Basic Skills in the Cybercentre Toolbox
Teacher Guide
Basic Skills in the Cybercentre
Teacher Guide
Page 1
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Table of Contents
Table of Contents................................................................................................2
Overview..............................................................................................................3
Purpose .............................................................................................................3
Target audience .................................................................................................3
Setting for using the Cybercentre Toolbox.........................................................4
Units of Competency..........................................................................................4
Types of literacy and numeracy tasks................................................................7
Mapping of activities to competencies ...............................................................9
Underpinning ideas ..........................................................................................12
Key features ......................................................................................................12
Learning setting ...............................................................................................12
The interface .................................................................................................12
Activities........................................................................................................13
Games ..........................................................................................................14
Online communication .....................................................................................15
Mentor and teacher support.............................................................................15
Before you start - software requirements & installation ...............................15
Software requirements.....................................................................................15
Installation........................................................................................................16
Setting the Cybercentre up for learners ...........................................................17
Getting around the Cybercentre ......................................................................18
Navigational and support aspects ....................................................................20
Customisation ...................................................................................................21
The Communication and Help Centre...........................................................21
The Learning Centre .....................................................................................22
Location of source files .................................................................................22
Learning and assessment strategies ..............................................................23
Strategies used in the Basic Skills in the Cybercentre Toolbox .......................23
Strategies to use to support learners with literacy and numeracy needs .........24
Literacy teaching/learning strategies.............................................................24
Numeracy teaching/learning strategies.........................................................24
Good teaching practice .................................................................................25
Resources .........................................................................................................26
Multimedia and WWW resources.....................................................................26
Adult literacy and numeracy resources ............................................................26
Project Team .....................................................................................................26
Acronyms ..........................................................................................................27
Page 2
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Overview
Welcome to the Teacher Guide for the Basic Skills in the Cybercentre Toolbox.
The Cybercentre Toolbox is designed to provide basic skills to learners with
literacy and numeracy needs through the use of simulated ‘real life’ activities.
This guide provides information on the literacy and numeracy tasks covered, and
where these are located within the simulated shopping centre of the
‘Cybercentre’. It also provides an outline of some of the principles and teaching
and learning strategies that can be used.
Purpose
The Basic Skills in the Cybercentre Toolbox is an online teaching resource,
designed to assist learners with literacy and numeracy needs. It also provides an
introduction to using the Internet and email.
The Toolbox can be used as:
• support material to meet the training needs of current learners and
trainees with literacy and numeracy needs
• pre-vocational online material to help learners with literacy and numeracy
needs to become involved in the vocational education and training (VET)
sector
• an online resource to support the induction of learners with literacy and
numeracy needs to online learning.
Increasingly, the VET sector is utilising the online medium for the delivery of
courses, and a range of providers now have access to computers and the
Internet. Learners with literacy and numeracy needs may require support in
learning via an online medium. Basic Skills in the Cybercentre assists learners by
offering an innovative program that will help them develop new skills in literacy,
numeracy and online learning.
Target audience
In many cases potential learners are unable to negotiate or begin training due to
poor literacy skills. They may be unable to read about the availability or the
requirements of training, complete the necessary forms for enrolling, or
participating in training offered.
Basic Skills in the Cybercentre provides opportunities for both numeracy and
literacy skill development.
Those who may wish to utilise the Toolbox include:
• adult literacy and numeracy teachers requiring extra resources
Page 3
Basic Skills in the Cybercentre Toolbox
•
•
•
•
Teacher Guide
trainers whose learners need to develop their literacy and numeracy skills,
either on-the-job or during their training
pre-vocational skills teachers who need flexible, online material that
introduces learners to basic literacy and numeracy skills
independent or individual learning centres and flexible learning units that
require suitable low-level literacy and numeracy computer-based teaching
materials
training providers who require an accessible introduction to online learning
and training for learners with literacy and numeracy needs.
Setting for using the Cybercentre Toolbox
Basic Skills in the Cybercentre can be used in a variety of settings, such as in a
library, with a teacher in a small group, at home, at an RTO, or in the workplace.
It is, however, important to understand that the target group may have problems
with learning independently via online learning. We recommend that you provide
support to the learner by:
•
using the program within a class or training situation where you are
available to learners for immediate and ongoing support
•
matching the learner with a mentor who offers literacy and numeracy
support when needed. Contact can take place in person, by telephone or
email, or via a Discussion Board. The section titled ‘Customisation’ will
provide further information on how to set up Basic Skills in the
Cybercentre for online support.
Units of Competency
The competencies supported in this Toolbox are integral to a wide range of VET
courses, particularly at Certificate I level. Basic Skills in the Cybercentre provides
teaching support for learners studying the following courses:
•
•
•
•
•
Certificate I in General Education for Adults (CGEA) Introductory –
21249VIC
Certificate I in General Education for Adults (CGEA) – 21250VIC
Certificate I, II in Literacy and Numeracy – CLN I – 3010, CLN II – 3011
Course in Beginning Second Language Literacy – 2012ACB
Certificates in English Language Literacies (CELL) 21046VIC, 21047VIC,
21048VIC.
The content supports various competencies at levels 1 and 2 of the National
Reporting System (NRS) in the areas of reading, writing and numeracy. Some
activities include competence indicators at NRS level 3.
Page 4
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Reading Indicators of Competence
1.1 Reads and identifies letters of the alphabet in the context of whole words, numbers,
signs and symbols relating to personal details and immediate environment
1.2 Identifies specific information in a personally relevant text with familiar content which
may include personal details, location, or calendar information in simple graphic,
diagrammatic, formatted or visual form
2.1 Reads and interprets short simple texts on a personally relevant topic
2.2 Locates specific information relating to familiar contexts in a text which may contain
data in simple graphic, diagrammatic, formatted or visual form
3.1 Reads and interprets texts of some complexity, integrating (where relevant) a number
of pieces of information in order to generate meaning
3.2 Displays awareness of purpose of text, including unstated meaning
3.3 Interprets and extrapolates from texts containing data which is unambiguously
presented in graphic, diagrammatic, formatted or visual form.
Writing Indicators of Competence
1.3 Copies letters of the alphabet, numbers, and dates in order to convey personal details
such as name, address, telephone number
1.4 Writes basic personal details about self or others such as name, address and
signature
1.5 Writes one or two phrases/simple sentences conveying an idea, message or opinion
drawing from a modeled text
2.3 Writes about a familiar topic using simple sentence structure and joining ideas through
conjunctive links where appropriate
2.4 Completes forms or writes notes using factual or personal information relating to
familiar contexts
3.4 Communicates relationships between ideas through selecting and using grammatical
structures and notations which are appropriate to the purpose
3.5 Produces and sequences paragraphs according to purpose of text
Page 5
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Numeracy Indicators of Competence
1.10 Locates simple key mathematical information in a familiar real life activity or text
1.11 Recognises and uses straightforward mathematical actions which relate to immediate
contexts
1.12 Uses rough estimation and prior experience to identify purpose and check
reasonableness of the process and outcomes of a mathematical activity
1.13 Uses everyday informal oral language and representation including familiar symbols
and diagrams to communicate mathematically
2.9 Locates relevant mathematical information in a familiar real life activity or text
2.10 Selects and uses straightforward mathematical actions in familiar and predictable
contexts
2.11 Uses estimation and prior experience to examine purpose and check reasonableness
of the process and outcomes of a mathematical activity
2.12 Uses oral and written informal and formal language and representation including
some symbols and diagrams to communicate mathematically
3.10 Selects appropriate mathematical information embedded in a real life activity, item or
text
3.11 Selects and applies a range of mathematical strategies to solve problems in a
number of contexts, which are familiar yet may be interrelated
3.12 Reflects on and questions reasonableness and appropriateness of the purpose,
process and outcomes of a mathematical activity
3.13 Uses oral and written informal and formal language and representation including
symbols and diagrams to communicate mathematically
Page 6
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Types of literacy and numeracy tasks
Skill
Related tasks and activities in the
Cybercentre
Reading
Reading notes and messages
Reading grids and simple diagrammatic
texts
Locating and interpreting specific
information in texts
• In the Mall
• Learning Centre: Reading (Choosing
greeting cards)
• Catching up
• Learning Centre: Reading (Reading maps
and timetables)
• In the Mall
• Learning Centre: reading (all)
Reading and following instructions
•
•
•
•
Predicting meaning
• Learning Centre: reading (all)
Vocabulary development
• In the Mall
• Learning Centre: reading (all)
In the Mall
Internet café
Use an ATM
Learning Centre: Reading instructions
Writing
Writing personal texts
Writing notes and messages
Completing forms
Spelling strategies
Vocabulary development
•
•
•
•
•
•
•
•
•
•
Internet Café
In the Mall
Learning Centre: Writing (all)
The Internet and emails: About email
Internet Café
In the Mall
Catching Up
Learning Centre: Writing (all)
In the Mall
Learning Centre: Writing (all)
• Learning Centre: Writing (all) but especially
Spelling
• Games: Ant Grab
• Internet Café
• In the Mall
• Use an ATM
• Learning Centre: Writing (all)
• Games: Ant Grab
Page 7
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Numeracy
Numbers – whole numbers and place
value
• Learning Centre: Numbers and calculating
(About numbers)
• Use an ATM
Numbers – whole numbers and
operations
• Learning Centre: Numbers and calculating
(Adding, Subtracting, Multiplying, Dividing,
Working with bigger numbers)
• Use an ATM
• Games: Addor, Subtractor, X-factor, and
Dividor
• Shopping Spree
• Use an ATM
• Learning Centre: Numbers and calculating
(all)
• Shopping Spree
• Learning Centre: Time (all) Games:
Fractasier
• Learning Centre: Numbers and calculating
(Common fractions and percentages)
• Learning Centre: Time (all)
Calculating with money
Numbers - fractions, decimals,
percentages
Reading maps
Time
• Catching up
• Learning Centre: Reading (Reading maps
and timetables)
• Catching up
• Learning Centre: Time (all)
Internet and Emails
Understanding the Internet and the
WWW
• Internet Café
• The Internet and emails: About the WWW
Understanding Emails
•
•
•
•
Locating information
Internet Café
The Internet and emails: About email
Internet Café
The Internet and emails: About the WWW
Page 8
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Mapping of activities to competencies
In the Cybercentre – Shopping Spree
Activity
Numeracy skills
NRS Indicators
of Competence
Shopping Spree –
Flower shop,
Newsagent, Mobile
phone shop, Pet shop
& Jeans shop
• Calculating with money and the four
operations
1.10; 1.11; 1.12,
1.13, 2.9, 2.10;
2.11, 2.12
Shopping Spree – Pet
shop
• Calculating with money using common
percentages
3.10; 3.11; 3.13
In the Cybercentre – In the Mall
Activity
Literacy and numeracy skills
NRS Indicators
of Competence
In the mall –
Newsagent
• Reading notes and messages
• Predicting meaning
• Locating and interpreting specific
information in texts
• Vocabulary development
1.1, 1.2, 1.3, 2.1,
2.2,
In the mall – Pet shop
• Locating and interpreting specific
information in texts
• Reading and following instructions
• Vocabulary development
• Locating and interpreting specific
information in texts
• Comparing numbers, including decimals
• Understanding time
• Reading and following instructions
• Writing personal texts
• Writing notes and messages
• Completing forms
• Identifies specific information
1.1, 1.3, 2.1, 2.2
In the mall – Mobile
Phone shop
In the mall – Flower
shop
In the mall – Jeans
shop
2.1, 2.2, 2.4, 2.9,
2.10; 2.11, 2.12
1.2, 1.3, 1.4, 1.5
1.2, 1.4
Page 9
Basic Skills in the Cybercentre Toolbox
Teacher Guide
In the Cybercentre – Use an ATM
Activity
Literacy & numeracy skills
NRS Indicators
of Competence
Use an ATM (all)
• Reading and following instructions
• Reading grids and simple diagrammatic
texts
• Locating and interpreting specific
information in texts
• Comparing numbers and money
1.2, 1.10; 1.11;
1.12, 1.13,
In the Cybercentre - The Internet Café
Activity
Literacy skills
NRS Indicators
of Competence
Finding out about the
Internet
• Locating and interpreting specific
information in texts
2.2, 3.1, 3.3
Sending an email
• Locating and interpreting specific
information in texts
• Writing personal texts
• Writing notes and messages
• Locating and interpreting specific
information in texts
2.2, 2.3, 2.4, 3.1,
3.2
Searching on the
WWW
3.1, 3.3
In the Cybercentre – Catching Up
Activity
Literacy and numeracy skills
NRS Indicators
of Competence
Taking a message
• Writing personal texts
• Writing notes and messages
1.3, 1.4, 1.5, 2.3,
2.4
Reading timetables
• Reading grids and simple diagrammatic
texts
• Understanding time
2.2, 2.9, 2.10;
2.11, 2.12
Reading a map
• Reading grids and simple diagrammatic
texts
• Reading maps
1.2, 2.2, 2.9,
2.10; 2.12
The Learning Centre – Numbers and calculating
Activity
NRS Indicators of Competence
About numbers
1.10; 1.11; 1.12, 1.13
Adding numbers
1.10; 1.11; 1.12, 1.13
Subtracting numbers
1.10; 1.11; 1.12, 1.13
Page 10
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Dividing numbers
1.10; 1.11; 1.12, 1.13
Common fractions and
percentages
1.10; 1.11; 1.12, 1.13, 2.9, 2.10; 2.11, 2.12, 3.10; 3.11, 3.13
Working with bigger
numbers
1.10; 1.11; 1.12, 1.13, 2.9, 2.10; 2.11, 2.12
Using a calculator
1.10; 1.11; 1.12, 1.13, 2.9, 2.10; 2.11, 2.12
The Learning Centre – Time
Activity
NRS Indicators of Competence
Telling the time
1.10; 1.11; 1.12, 1.13, 2.9, 2.10; 2.11, 2.12
24 hour time
1.10; 1.11; 1.12, 1.13, 2.9, 2.10; 2.11, 2.12
The Learning Centre – Reading
Activity
NRS Indicators of Competence
Using an ATM
1.2, 1.2, 1.10; 1.11; 1.12, 1.13
Choosing greeting cards
1.2, 2.1
Reading instructions
2.1, 2.2
Choosing the best plan
2.1, 2.2, 3.3
Reading maps and
timetables
1.10; 1.11; 1.12, 1.13, 2.2, 2.9, 2.10; 2.11, 2.12
The Learning Centre – Writing
Activity
NRS Indicators of Competence
Filling in a form
1.4, 2.4
Writing a short note
1.4, 1.5, 2.3, 2.4
Spelling
General
Taking a phone message
1.4, 1.5, 2.3, 2.4
The Learning Centre – The Internet and emails
Activity
NRS Indicators of Competence
About email
2.1, 2.2, 3.1, 3.3
About the WWW
2.1, 2.2, 3.1, 3.3
Page 11
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Underpinning ideas
Basic Skills in the Cybercentre takes an integrated and activity-based approach
to the delivery of online learning resources. Many real life contexts include
aspects of both literacy and numeracy, and the simulated activities used in the
Cybercentre provide familiar contexts for the learning and practice of reading,
writing and numeracy skills.
The literacy and numeracy aspects of the Cybercentre are presented in a
number of ways. Everyday reading, writing and numeracy tasks can be found in
a virtual shopping mall, where problems/activities are designed to utilise a range
of communication and maths skills. Instructional activities reinforce the skills
encountered in the shopping mall.
The use of online learning also encourages learners to make choices and
decisions about what and when they will learn. Many literacy and numeracy
learners have had limited experience in learning independently, and the
Cybercentre offers a vehicle for the development of independent learning skills.
The use of computers and the Internet as a mechanism for learning is also
becoming increasingly important for training and employment, as well as
personal development. The Cybercentre introduces learners to these
mechanisms in a structured environment.
Print-based materials, which by their very nature are heavily text reliant, are often
unsuitable for those with literacy and numeracy difficulties. The various activities
in the Cybercentre however, are not so text reliant. Instead, the activities are
presented in a rich multimedia environment making use of text, graphics, audio
and animation to enhance the learning experience.
Key features
Learning setting
The interface
Basic Skills in the Cybercentre uses simulated activities familiar to most adults.
Activities arise out of situations in a simulated shopping mall (the ‘Cybercentre’)
where learners encounter a cross section of shops, situations and characters that
provide a meaningful learning context.
The main features of the Toolbox include the Cybercentre, the Learning Centre
and the CyberZone.
Page 12
Basic Skills in the Cybercentre Toolbox
Teacher Guide
The Cybercentre
A series of ‘real life’ activities in the virtual shopping mall. The activities
develop literacy and numeracy skills, and also introduce the learner to
some aspects of the WWW.
The Learning Centre
Each of the first five sets of tasks and activities is supported by literacy
and numeracy instructional activities that teach the learner about the
underpinning literacy and numeracy skills. These can be found in the
Learning Centre.
The CyberZone
A series of games that enable learners to practice their literacy and
numeracy knowledge.
Activities
Learners can access activities in the Cybercentre’s shopping mall, or in the
Learning Centre. Learners can decide whether they wish to access the
instructional activities directly through the Learning Centre, or whether they enter
the Cybercentre and undertake the games and activities in the shops and stores.
The Cybercentre
• In the mall (medium level rating) - learners undertake a range of literacy
activities based on shopping.
• Shopping Spree (medium level rating) - learners undertake a range
of numeracy activities based on shopping.
• Internet Café (hard level rating) - learners undertake introductory
activities concerned with the WWW.
• Use an ATM (easy level rating) - learners undertake activities related to
using an ATM.
• Catching Up (easy level rating) – learners catch the train to the
Cybercentre and meet someone.
The Learning Centre
The Learning Centre contains five units, each containing instructional
activities that teach the learner a range of literacy and numeracy skills.
These activities reinforce what was learnt in the Cybercentre activities,
and cover a range of literacy and numeracy skills from the NRS levels 13.
Page 13
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Units
• Numbers & Calculating: About numbers, Adding, Subtracting,
Multiplying, Dividing, Common fractions and percentages, Working with
bigger numbers, Using a calculator.
• Time: Telling the time, 24 hour time.
• Reading: Using an ATM, Choosing greeting cards, Reading
instructions, Choosing the best plan, Reading maps and timetables
• Writing: Filling in a form, Writing a short note, Spelling, Taking a phone
message
• The Internet and emails: About email, About the WWW.
The Cyberzone (Games centre)
The CyberZone is a games centre where learners can practice basic numeracy
and literacy skills. It includes:
• Four numeracy games for practicing basic addition, subtraction,
multiplying and dividing - Addor, Subtractor, X-factor, and Dividor. In
each game there are three levels of difficulty – easy, medium and hard.
Learners need to choose a level before starting a game.
• Fractasier – a game about common, everyday fractions, decimals and
percentages. Learners need to find the matching pairs of cards, within a
given number of chances. Again, there are three levels of difficulty.
Learners need to choose a level before starting a game.
• Ant Grab - a spelling game using words from the Cybercentre. Learners
spell the word that is spoken by finding and clicking on the ant that is
carrying the correct letter.
There are two help options in the game:
o Learners can hear the word spoken again, by clicking on
‘Repeat Word’.
o Learners can use the ‘Show Hint’ button for help. (The word
flashes on the screen.)
Learners can delete a letter or letters by clicking on the ‘Delete Letter’
button. Learners can also go to the ‘Game Options’ button to choose
different sets of words and different difficulty levels. You may need to
show learners how this game works – it is quite complex to understand
initially.
Page 14
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Online communication
Communication and Help Centre
Each of the Learning Centre activities provides access to the Communication
and Help Centre, where learners can contact other learners, local tutors or
mentors, and access other information about other literacy and numeracy
resources. There is also a section that offers advice on technical/software issues.
To work effectively, this section should be customised by your provider/RTO.
Mentor and teacher support
It is expected that the resource will generally be used with some support from a
trainer, mentor or teacher.
Learners may need assistance with:
• using a computer and their browser software
• navigating through the Toolbox
• reading and following the instructions on the screen
• completing activities.
Learners needing assistance with an activity are directed to:
• references to other resources or activities
• links to other relevant WWW sites
• email contact with you and/or other learners.
It is important that learners have access to email. It is advised that you follow the
instructions in the section called ‘Customisation’ to have the Communication
and Help Centre section customised, so that learners can communicate directly
with you and other learners.
The Cybercentre Toolbox incorporates appropriate cues to mentors, teachers
and trainers to assist in learner skill development.
Before you start - software requirements & installation
Software requirements
The Cybercentre is designed to operate in Internet browser software. It is
recommended that the Cybercentre be run using Microsoft Internet Explorer 5 or
higher.
For the Cybercentre to work properly it needs to have recent Flash and
Shockwave players installed. If some parts do not appear to play correctly, go to
the Macromedia website to download these players for free:
http://www.macromedia.com/downloads. The Cybercentre should work properly
with Flash Player (version 6 or later) and Shockwave Player (version 8.5.1 or
Page 15
Basic Skills in the Cybercentre Toolbox
Teacher Guide
later). One indication that the correct players are not installed will be a blank
white screen.
The Cybercentre uses sound and graphic support, so depending on how and
where it is being used, time needs to be allowed for some of the files to
download. You may wish to inform online learners of this, since some learners
may be working on a computer with a slow modem.
Installation
The Cybercentre can be run directly from the CD-ROM, hard disk or uploaded to
an RTO’s network or web server.
From the CD
The CD is set up so that the program will start automatically, provided your
computer is set up to allow this to happen. If this is the case, simply insert the CD
into the CD drive on your computer, and the Cybercentre program will
automatically start. If this does not happen, follow the instructions below.
Locate and then double-click on the 'Cybercentre' application on the
'Cybercentre' CD. It should open up in your Internet browser. Alternatively, open
up your browser (Microsoft Internet Explorer is recommended), and use the
'open' command to locate 'index.htm' in the folder titled 'data' on the 'Cybercentre'
CD.
From the hard drive
If you want to run the Cybercentre Toolbox from the hard drive, you need to
create a folder called 'Cybercentre' on your hard drive and then copy the
contents of the 'Cybercentre' CD into that folder.
Then, as above, locate and double-click on the 'Cybercentre' application in the
'Cybercentre' folder on your hard drive. It should open up in your Internet
browser. Alternatively, open up your browser (Microsoft Internet Explorer is
recommended), and use the 'open' command to locate 'index.htm' in the folder
titled 'data' in the 'Cybercentre' folder.
From a network or Intranet
To install and run the Cybercentre Toolbox from your RTO's network or Intranet,
you will need to ask IT personnel to install it onto your provider's network. They
need to copy all the contents of the 'Cybercentre' CD.
Then, as above, locate and double-click on the 'Cybercentre' application in the
'Cybercentre' folder on the network or Intranet. It should open up in your Internet
browser. Alternatively, open up your browser (Microsoft Internet Explorer is
recommended), and use the 'open' command to locate 'index.htm' in the folder
titled 'data' in the 'Cybercentre' folder on the network or Intranet.
Page 16
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Internet connection
In all cases, an Internet connection is required to access the links to external
websites that are provided.
Setting the Cybercentre up for learners
Given that many of the learners using the Cybercentre may have literacy
problems, there are two things you can do to facilitate efficient use of the
program. These are:
•
Bookmarking the program - set up and install the Cybercentre in
advance, ready for your learners to use. Once you have used one of the
above methods to install the Cybercentre on computers, you can
bookmark the program within the browser software so that learners can
access the program from there. Show your learners how to use the
bookmarks in your browser to start the Cybercentre program. In fact, it
may be best if you bookmark the Cybercentre site for learners so that they
can enter directly to the page that is most appropriate for them, such as
the Start page, the Information Kiosk or the Explore page.
The Start page
•
The Information Kiosk
The Explore page
Toolbars - in order to minimise distractions and maximise the screen size
of the working space for the learners, set up the browser software you are
using with the minimum number of toolbars required to adequately
navigate through the Cybercentre. If too many toolbars are active within
Internet Explorer or Netscape Navigator, not all parts of the activities may
be visible on the screen, and learners may have to scroll down more than
is necessary.
Internet Explorer - the only toolbar that is essential is the Button toolbar.
Netscape Navigator - the only toolbar that is essential is the Navigation
toolbar.
Page 17
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Getting around the Cybercentre
Homepage
The homepage provides access to the
main teaching site and supporting
material (Teacher Guide, installation
instructions, hardware and software
requirements and credits).
Entry screen
After entering the site, the entry
teaching screen allows two options:
• The Tour, where learners are
briefly shown what is included in
the package and how to use it.
• The Cybercentre, accessed by
clicking on the Start sign on the
Info kiosk.
After entering via the Info Kiosk, there
are two options:
1. Guide Me – includes a selfassessment quiz.
2. Explore – the learner can
investigate all the Cybercentre
activities at his or her own pace.
Guide me
The self-assessment quiz in this
section recommends a pathway
through the activities the learner may
wish to take according to his or her
skill level or interests in literacy and
numeracy.
Page 18
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Explore
Learners access the Cybercentre,
which contains:
• Tour Bus
• Catching Up
• In the Mall
• Shopping Spree
• Use an ATM
• The Internet Café
• Games
• The Learning Centre
Shopping Spree and In the mall
Learners access a number of literacy
and numeracy activities from different
stores.
The audio button can be used to listen
to the questions if this does not
happen automatically.
In the Learning Centre, all the
supporting teaching/instructional
activities are available. Click on any of
the doors and the list of units appears.
Clicking on the units gives access to
the set of teaching activities.
Page 19
Basic Skills in the Cybercentre Toolbox
Teacher Guide
In each of the teaching units there are
a range of activities for the learner to
work their way through.
From any of the Learning Centre
activities the learner can click on the
Tutor cap icon and they will be taken
to the Communication and Help
Centre, where there is access to:
• you, via email
• the Discussion Board
• relevant resources and websites
• software suggestions if there
seems to be problems with the
product.
In the CyberZone there are 6 games.
Numeracy games:
•
Addor
•
Subtractor
•
Dividor
•
X-factor
•
Fractasier
Literacy game:
•
Antgrab
Navigational and support aspects
As mentioned earlier, Basic Skills in the Cybercentre recognises and
acknowledges that the target learners are likely to have problems with learning
literacy and numeracy skills in an independent way via online learning.
Therefore, there are a number of mechanisms to help learners navigate around
the Cybercentre, including.
• graphics
• animation and movies
• audio.
As well as normal forward and back buttons, the important navigational support
aspects to be aware of in the Cybercentre include:
Page 20
Basic Skills in the Cybercentre Toolbox
•
•
•
Teacher Guide
The Tour Bus - the learner is shown what is included in the package and
how to use it.
Explore – the learner can investigate all the Cybercentre activities at his
or her own pace.
Guide Me – a self-assessment for the learner to take, which gives them
a suggested pathway through the activities according to an estimate of
their literacy and numeracy skill levels.
•
All activities in the Cybercentre are graded into three levels:
o Easy – a one star rating
o Medium – a two star rating
o Hard – a three star rating.
•
Throughout the Cybercentre and Learning Centre are support
mechanisms available to the learner, including:
o A Help button (a lifebuoy), where they will be linked either
directly to a relevant teaching unit in the Learning Centre or the
main entry room to the Learning Centre where they can choose
the relevant skill area.
o A Tutor button (a mortar board cap), connecting learners to the
Communication and Help Centre. It also includes information
about other suitable literacy and numeracy resources. There is a
section that offers advice in case of software problems.
•
In most tasks in the Cybercentre and teaching activities in the Learning
Centre, there is a check button for learners to check their answers as
they go. The answers deliberately don’t stay on the screen so that
learners cannot simply copy their answers.
Customisation
The Basic Skills in the Cybercentre toolbox may be customised in a number of
ways. You will need to edit the files using Dreamweaver 3+, Flash 5+ and
Director 8.5+.
Areas of the Toolbox that can be customised include:
1. The Communication and Help Centre
2. The Learning Centre, where there are options within the instructional
activities to add in extra practice activities.
The Communication and Help Centre
The most important area to customise initially is the Communication and Help
Centre. If this is customised, learners can contact you, mentors and other
learners. In the Communication and Help Centre there are two areas where
customisation would help:
Page 21
Basic Skills in the Cybercentre Toolbox
Teacher Guide
1. In the ‘talk to your tutor’ area, it is possible to automate the ‘email’ so that
it links with your provider's email or internal communication software
system. Learners can then automatically communicate with you.
2. In the ‘talk to learners’ section, you can connect to a Discussion Board if
you have one in your provider’s WWW or Intranet system. This will enable
learners to talk to each other electronically, leave messages for each
other, or participate in discussions on particular topics that you facilitate.
In order to set up these two facilities, your IT people will require access to the
source files for the Cybercentre (see below).
The Learning Centre
In the Learning Centre there are places within the instructional activities where
you could add in extra practice pages by adding in a link on an existing page. In
the Numbers and Calculating room, for example, there are blank html files
already supplied for this, but you would need to add in links to them from exisiting
pages.
The sample empty files ready for adding content are located in the following
units:
• About Numbers: learn/about_nos/8a.htm
• Adding: learn/add/add9_more.htm
• Subtracting: learn/subtract/sub9_more.htm
• Dividing: learn/divide/div9_more.htm
• Working with bigger numbers: learn/bignum/5c.htm; 7c.htm, 8b.htm; and
9b.htm
• Using a Calculator: learn/calculator/4blank.htm; 5blank.htm; 6blank.htm;
and 7blank.htm.
Files such as the ones above can be added anywhere throughout the activities to
increase practice in a specific area. They can then be updated regularly. IT
support will be able to create the html files for loading onto the site and adjust the
links so that the program still navigates properly. The above practice files are not
complex html documents, however, so it is possible for you to use a simple html
editor or even MS Word to write the html documents with some initial support and
training from an IT person. They will not necessarily require access to the source
files for the Cybercentre.
Location of source files
If required, the source files for the Cybercentre are located on the second CD,
'Cybercentre Source Files', in a file called 'Cybercentre_code.zip'. These files
have been compressed in order to fit them onto a single CD. They will need to be
uncompressed using a utility such as ‘WinZip’ for PCs or ‘Stuffit Expander’ for
Macintosh computers.
Page 22
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Learning and assessment strategies
Strategies used in the Basic Skills in the Cybercentre Toolbox
The following learning and assessment strategies are employed to maximise the
achievement of educational goals:
•
Learning and assessment are maximised by the use of realistic contexts in
the Shopping Mall concept, and these are used for modeling and setting
contexts in the instructional activities in the Learning Centre.
•
Literacy and numeracy activities are integrated to achieve a holistic
approach to learning and assessment.
•
Problem-based and scenario-based learning and assessment
environments are used.
•
Attractive technology (e.g. 2D and 3D animation and Flash movies) is
used to enhance motivation.
•
Teaching and scaffolding strategies are used, which include:
o the provision of good practice models
o frequent signposts and links to the tutor, teacher or mentor
o immediate feedback to the learner on their performance and
progress.
•
The Toolbox can be used in a variety of settings (self-access or with a
teacher/ tutor in a small group, at home, at an RTO, in the workplace).
•
Language, literacy and numeracy learning and assessment activities
support and motivate learners and encourage the development of basic
self-assessment/monitoring skills. For example, this is achieved by
providing immediate feedback through check buttons for answers. These
only appear briefly or whilst the learner holds down the answer button.
•
Learning to learn strategies are also encouraged through these
mechanisms and by encouraging learners to navigate themselves, selfcheck and seek assistance when required. The games also provide an
opportunity for learners to practise skills and develop their memory skills.
•
The activities about the WWW and email support independent learning
skills and the development of new areas of knowledge and understanding.
Page 23
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Strategies to use to support learners with literacy and numeracy
needs
Literacy teaching/learning strategies
Types of activities that support low-level literacy learners include:
•
Text awareness activities, such as class exploration of a range of simple
texts on familiar subjects.
•
Pre-reading activities, such as prediction based on visuals, headings and
titles of text content; watching a video/TV program; discussions.
•
Pre-writing activities, such as sharing of knowledge on how something is
done; brainstorming; identifying key points.
•
Supported writing activities, such as teacher transcription of learners’
work; group construction and/or editing of text; sentence completion
activities; sequencing ideas to match known procedure; providing model
texts.
•
Computer-based activities, such as use of word processing programs to
edit a text; use of the Internet to explore topics on the WWW.
•
Spelling/vocabulary activities, such as brainstorming the spelling of key
terms from the topic; looking for common letter patterns; memorising sight
words; recognising ‘sound-alike’ words; understanding sound/spelling
relationships; breaking words into syllables; constructing personalised
word lists; using a dictionary.
•
Comprehension activities, such as open and closed questions; cloze
activities; sequencing cut up texts.
•
Vocabulary building activities, such as underlining key words;
brainstorming words related to the topic.
•
Extension activities, such as discussions based on texts; finding more
information on the topic; writing own ideas on the topic.
Numeracy teaching/learning strategies
Strategies that support low level numeracy learners include:
• small group and whole group activities
Page 24
Basic Skills in the Cybercentre Toolbox
Teacher Guide
•
undertaking out-of-class activities or investigations, such as trips to learn
about reading and using maps and costing of such trips; planning meals,
purchasing the ingredients and cooking them in a kitchen; planning,
designing, costing and planting a garden; etc.
•
classroom-based activities, investigations, problem solving
•
using the Internet to find out about mathematics topics or to find data to
analyse
•
oral presentations
•
listening to guest speakers
•
written essays, reports, timelines, posters, flowcharts
•
production of multimedia and/or WWW reports or documents.
Good teaching practice
Other principles of good teaching practice should also be used, such as those
that:
• ensure that all learners experience success and hence develop their
confidence
• use appropriate everyday language as part of the teaching of numeracy to
explain ideas, concepts and terminology that can be understood by
learners and applied by them in talking, reading, writing and listening
• encourage learners to learn through interaction and cooperation – via
discussion, asking questions, giving explanations and presentations, and
working cooperatively in pairs or small groups
• use practical and hands-on materials and resources, through out-of-class
or classroom-based demonstrations, activities, investigations, and puzzle
or problem solving
• teach concepts in contexts relevant to the learners, utilising their
backgrounds, interests and experiences, including putting mathematics
into its historical and cultural contexts
• teach in a holistic way, incorporating communication, reading and writing
in numeracy and mathematics learning and teaching, and vice versa
• raise awareness about social and community issues and practices that
influence and impact on learners’ lives.
(Adapted form the Certificates in General Education for Adults (2002-2006),
Adult, Community and Further Education Board, Victoria, 2002)
Page 25
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Resources
Multimedia and WWW resources
•
•
•
Measuring Up: An interactive multimedia computer resource for numeracy
learners, DEETYA/ANTA and Protea Textware, Hurstbridge, 1997.
Cybermall: developing cross-industry customer service skills, AMES
Victoria, 2001.
Level 2 sections of Brush up on your skills (available on the Victorian
TAFE Virtual Campus – http://www.tafevc.com.au/). Course code
0059_ARIS01. Also search for other literacy and numeracy courses.
Adult literacy and numeracy resources
For detailed information on resources for teaching literacy and numeracy, contact
ARIS – the Adult Education Resource and Information Service, Language
Australia:
Level 4
51 Queen Street
Melbourne, VIC
Postal address:
Language Australia
GPO Box 372F
Melbourne, VIC 3001
Phone: + 61 3 9612 2600
Fax: + 61 3 9612 2601
ARIS home page: http://www.aris.com.au
Language Australia home page: http://www.languageaustralia.com.au/
Project Team
Lead agent
ARIS – the Adult Education
Resource and Information
Service, Language Australia
(RTO 20963)
Project management
Content management
Instructional design
Content writing
Editing
Testing of product
Page 26
Basic Skills in the Cybercentre Toolbox
Teacher Guide
Co-ordination of trialing
Web-based and multimedia
production
Partner
Adult Multicultural Education
Services, Victoria
Instructional design
Content writing
Editing
Testing of product
Co-ordination of trialing
Partner
Angliss Multimedia, William
Angliss Institute of TAFE, Victoria
Instructional design
Web-based and multimedia
production
Acronyms
AMES
ANTA
ARIS
CELL
CGEA
CLN
DEETYA
DEST
NRS
RTO
TAFE
VET
WWW
Adult Multicultural Education Services
Australian National Training Authority
Adult Education Resource and Information Service
Certificates in English Language Literacies
Certificates in General Education for Adults
Certificates in Literacy and Numeracy
Department of Education, Employment, Training and Youth Affairs
Department of Education, Science and Training
National Reporting System
Registered Training Organisation
Technical and Further Education
Vocational Education and Training
World Wide Web
Page 27