Policy Studies Review, Summer 1989 VOl. 8, NO. 4, pp. 859-864

WHAT DO YOU TEACH POLICY STUDIES EDUCATORS ABOUT COMPUTERS?

Frank W. Connolly and Thomas J. Bergin

INTRODUCTION

Ready or not, computers have invaded policy studies and administration. You might not be comfortable with them, but computers are in the offices of your graduates and consulting clients, they’re in classrooms. Computers are no longer the luxury of major cities and federal agencies. Current practitioners are expected to use computers. Students in policy studies and administration are expected to be knowledgeable of computers and comput- ing. Faculties are expected to teach about and with computers.

Historically, policy studies departments looked to the computer science department to fill their computer needs. The days of such easy solutions are gone. Policy studies and public administration graduates need more. They need to know a great deal about computer applications but little of technical computer science. Since these students will not be computer professionals, they don’t need to know how to build or design computers; they do need to know how to use them in dealing with public sector problems.

This paper shares an approach that has been highly successful in training university faculty, senior executives a t numerous federal agencies, US. ambassadors, and executive level professionals from the private sector. The approach has many parallels to swimming instruction, which is why we refer to it as the Life Guard Approach

LIFE GUARD APPROACH

At a swimming pool the life guard introduces technical concepts and skills in a gradual and relaxed manner: overcome any fear of the water, next get accustomed to putting your face in the water, and then learn the dead man’s float. There’s a great deal of flailing and splashing, but there is also continual assurance and support. You never feel neglected or alone. You’re encouraged to try things, but not allowed into deep water until you master certain skills, and develop a sense of security about being in the water.

The Life Guard Approach is similarly designed to allow those without computer experience to learn about computers and computing in an en- vironment that is supportive without limiting their hands-on experience. Using this approach you’ll find that participants learn fundamental techni- ques and concepts, while developing attitudes that foster continued growth and use of computers. It takes more time and effort for the participants to learn, but they are more likely to be comfortable with what they learn, and to adopt i t for use in their classrooms or offices. They are more likely to come back to the pool because they are comfortable in the water, know what they want to accomplish, and most importantly, they aren’t afraid to at- tempt to do things for themselves.

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CHARACTERISTICS OF ADULT LEARNERS

Faculty or practitioners who graduated more than a few years ago usually have some anxiety about computers, unless their degree is in computer science, engineering, mathematics, or one of the sciences. In teaching computer literacy, we identified five factors tha t create anxiety and block adult learning: technology, terminology, mathematics, options, and key- boards.

Technology intimidates because of t he fear of t he unknown. Ever since IBM advertised computers using “THINK” signs, those outside the com- puter industry have been skeptical. It’s hard to learn about something you think might put you out of a job, or take away the challenging parts of your work.

Terminology tha t boggles and baffles leads to confusion, not under- standing. The image of computer Druids fighting the Ludites via jargon is inaccurate. If participants in a course cannot get a gut feel and appreciation for what is being taught, they can’t be comfortable with it. They may walk away from the pool, but success comes when they want to come back again. Jargon builds a boundary that says, “only those who speak the terms are welcome.”

Mathematics offers simple and direct examples for introducing many concepts related to computers and computing. But math phobia is common, and asking anyone more than 6 months away from a math course to derive a formula, builds instant anxiety. When math-based examples and exercises are used in computer training, a major portion of t he learner population is lost. A city manager who works with reports and budgets isn’t inspired to learn about computers when the exercises focus on logarithms or solving mathematical puzzles.

Options create anxieties tha t most participants didn’t know they had before taking a computer course. If there is one, simple, straightforward way to do something, that’s t he way to do it. When presented with the new capabilities of hardware or software, the presence of options is a distraction, not a blessing. Faced with three ways to enter a formula into a spreadsheet cell is confusing and frustrating. When there is only one way to do some- thing, that’s t he way you do it. You need only decide IF you want to do it.

Keyboards and the requirement to type are stumbling blocks, especially for administrators or faculty who are accustomed to secretarial support. For years our society has fostered the concept of clerical tasks as separate from those of t he professional. With the computer revolution, suddenly the non-status task of typing becomes a mandatory skill. It’s no longer a reflec- tion of talent, it’s a necessary means of communication.

You may not like the fact tha t these anxieties exist, but tha t doesn’t matter. They do. You can choose to ignore them or overcome them with the Life Guard Approach.

There are just two aspects of using the Life Guard Approach tha t must be addressed--the content for such courses, and the techniques recom- mended for presenting material. Separating content and presentation con- siderations is a n arbitrary exercise. For discussion purposes they are isolated, but even then the categories will be blurred and cross the barrier just defined.

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TRAINING CONTENT

Recognize at the outset, there is more material to be taught than can be contained in any course. Given three weeks, three years, or three semester hours there will be more content material available to teach than time to teach it. Time is always a limit. Thus, in attempting to select among the potential topics, use the following criteria:

1. Stick to fundamentals. Remember t h e characteristics of t he audience, and tailor the message to them. Present the fundamental concept and one, simple, straightforward way to carry i t out. Sticking to fundamen- tals means that the quantity of content can be limited, but what is taught and learned can be significant. I t may not be the one you expect users to eventually adopt. I t is the easiest to learn, and that is what is most impor- tant.

2. Plant seeds. The purpose of training is to assist inexperienced faculty and practitioners in becoming self-sufficient computer users. If it’s done properly, the process will not end when the class is over. If participants are to continue learning, they need to know what resources are available t o them, and not just those within the organization.

Point out relevant journals and magazines within political science, public administration, or in the general press. Individuals who are anxious about computers tend not to even see articles about computers that are in their own magazines. Once again, care is required. One reading of a technical journal or magazine such as Byte is sufficient to overwhelm even the most enthusiastic learner. So warn participants what to expect, which journals are appropriate for their needs and which are overwhelming for almost everyone.

3. Present Extremes. It’s easier to see black and white than shades of gray. New users of application packages are not able to appreciate subtle differences or enhancements, so don’t attempt to show them. Pick the limits, the easy cases to distinguish and understand. Leave subtleties for advanced courses, or for the user to develop at their leisure (remember you can’t teach everything).

4. Use History. Talking about the history of computers, as a means of illustrating the gradual progression of technology, is helpful. I t allows classroom demonstrations and visual aids to illustrate various computer concepts. Today’s technology is so compact one must accept that i t works on faith. From a pedagogical perspective, faith is not a solid basis for underst anding.

5. De-emphasize Theory. Automata theory is important, but broad theoretical presentations a re for in-depth learning. Professionals in academia and public service need such a foundation in policy studies and public administration, not a broad theoretical base in computer science. The emphasis to PA faculty and practitioners is the application of the tool, not its design.

TRAINING TECHNIQUE

Presenting material is different from learning it. Learning requires time to assimilate both concepts and techniques. The move from blackboard to

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notepad to intellectual mastery is arduous, repetitious, and gradual. Before kids learn the breast stroke they have to be comfortable getting their faces wet, they have to learn the deadman’s float, . . . they have to come to the pool several times to watch, to try, to flail and sink a few times, to build their confidence. Technical training requires similar experience.

The Life Guard Approach proposes eight presentation guidelines for training about computers and computing:

1. Restrained. A difficult requirement for a technically adept trainer presenting courses to non-technical professionals is restraint. The purpose of training is not to present material, nor to impress the participants with the technical expertise of the instructor. The measure of success or failure is the amount of material the participants learn.

2. Experiential. Let the participants do i t for themselves, but under controlled circumstances. To teach a new instruction or the use of a new function, set up an exercise so everyone understands it, then have them use the command or function. If they’ve been required to analyze the material before using the new command, they’ll be able to reflect upon how it changed and why. Don’t answer all the questions before the learners have the opportunity to answer for themselves.

3. Supported. Letting participants experience for themselves is not the equivalent of throwing them out of the boat in the middle of the lake. Both instructor and materials are available for support and encouragement. Recognize that many non-technical administrators and professionals use any excuse to avoid learning technical skills. They’re not overly anxious to press on in the face of complexity and confusion. They’re human, and need some encouragement. They need to laugh at themselves and see progress.

4. Focused. The combination of non-technical learners and complex technology is a classic situation where less is more. There is so much to learn. There is so much capability. In developing computer-oriented courses for professionals without significant experience with computers, t he materials need to support the narrow focus specifically intended for a lesson. Class exercises, reading assignments and handouts must present only those particular aspects central to the course. Other material may, in time, be germane, but in the learning process i t is distracting. Exercises must be incremental, building on the learner’s present skills, and the building must be simple, adding one new skill a t a time.

Materials should explain the task simply -- no options, no fancy additions or extra challenges. Participants that find the exercise overly simple will, if they are comfortable, extend it by making the output fancier, or adding unique twists. Not only do such handouts and exercises avoid confusing slower students, but fast learners have the satisfaction of advancing on their own.

To avoid confusion and alleviate the anxiety of too many options, prepare simplified handouts based on the manuals. These explain the function the instruction performs, and show THE SINGLE, SIMPLE, STRAIGHTFOR- WARD FORMAT for the instruction. No options. No extensions. No ab- breviations. Just the easiest format to learn. After participants master the concepts, they’ll find out about the shortcuts. But, first they need to understand, and simplicity is critical.

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5. Shared. Don’t limit discussion to technical skills. Talk about the frustration of writing programs, or, to paraphrase the TV commercial, “The joy of victory and the agony of delete.“ Working with computers requires a high level of frustration tolerance, but non-technicians don’t know it. Talk about the frustrations of working on one program for fifteen months--the mental stress, the bugs that eluded the programmer but were instantly spotted by a casual reviewer.

6. Team Taught. When training non-technicians, team teaching offers significant advantages. Team teaching allows one person (Presenter) t o concentrate on presenting material effectively, while the other (Observer) offers support and assistance to the learners and the Presenter. The Ob- server can monitor the reactions of learners, and intervene by calling the Presenter’s attention to problems, or provide clarification and support to students on a quiet, individual basis. It’s the Observer’s responsibility to gauge how well material is assimilated, from the students’ perspective signaling the Presenter to slow the pace, or move on to new material.

The level of detail and complexity of a presentation varies depending upon the audience and course objectives. In the capacity of Depth Gauge, the Observer helps the Presenter avoid the technical details clouding the issues under consideration. Experience indicates that too much detail is most apt to occur in response to a question. The response can answer the questioner’s concern, but all too often confuses everyone else in the room. It is less confusing and disruptive if the Observer interrupts the discussion, suggesting the answer be completed a t the break, or after class. The Presenter can’t be counted to sense the discussion moving away from the planned topic as the Presenter is inadvertently contributing to the problem. This procedure provides the questioner the recognition of having additional insight or knowledge, the instructors have the opportunity to answer the question a t length, and the remaining participants are not confused with unwanted and unnecessary detail.

Team teaching provides the opportunity for the team members to switch roles as the topics change. The switch from Presenter to Observer not only allows for some relaxation, it provides the chance for both to sense the mood and frustration of those attending the course. From the attendees’ perspec- tive, switching roles provides a change of pace, buoying the spirits and rekindling waning interest.

7. Visual. Today we are a more visually-oriented society. Non-technical participants will more readily grasp concepts if they are able to visualize and experience for themselves. Overhead foils and charts are helpful, but can quickly overload the learner. As with other materials, the visual aids need to be sharply focused, which can frequently be better accomplished with chalk and a board. Blackboard and chalk allow the instructor to present and explain pieces of the process, building gradually to the whole.

Being visual requires some ingenuity, and a large closet. The need for ingenuity is obvious. The need for a large closet is to maintain a junk collection for in-class demonstrations and exercises. For example, ping pong balls and large (3 gallon) pickle jars are great aids for demonstrating accumulators; paper tape or punched cards may be outdated, but they illustrate the concept of computer symbols, and binary codes, and bytes (it is not necessary to discuss Baudot codes, or the technical design require-

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ments of either card or tape readers unless they are clearly part of the content).

8. Hands on. In the usual sense “hands on“ refers to training in which participants get their hands on the computer equipment. Such hardware support io important, but the proposal here is more. It’s amazing how comforting participants find a hand on their shoulder, or touching their hands as they a re assisted a t the keyboard. Obviously there are limits on touching, but adults, both male and female, noticeably relax when touched in a casual, friendly manner. It’s not lecherous, it’s supportive.

SUMMARY

Policy Studies and Public Administration faculty are faced with increas- ing demands to teach about, and use, computers. Conducting technical training courses is similar to teaching swimming. Although it frequently appears that the correct way to do i t is to throw people into the deep water, experience indicates otherwise if you expect them to come back to the pool in the future. The proper technique is gradual and controlled, focusing on one concept or skill a t a time, and fully supporting participants as they progress.

Using the Life Guard Approach may take longer initially, but the end result will be public administration faculty and practitioners who under- stand the fundamental concepts, and who are not afraid to try swimming on their own.