The evolution of the typewriter . . .
Underwood
Royal
L.C. Smith
Christopher Latham Sholes
. . . and the transition
to keyboarding
methodology.
Remington
Keyboarding Methodology
Introduction
Methodology is the link between theory and practice. Much
of what we have learned over the years about teaching
keyboarding has come to us from one of two sources: (1)
through action research in a laboratory setting or (2)
through practical applications by instructors in the
classroom.
The instructor is the one critical element that determines
the success or failure of students in a keyboarding class.
The instructor provides an environment that is most
conducive to learning by establishing realistic goals for
students, by practicing sound methodology for the
introduction of keyboarding concepts, by motivating
students to succeed, and by using the power of technology
to provide meaningful instruction in either a campus
environment or in a distance-learning venue.
Keyboarding Methodology
Introduction
Extensive instructor resources are available at the Online
Learning Center (www.mhhe.com/gdp).
Keyboarding Methodology
Introduction
The Online Learning Center resources include instructor
links as well as links for course-wide content.
Links
Instructors
Exercises
Students
Manual
Keyboarding Methodology
Introduction
Teaching Tutor Methodology at the Online Learning Center
www.mhhe.com/gdp
Keyboarding Methodology
Introduction
The Teaching
Tutor presents
a detailed
description of
the routine, the
benefits of using
the routine, and
methodology
associated with
the routine.
Keyboarding Methodology
Introduction
Tutorial
The tutorial
displays a
streaming video
presentation of
the skillbuilding
routine.
Keyboarding Methodology
Introduction
Instructor resources are also available at the authors’
Website (http://caot.lacitycollege.edu/
Keyboarding/index.htm).
Keyboarding Methodology
Introduction
At the GDP Software link are several PowerPoint slides on
topics related to using GDP10 in the classroom and online.
Keyboarding Methodology
Introduction
At the Methodology link are 13 PowerPoint methodology
presentations on topics such as skillbuilding, document
processing, and technique.
At the Keyboarding Online link are discussions on how to
set up an online course.
At the Enrichment Activities link are activities for:



Supplementary drills for Lessons 1-10.
Using MAP in Lessons 10-20.
Speech Recognition lessons.
Keyboarding Methodology
Introduction
At the Tips link are several suggestions and shortcuts for
using GDP10 as recommended by the GDP10 author
team. Also included at this link is a comprehensive
Annotations Library that can be downloaded and used in
your GDP10 classes.
Keyboarding Methodology
Introduction
GDP10 has many settings that can be changed, depending
on instructor preference. Here are the recommended
settings preferences:
Log-on password: If you want
to require your students to
type in a password before
entering GDP, you should
check this box. For privacy
concerns in a LAN setting,
it’s probably a good idea to
check this box.
Keyboarding Methodology
Introduction
Hide desktop from view:
It is recommended that
you check this box so
that icons on the
student’s desktop are
not visible—thus,
there is less temptation
for distraction.
Word processor:
Depending on the version of MS Word you use in your
classroom, the appropriate choice would be selected.
Keyboarding Methodology
Introduction
Proofreading Viewer: The
Proofreading Viewer displays
a split screen when students
edit their documents. The
top half of the screen is a
“Read-only” screen; the
bottom half is the edit
screen. It is recommended
that this option be checked.
Keyboarding Methodology
Introduction
Live Update: The instructor or
administrator who is responsible for updating software
in the campus computer lab
should place a check mark
in this box. By doing so, you
will be notified when updates
to the GDP software are
available and can be
downloaded.
Keyboarding Methodology
Introduction
URL for Campus Web Site:
It is recommended that you
type in your campus Web
Site in this window. For
example, my Web Site at
the University of West
Georgia is
www.westga.edu.
Keyboarding Methodology
Introduction
URL to be used when the
Web button is clicked: Many
instructors choose to enter
the Student Website in this
window so that students
will have immediate access
to the course syllabus,
course links, handouts, and
other materials for the course.
Keyboarding Methodology
Introduction
Sound enabled: It is
recommended that you
not click the Sound enabled
option for classroom
instruction.
Full editing: Full editing allows
students to backspace and
correct errors in timed
writings and drills. This
option should be checked
based on your preference for editing in either activity.
Keyboarding Methodology
Introduction
Games: The preferred
setting for the Tennis
Game and the Pace
Car Game is to not
enable these games for
classroom use.
Keyboarding Methodology
Introduction
Number of spaces
between sentences: This
option should be checked
based on your preference
for spacing after a period
at the end of a sentence.
The authors’ recommendation is to enable the
1-space option.
Keyboarding Methodology
Introduction
Spanish Availability: The
authors recommend
making this option
available.
Keyboarding Methodology
Technique
Proper technique begins with the student’s correct position
at the workstation.
HEAD ERECT,
TURNED TO FACE
THE TEXTBOOK
BODY CENTERED
OPPOSITE THE
“J” KEY, LEANING
FORWARD
FEET APART
AND FIRMLY
BRACED
WRISTS STRAIGHT AND
FINGERS CURVED. POSITION
YOUR FINGERTIPS ON THE
HOME KEYS: LEFT HAND ON
A,S,D, AND F; RIGHT HAND ON
J,K,L AND ; (SEMICOLON).
Keyboarding Methodology
Technique
This we believe about teaching technique:






Demonstrate and emphasize technique frequently during the
early lessons, and assess it continuously throughout the
course.
Demonstrate good technique with the students.
Ensure that essential techniques—such as eyes on copy,
correct fingering techniques, and good posture—are being
practiced daily.
Develop locational security (the confidence in knowing where
the alphabetic keys are located) to minimize keyboarding
watching.
Observe and assess only one or two techniques at a time.
Always use positive reinforcement when encouraging students
to keep their eyes on the copy (or screen).
Keyboarding Methodology
Technique
This we believe about teaching technique:

Evaluate each technique as
 Acceptable
 Needs Improvement
 Not Acceptable

Discuss the implications of poor technique






Increased errors
Inability to move beyond a speed plateau
Health-related issues
Physical fatigue
Provide constant reminders, observation, and remediation
during the first several weeks of the course.
Schedule a formal technique evaluation for each student about
one-third of the way through the term.
Keyboarding Methodology
Technique
This we believe about
teaching technique:

A few days before
the formal technique
evaluation, distribute
to the students the
evaluation form you
will use.
Keyboarding Methodology
Technique
This we believe about teaching technique:


Assess correct technique throughout the keyboarding course.
Assign it perhaps as much as 20% to 25% of the final grade
during the introductory course and perhaps 5% to 10% for
advanced courses.
Emphasize the software-created banners that are displayed on
the GDP screen in selected lessons.
Keyboarding Methodology
Technique
This we believe about teaching technique:

Use GDP to improve technique on specific key reaches:
To relearn a key. . .
 Click Skillbuilding
 In the Subjects box, click New Key Drills
 Click the desired key on the “live” keyboard to move to
the lesson where the key was introduced.
For intensive practice on a key. . .
 Click the MAP button
 Click Next in the MAP screen
 Click any key on the “live” keyboard to open intensive
practice drills for that key
Keyboarding Methodology
Technique
This we believe about teaching technique:




Assure students who watch their fingers that gradually they will
need to do less looking in order to develop locational security.
Place an emphasis on speed when emphasizing technique.
The pressure for more speed doesn’t leave students time to
look at their keys (in psychology, this concept is called
response interference).
Accept the fact that you are not going to be able to correct all
the poor techniques of all students. Be proud of any
improvements you have been able to motivate in your
students.
“Keyboard covers” should never be used to prevent students
from peeking at their keyboard, no more than a blindfold
should be used to teach someone to ride a bike!
Keyboarding Methodology
Technique
How do you break the habit of looking at the keys when
typing?




First, students must be convinced that they actually can type
while keeping their eyes on the copy.
Second, always voice positive rather than negative
reinforcement (i.e., “keep your eyes on the copy” rather than
“keep your eyes off the keyboard”).
Third, speed forcing is the best prescription for breaking the
keyboard watching habit. Both Sustained Practice and
Progressive Practice routines force a students to concentrate
on maintaining or increasing speed. When students try to type
faster, they tend to look less at their hands.
Fourth, an excellent drill to use to “break” or minimize the
keyboard-watching habit is the 12-second sprint.
Keyboarding Methodology
Skillbuilding
In the beginning. . .
 Speed, speed, speed
 Right start, no exception
But GDP took
a different
approach. . .
speed, with
controlled
accuracy.
Keyboarding Methodology
Skillbuilding
Skillbuilding in GDP is
unique for many reasons:
 GDP is the only
keyboarding program
that offers such a wide
variety of skillbuilding
routines.
Keyboarding Methodology
Skillbuilding

GDP is the
only keyboarding
program that
sequences its
skillbuilding
routines
throughout the
book for
maximum
coverage.
Keyboarding Methodology
Skillbuilding

GDP is the only
keyboarding
program that
diagnoses a
student’s errors
and then
prescribes the
appropriate
drills to minimize
or eliminate those
errors.
Keyboarding Methodology
Skillbuilding
Skillbuilding does not occur automatically in the administration of
a timed writing. A timed writing is nothing more than a measure
of a student’s
progress at that
particular point
in the course.
If a timed writing
is to be used to
build skill, then
specific activities
must be designed
as a result of the
student’s performance on the
timed writing. In
the Sustained Practice routine, students must type a paragraph
within a specific error limit before they move on to a more difficult
paragraph.
Keyboarding Methodology
Skillbuilding
Speed is built
through a
series of
prescribed
drills
administered
over short
periods of
time on easy,
low-syllabic
intensity
copy. The
12-Second Sprint is an excellent routine designed to build
keyboarding speed. The copy in the screen above reveals the
low-syllabic intensity copy used in a 12-Second Sprint.
Keyboarding Methodology
Skillbuilding
Accuracy is built
through a series
of prescribed
drills administered only after
the student’s
errors have been
identified so that
appropriate
remedial drill
lines can be
prescribed.
The MAP routine
is an excellent routine to improve keyboarding accuracy.
Keyboarding Methodology
Skillbuilding
If you want your students to concentrate
on errors MAP identified in the Pretest,
focus on the prescriptive drills.
If you want your
students to
concentrate on
specific reaches
difficult for them,
have them go
directly to the GDP keyboard.
Keyboarding Methodology
Skillbuilding
Copy that contains at least one instance of every letter of
the alphabet should be used to improve accuracy. The
copy below, from a MAP Pretest, is written with these
specifications.
Keyboarding Methodology
Skillbuilding
Students striving
for higher
keyboarding
speeds should
always be
prompted to
type faster
than the
speed at which they are comfortable at the keyboard. In the screen
above, taken from a Paced Practice exercise, students are attempting
to reach their speed goal of 50 wpm. The red markers in the copy
depict how far in the copy they need to advance every 15 seconds.
When the timed writing is completed, they are notified that they have
either achieved their goal or must repeat to try again.
Keyboarding Methodology
Skillbuilding
In the keyboarding classroom,
you can encourage students
to type faster or you can
encourage them to type
more accurately; but you
should never encourage
them to strive for both in
the same activity.
Keyboarding Methodology
Skillbuilding
When students are striving for higher keyboarding speeds,
the instructor should never insist on zero errors.
0
Errors
Keyboarding Methodology
Skillbuilding
Do you believe students should backspace and correct errors
when taking a timed writing?



Generally speaking, students will backspace and correct errors in
a timed writing. However, by doing so, they will lose the words
they could have typed while backspacing to make the correction.
Another consideration is that students will take their eyes off the
copy when they backspace to correct an error; thus, there is a
greater likelihood that they will lose their place in the copy.
Finally, backspacing to correct an error is what students will do
when creating copy in an office environment.
_______________
Authors’ note: Students should be allowed to backspace and
correct errors on a timed writing…because that’s probably
what they will do anyway. But they should be made aware
that doing so will lower their word-per-minute rate.
Keyboarding Methodology
Skillbuilding
How many alphabetic keys should be introduced in each
lesson?
 Opinions vary, but typically it is common to teach 3
to 4 new keys each lesson, after the home row has
been introduced.
 In GDP, four new keys are introduced each lesson
so that the entire keyboard—letters, numbers, and
symbols—can be introduced by Lesson 20.
Starting with Lesson 21, then, you can start
reviewing and reinforcing keyboard reaches,
introduce word processing, and present the
formatting of documents.
Keyboarding Methodology
Skillbuilding
How much daily/weekly time should be allowed for
skillbuilding after the keyboard is learned?
 First of all, skillbuilding should continue as a daily
activity in every lesson throughout the course.
 Skillbuilding activities—which may include a
warmup, timed writings, and language arts drills—
should consume around 15 to 20 minutes of a 50minute class period.
 Encourage those students who need to improve
their speed and accuracy to pursue additional
skillbuilding routines, such as the MAP exercise,
beyond the minimum expectations stated in the
text.
Keyboarding Methodology
Skillbuilding
Upon completion of a beginning keyboarding class, how
many words per minute should the average student be able
to type?
 Assuming that (a) the class is a one-semester
course, (b) the student completes 60 lessons, and
(3) appropriate skillbuilding activities have been
included in the course, the average student should
be able to type 40 words per minute on a 5-minute
timed writing with no more than 3 errors.
Keyboarding Methodology
Skillbuilding
In timed writings, should an instructor evaluate and grade
both speed and accuracy?
 Yes, both speed and accuracy should be
considered when assigning grades for timed
writings. However, if students are striving for speed
only, then accuracy should not be evaluated…and
vice versa. Above all, do not insist that students
push for both speed and accuracy at the same time.
The best method of evaluating timed writing
performance is to measure speed within a stated
limit of errors. Example: 36 wpm/3’/4e.
Keyboarding Methodology
Skillbuilding
Can a timed writing that is repeated be an accurate
predictor of a student’s skill in keyboarding?
Yes, within certain limits:

When used as a Pretest and Posttest, with prescribed
drill lines practiced between the pre- and post sessions,
both the Pretest and Posttest serve as accurate
predictors of a student’s skill.

If there is sufficient time between the first and second
timed writing [on the same copy], the copy can be
considered as an accurate predictor of student skill.
Generally speaking, three to four weeks should have
transpired between the first and second use of the timed
writing, and no timed writing should be used repeatedly
to measure student skill.
Keyboarding Methodology
Skillbuilding
Is a timed writing considered a skillbuilding activity?
 Only if there are accompanying drills designed to
improve speed or accuracy after the timed writing
has been administered. For example, the following
student directions would categorize a timed writing
as a skillbuilding activity: “If you made 2 or fewer
errors on the timed writing, type each individual line
2 times. If you made 3 or more errors, type each
group of lines 2 times.”
Keyboarding Methodology
Skillbuilding
What is the optimum length for a timed writing?
 The most commonly accepted timed writing length
for measuring skill is the 5-minute timed writing,
primarily because it is most typically the industry
standard used in employment testing.
 Some instructors believe that a 3-minute timed
writing is a more reliable measure of true
keyboarding skill because of a fatigue factor that
may impact a student’s performance during the final
two minutes of a 5-minute timed writing.
Keyboarding Methodology
Skillbuilding
How many timed writings can be administered in one day?
 Using either a 3- or 5-minute timed writing length,
no more than two timed writings should be given in
any one class period. After the second timed
writing, fatigue sets in and therefore negates the
possibility of any realistic improvement in either
speed or accuracy that occurred in either of the first
two timed writings.
Keyboarding Methodology
Skillbuilding
How often each week should you give timed writing tests?
 It is realistic to expect that timed writings can be
given every other class period. However, if a
student’s skill is to be measured this frequently,
then some evidence must exist that skillbuilding
occurred between the first timed writing and the
second timed writing. If no skillbuilding occurred
between the two sessions, then any improvement
made would simply be due to a matter of chance
rather than because of the impact of completed drill
work.
Keyboarding Methodology
Skillbuilding
What are four things (key elements) that a beginning typist
must do consistently to become a good typist?
 Demonstrate good technique.
 Practice appropriate drills for speed or accuracy.
 Keep eyes on the copy [or screen].
 Practice in short sessions over a long period of
time rather than in long sessions over a short
period of time. Improvement in speed and
accuracy will not be as dramatic if the student is
limiting his/her practice to large blocks of time.
Keyboarding Methodology
Language Arts
Language Arts
remains a strong
component in GDP,
with 50 “must-know”
rules in punctuation,
mechanics, and
grammar!
Here’s how it works. . . .
Keyboarding Methodology
Language Arts
First, the rule is introduced.
Keyboarding Methodology
Language Arts
Next, students are asked to punctuate a sentence that
requires them to use the rule that has been presented.
Keyboarding Methodology
Language Arts
If students punctuate the sentence correctly, they receive
positive feedback that their effort was successful.
Keyboarding Methodology
Language Arts
If students punctuate the sentence incorrectly, they receive
feedback that their response was incorrect and that they
should try again.
Keyboarding Methodology
Language Arts
Students receive reinforcement of the rule as they are
required to correctly punctuate several sentences
containing applications of the rule.
Keyboarding Methodology
Language Arts
Students must then correctly punctuate sentences from the
textbook.
Edit the sentences to
correct any errors in the
use of the comma.
Keyboarding Methodology
Language Arts
And finally, students are reminded of the use of the
language arts rule in documents they type.
,series
,transitional expression
Keyboarding Methodology
Document Processing
Always present document formats in a simple-to-complex
progression.
Keyboarding Methodology
Document Processing
Let students experience the typing of documents from a
variety of formats:
Typeset Copy
Unarranged Copy
Keyboarding Methodology
Document Processing
Let students experience the typing of documents from a
variety of formats:
Rough Draft Copy
Script Copy
Keyboarding Methodology
Document Processing
Review with students the basic parts of a new format.
From the
Textbook
Lesson
Keyboarding Methodology
Document Processing
Review with students the basic parts of a new format.
From the
Reference
Manual
Keyboarding Methodology
Document Processing
Review with students the basic parts of a new format.
From the
GDP Reference
Manual
Keyboarding Methodology
Document Processing
Have students complete assigned lessons in the MS Word
Manual.
Text
WP Manual
Keyboarding Methodology
Document Processing
To prepare a document for the Portfolio, you must enter the
job through the lesson menu. Double-click the job you wish
to prepare.
Keyboarding Methodology
Document Processing
Read any
instructions
for typing
the document.
Then click Next.
Double-click the
Create button to
enter MS Word
and begin typing
the document.
Keyboarding Methodology
Document Processing
When the job is finished, the student
should proofread the document for
any typographical or formatting
errors. Then, to save and score the
document, click GDP/Return to GDP.
GDP will then ask if you want to save
the changes to the document. Click Yes.
Keyboarding Methodology
Document Processing
In succession, GDP will then
ask if you want to score the
text and then review the text.
Click Yes in each dialog box
to continue.
Keyboarding Methodology
Document Processing
GDP will then display the
errors and time in word
processor. Note that this
student made 2 errors in
typing this document.
The errors noted are only
typographical errors. They
must be corrected, but the
formatting errors, if any,
must also be corrected.
Keyboarding Methodology
Document Processing
To view formatting errors,
the student should open
his/her Portfolio, doubleclick on the document to
be corrected, click Next
to advance through the
directions screen, and
then click View in MS Word
at the bottom of the screen.
Keyboarding Methodology
Document Processing
The student can now view
the document as it would
appear in hard-copy format.
Formatting errors can now
be detected for possible
correction.
Keyboarding Methodology
Document Processing
At this point, GDP
has identified all
the typographical
errors, and the
student has noted
any formatting
errors. The
document is now
ready to be edited
and corrected. To
edit the document,
the student double-clicks the appropriate document
through the Lesson screen where it was first created.
Keyboarding Methodology
Document Processing
After clicking Next through the
directions screen, the Create/
Edit dialog box appears. The
student must click Edit to make
changes to the document.
Keyboarding Methodology
Document Processing
The screen now
splits into two secRead Only
tions: a Read-Only
section and an Edit
section. The student
finds the typing
errors in the top
section and makes
Edit
the necessary
corrections in the bottom section.
Remind students that editing a document involves two
separate, distinct steps: (1) correcting the typing errors,
and (2) correcting the formatting errors.
Keyboarding Methodology
Document Processing
When students finish their work, score it, and save it, the
document is placed in the Portfolio. Depending on the
number of edits made to the document, several entries of
the same document may appear in the Portfolio. As seen
below, this student created the document, and then made
three edits before GDP recorded the job with “0” errors.
Keyboarding Methodology
Document Processing
You should evaluate the final attempt on the document—
the one with “0” errors, or the least number of errors.
Keyboarding Methodology
Document Processing
Click on the box next to the document you wish to view.
Note for the student below that the final attempt yielded a
document with “0” typographic errors.
Then click
View Detailed
Report.
Keyboarding Methodology
Document Processing
The Detailed Report screen shows that this student made a
typographic error in the document (the error is displayed in
red). The instructor would make a note of this error and
comment to the student through an annotation. However,
the format must also be checked. To do that, the instructor
clicks View
in Word at
the bottom
of the
screen.
Keyboarding Methodology
Document Processing
The View in Word display shows the instructor that the
student has applied an incorrect format for enumerated
items. The instructor would make a note of this formatting
error and comment to the student through an annotation.
The annotation is applied for the student to review.
Keyboarding Methodology
Assessment & Evaluation
What should be measured in a document processing test?
 You need to measure the accuracy of the work
(mailability) as well as the time it took to produce
the work (speed).
 You need to consider both what is typed (the
alphabetic and numeric characters in the document)
as well as how it is typed (the format of the
document).
Keyboarding Methodology
Assessment & Evaluation
How often should you test a student’s document
processing skills?

A student’s document processing skills (i.e., the ability to
type and format correctly a letter, table, report, memo, or
similar document under an element of time) should be
measured. . .
 After the student has been introduced to a sufficient
number of formatting concepts.
 When the instructor wishes to determine if the student
can demonstrate his/her understanding of those
concepts by typing documents within a prescribed time
period.

In GDP, such testing (and/or reviews) occurs after every
five lessons.
Keyboarding Methodology
Assessment & Evaluation
How long should a document processing test last (number
of minutes)?
 A document processing test should be limited to the
time available in any given class period, and it
should be administered in one setting. Typically, a
document processing test will be administered
within a time limit of 40 to 60 minutes. This should
allow sufficient time for students to produce two or
three documents.
Keyboarding Methodology
Assessment & Evaluation
Should a technique grade be given throughout the entire
semester, or just through the alphabet lessons?
 Obviously, technique is a critical factor in the
development of keyboarding skills; and it should
receive heavy emphasis in the early stages of the
course, probably as much as 40 to 50 percent of
the grade. Throughout the semester, technique
should continue to be evaluated; but the emphasis
on technique as part of the overall grade should
probably drop to 5 or 10 percent near the end of the
semester.
Keyboarding Methodology
Assessment & Evaluation
How many errors should be allowed when a student types
a 1-minute timed writing…a 3-minute timed writing…a 5minute timed writing?
 When students are learning their alphabetic
keyboard, you should be lenient in the number of
errors allowed on a 1-minute timed writing—
probably 3 or 4 should be allowed. And in the early
lessons, students should be allowed 4 or 5 errors
on a 2- or 3-minute timed writing. However, when
they reach approximately the two-thirds mark of the
semester, they should be encouraged to type with
no more than one error per minute on a timed
writing.
Keyboarding Methodology
Assessment & Evaluation
What weights do you give to technique, timed writings,
document processing, tests, etc. to determine the final
grade in a beginning keyboarding class?
 Assigning weights to the components of a
keyboarding course varies by instructor; but
generally speaking, the following weights are often
found at the conclusion of a beginning keyboarding
class: Technique (10-15%); Timed Writings (3040%); Daily Work (20-30%); and Production Tests
(25-30%).
Keyboarding Methodology
Assessment & Evaluation
How do you determine the speed that students should be
typing during the course of a semester?
 Generally speaking, you should follow the skill
goals [for speed and accuracy] that are
recommended in the goals of every other lesson
that contains a timed writing activity.
In GDP, the speed/accuracy goal for the conclusion
of Book 1 is 40 words per minute for 5 minutes with
no more than 5 errors. For Book 2, the goal for
Lesson 120 is 50 words per minute for 5 minutes
with no more than 5 errors. These goals are
considered appropriate for a “C” grade.
Keyboarding Methodology
Assessment & Evaluation
After all annotations have been made, the instructor is
ready to apply a grade to the job. A check mark is placed in
the entry that now contains an “A” in the Date column,
indicating that there is an annotation attached to this
document. Then, to enter a grade, the instructor clicks
Enter Grades at the bottom of the screen.
Keyboarding Methodology
Assessment & Evaluation
Based on the student’s performance on this assignment, a
grade of 87 is assigned.
And the student’s Portfolio now displays a grade of 87 for
Table 79-35. Note also that, when combined with the Text
grade, an overall grade of 92 was entered.
Keyboarding Methodology
Assessment & Evaluation
When viewing a student’s work, it is recommended that you
use a lesson filter to display only those lessons you wish to
evaluate. For example, during a week’s worth of
assignments, it would
be appropriate to
filter for only the four
lessons assigned for
that week—in this
example, Lessons
75-78.
Keyboarding Methodology
Assessment & Evaluation
The Portfolio
displays all
work in
Lessons
75-78.
Keyboarding Methodology
Assessment & Evaluation
In any given weekly assignment, the instructor is typically
evaluating four different components:
1.
2.
3.
4.
Skillbuilding activities
Timed writings
Required documents*
Graded documents*
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*It is recommended that you be a “selective grader.” Don’t
grade every document—select one as a sample of the
student’s work. Evaluate it for typographical and formatting
errors, and then apply a grade. For the other documents in
that lesson, record them as having been completed so that
students know that there work is being recorded.
Keyboarding Methodology
Assessment & Evaluation
Design a spreadsheet
on which to record
students’ grades.
Although GDP records
all graded assignments,
it is convenient to keep
a separate record book
to store grades.
Keyboarding Methodology
Assessment & Evaluation
When evaluating a student’s work, first scroll rapidly
through the Portfolio entries to see if any timed writings
have been completed (or use the filter to view only timed
writings).
Keyboarding Methodology
Assessment & Evaluation
All timed writing scores are stored in the GDP Portfolio.
. . . and they can be easily recorded on the Excel
spreadsheet.
Keyboarding Methodology
Assessment & Evaluation
Likewise, skillbuilding exercises, recorded assignments, and
graded assignments can also be added to the spreadsheet.
Keyboarding Methodology
Assessment & Evaluation
Provide continuous feedback to students on the results of
work they have submitted. Use the digital annotation tool in
GDP to provide that feedback.
Keyboarding Methodology
Assessment & Evaluation
Provide feedback to your students through the student
Portfolio.
Keyboarding Methodology
Assessment & Evaluation
Provide feedback to your students through e-mail
communications: Provide feedback to your students
through the student Portfolio.
Keyboarding Methodology
Communications
I send out a Bulletin
for the week’s
lessons to be
completed.
Keyboarding Methodology
Communications
Use the Announcements feature to send information to the
entire class.
Keyboarding Methodology
Teaching Keyboarding Online
Familiarize yourself with the GDP Web Sites.
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GDP Web Site:
www.mhhe.com/gdp
GDP Instructor Management Web Site:
http://gdpim.mhhe.com
GDP Student Upload Site:
http://gdpupload..mhhe.com
GDP Student Web Site:
http://gdpstudent.mhhe.com
GDP Authors’ Website:
http://caot.lacitycollege.edu/Keyboarding/index.htm
GDP Online Keyboarding Class [Arlene Zimmerly]:
http://caot.lacitycollege.edu/001GD10
Keyboarding Methodology
Teaching Keyboarding Online
Detail the process for online learning.
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What hardware and software are needed?
How do you install GDP at home?
Which version of MS Word will you be using?
How do you create an .EXP file?
How do you upload to the IMWS?
Do students check their e-mail frequently?
How do students access the Student Website?
Have students participated in an orientation session at the
beginning of the course?
Do students check their Portfolio to find out what work they
have completed?
Do students check screen messages after uploading to the
IMWS?
Keyboarding Methodology
Teaching Keyboarding Online
Communicate frequently with your students.
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Use the Create Class Announcement feature in GDP to
communicate with the entire class.
Use the Annotate Exercise feature in GDP to provide
feedback to students regarding particular work they have
completed.
Use GDP e-mail and announcements to communicate with
students.
Share information and instructions with students at the
Student Class page.
Schedule “virtual office hours” with your students.
If you are using WebCT or Blackboard.com, use the chat room
feature to schedule discussion groups with your students.
Copy yourself and other students when sending out e-mails.
Keyboarding Methodology
Teaching Keyboarding Online
Use a consistent subject line when communicating
with your students via the Internet. You will receive
100’s of e-mails from your students, as well as from others
not associated with your online keyboarding class. Using a
consistent subject line will help you identify which
messages pertain to your keyboarding class. I used a
subject line of “ABED 3160”—the acronym and number of
my course at the University of West Georgia.
Keyboarding Methodology
Teaching Keyboarding Online
Use current student e-mail addresses only. The student’s
e-mail address at home MUST be identical to the e-mail
address at the Web site.
Keyboarding Methodology
Teaching Keyboarding Online
Have students submit their work on a predesignated schedule. With a
class of 30 students, it is likely that you may receive as many as 300
completed jobs per week, in addition to timed writings and drill work
your students complete.
Keyboarding Methodology
Teaching Keyboarding Online
Use “Create Only” assignments occasionally. GDP allows
students to edit their work and then submit it when
corrections have been made. Every time they edit their
work and submit it to the Web site, it is counted as an
“Attempt.” Therefore, for every job they type, they first
create it and then make additional “attempts” to correct any
errors identified by the GDP software. Now and then,
assign a job in a lesson as a “create only” job, which
means that they are allowed to create the job but they
cannot go back and correct any errors that are found. This
technique promotes proofreading skills, because GDP is
not allowed to “proofread” the student’s attempt and report
back any errors that are found.
Keyboarding Methodology
Teaching Keyboarding Online
•Design an evaluation sheet to record students’ work.
Keyboarding Methodology
Teaching Keyboarding Online
Students should upload at designated times.
It is not necessary to upload work to the IMWS after every
activity. In fact, frequent uploading should be discouraged.
Students should complete a series of jobs or a complete
lesson before uploading to the IMWS. All work that is
completed on the student’s computer is saved on the hard
drive and can be uploaded at any time.
The best time to upload to the IMWS is in the early morning
hours or in the late evening hours, because traffic on the
World Wide Web is less frantic at those times.
The instructor should designate upload deadlines for all
work—preferably at the end of a week or at another
designated time.
Keyboarding Methodology
Teaching Keyboarding Online
Students should
check the upload
screen. The upload
screen provides
feedback to the
students by listing the
drills, exercises, and
documents that have
been uploaded
successfully to the
IMWS.
Keyboarding Methodology
Teaching Keyboarding Online
Students can work at their own pace, but have them upload
on the same schedule.
Encourage mailable work.
Schedule a virtual class time.
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MAP
Digital Annotations
Annotations Library
Proofreading Viewer
Language Arts
Custom Gradebook
Distance Learning
Instructor Web Site
Student Web Site
Live Updates
GDP Training Site
1- or 2-space option