNS mini course?

[Nusen, Michael]

Certainly, a high end student may not need a course. However, we
encourage such students to take the course because they make great
candidates for work study staff to assist students who do need to take
the course.

Below is our common course info. entry for a 3-credit version of DNS we
used to teach. We teach a scaled down 1 credit version because our
population of students had greater needs & couldn't keep pace with the 3
credit version.

Our course is intended for the following types of students:

1)      Significant impairments.

2)      Little/no PC skills.

3)      PC access training.

4)      A bridge course before they can take other courses that involve
a significant amt. of word processing &/or the use of other PC
applications.

5)      As I mentioned above: Higher end students with disabilities
that, although they may not need the course, would be great candidates
for being work study students in our AT lab. On rare occasion for really
high end students, we permit concurrent enrollment in the course with
the work study employment.

Course Description: Introduces assistive technology and alternative
methods for utilization of computer systems.  Depending upon student
need or interest, the student selects the AT or method.  Options include
voice recognition, screen readers, screen enlargement, keyboard
modification, word predication, reading enhancement programs and
alternative data entry methods.

Standard Competencies
Competencies View:

I.	    Compare the use of various assistive technology or
alternative methods to determine and use best practices 
II.	    Apply basic microcomputer skills: logon, start application
program, start assistive technology, minimize and maximize programs,
exit programs, logoff. 
III.	    Demonstrate the use of Help to get Help from General Menu,
in specific dialog boxes, and find specific topics in help. 
IV.	    Use file feature to create new documents and open existing
documents. 
V.	    Control print functions to print full, multiple and partial
documents. 
VI.	    Compare and choose between Save and Save As to save
documents with designated name and location. 
VII.	    Control data entry features with the most efficient method
to enter new text and codes, edit existing text and codes, and delete
text and codes. 
VIII.	    Determine most efficient selection method and demonstrate
use to select text and codes. 
IX.	    Identify, compare, determine usage, and apply document
enhancement features: 

	A.	       Text appearance features: convert case, word
attributes, relative size, document font face
	B.	       Line format features: line spacing, center, flush
right, flush right with dot leader
	C.	       Paragraph format features: DropCap, borders and
fill, indent, hanging indent and dual indent 
	D.	       Margin changes
	E.	       Page format features: center pages, place page
numbers in specified location, page border/fill
	F.	       Graphics

X.	   Identify, compare, determine usage and apply document
correction and writing enhancement features: 

	A.	       Text and code editing
	B.	       The most efficient cursor movement and editing
method: find and replace, go to, bookmarks, cut, copy and paste,
shortcuts, commands, alternative keystrokes
	C.	       The Spell check feature: complete standard spell
check of document, word recognition, global characters to find the
correct spelling
	D.	       The Thesaurus: find alternative words, look up
the meaning of words
	E.	       The Grammatik feature: improve document grammar.

     XI.          Identify and apply basic file management procedures:
create, save, and open files

  XII.          Design method, organize structure and record the process
to complete all the above including the adjustments or modifications
needed for the assistive technology or alternative method used.

Topical Outline
Outline View:

I.	  Create, Save, Close and Print
II.	  Open, Edit, Help
III.	  Help
IV.	  Spell, Thesaurus
V.	  Thesaurus
VI.	  Grammar Check
VII.	  Fonts, Convert Case
VIII.	  Line Format
IX.	  Paragraph Format

        X.          Justification and Margins

     XI.          Page Format

  XII.          Graphics

Thank you,  

Michael Nusen
Coordinator, OASIS/CAC
(Office of Accommodative Services and Instructional Support/Computer
Access Center)
Pikes Peak Community College
michael.nusen at ppcc.edu <mailto:michael.nusen at ppcc.edu> 
719-502-3022

 

From: athen-bounces at athenpro.org [mailto:athen-bounces at athenpro.org] On
Behalf Of Carol Raymundo
Sent: Thursday, March 12, 2009 10:12 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] DNS mini course?

 

The class offered here is really aimed for students in our Business
Technology programs and it moves very fast (legal secretary, medical
office specialist, ect.). They cover every aspect of controlling the
computer with DNS (internet, MS Word, Excel, PowerPoint, windows) and
get very detailed with formatting in MS Word and other programs. I think
it's to much for what students need and I agree that it can be fairly
quick to get someone started. Three students who I work with have
attempted to take the class this year and have not passed. I don't want
them to have this level of frustration for something that could be a lot
easier. If I have students who begin in Fall I can't get them started
using DNS because the class is offered only in winter and spring terms,
it just doesn't make sense to me.



>>> "Kelmer, Susan M." <SKelmer at stlcc.edu> 3/12/2009 5:51 AM >>>


To be honest, I think Dragon is so easy to use that I have never done
more than spend a few hours training a student to use it.  I'd never
heard of a class to actually teach a large number to use it.  It is
pretty easy once you've sat down in front of it.

What kinds of things are being taught in the class?

Susan Kelmer

Adaptive Technology Specialist/

Lab Coordinator, Campus Labs and Classrooms

St. Louis Community College - Meramec

314-984-7951

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