Module_1

WELCOME TO MODULE 1:

Internet Basics

In this module, you will find• Anintroduction• Alessonplanforthetrainer• Handoutsforstudents

To teach the module, you will need• APCwithInternetaccessforeachstudentandthetrainer• Acomputerprojectorandascreen• A3-ringbindertostorematerials

To get started, you should• ReadtheIntroduction• Readandprintoutthelessonplanandinsertitinabinder• Printoutandmakecopiesofthehandoutsforstudents

Helping Older Adults Search for Health Information Online

A Toolkit for Trainersfrom the National Institute on Aging

QuestionsorcommentsabouttheToolkit?ContacttheNationalInstituteonAgingat(301)[email protected]

BEGINNING STUDENTS

Internet BasicsINTrODUCTION

Module1–Introduction:Internet BasicsGotowww.nia.nih.gov TodownloadToolkitmaterials,gotowww.nihseniorhealth.gov/toolkit

�

MODULE 1: Internet Basics

Helping Older Adults Search for Health Information Online: A Toolkit for Trainers from the National Institute on Aging

Lesson Goals

In this lesson, students will:1. Learnbasiccomputerterms.2.Practiceusingthemouse.�.LearnbasicInternetterms.4.Learnhowtogettoawebsite.5.Learnhowtoexploreawebsite.6.Learnhowtouseasearchbox.7.Learnhowtouseasitemap.

Lesson Materials

In this lesson, students will need:• Handout 1A:Lesson Goals• Handout 1B:Computer and Internet Terms (Parts I, II, III, and IV)*• Handout 1C:Take-Home Assignment• Pens or pencils

*This handout only includes computer and Internet terms relevant to this lesson. An alphabetical list of all glossary terms introduced in the nine Toolkit lessons is available online at www.nihseniorhealth.gov/toolkit.

Lesson Length

This lesson should last: Approximately2hoursand20minutes,withanoptionalstoppingpointat80minutes.

LESSON OVErVIEW


4



Before the lesson, you should:

read over the entire lesson plan.AlsoreviewtheTake-home Assignmenthandouttogetaquickoverviewofwhatstudentsshouldbeabletodoattheendoftheclass.

Store the lesson planina3-ringbindertousewhileteaching.

Make copiesofthehandoutsforstudents.Toavoiddistraction,werecommendthatyouwaittodistributehandoutsuntilindicatedinthelesson.

Check out the linksthatyouandyourstudentswillbevisitinginthelesson.

When you arrive in the classroom, you should:

Write your nameandthetitleandlevelofthelessonontheboard. [Searching for Health Information Online – Lesson 1: Internet Basics – Beginning Students]

Make sureyourcomputerprojectorandstudents’computersareworkingandthatthereisInternetaccess.

Set students’ screenstotheirdesktops.

You should also

readQuick Tips for a Senior Friendly Computer Classroom atwww.nihseniorhealth.gov/toolkit.

Watch the short videoIntroducing the Toolkit at www.nihseniorheatlh.gov/toolkit.

LESSON PrEPArATION


5



The senior-friendly lesson structure includes:• Set-up activities topreparestudentsforlearning.

• Core activities toteachthewebsitefeaturesandhowtonavigatetothem.

• Practice activitiestoletstudentsapplywebskillstheyhavelearned.

• reinforcement activitiestosummarizeandreiteratethelearning.

The trainer-friendly lesson plan features:• An easy-to-read layout.

• Short, well-defined segments of teaching material per page.

• Clearly marked, scripted transition boxes at the top of each page announcingthenextlearningpointandensuringasmoothtransitionbetweensegments.

• Suggested teaching times for each skill.

• Time checks and optional stopping points, offering flexibility in totalclasslength.

• Helpful sidebars,providingteachingandnavigationtipsanddescribingthepurposeforactivities.

• Meaningful icons.

LESSON STrUCTUrE – Senior Friendly, Trainer Friendly


6



About the Scripted Transition BoxesThislessonplanusesacombinationofscript-edanddescriptivesections.Thecolored,scriptedtransitionboxeswhichappearatthetopofeachpageofthelessonplanarede-signedas“anchorpoints,”markingtheendofonepartofthelessonandthestartofanother.Itisimportanttoconveythecontentinthesetransitionboxes,althoughyoumayuseyourownwordingasyoubecomemorefamiliarwiththematerial.Thestepsthatfolloweachscriptedboxaredescriptive.Movethroughthemaccordingtoyourpersonaltrainingstyle.

Thisapproachisusefulinmaintaininglessonfocusandkeepingtrainersandstudentsontrack.Italsomakesthelessonplaneasytouse.

Important NoteInthediscussionsofhealthissuesthatmayoccurduringclass,refrainfromofferingmedi-cal advice or advocating specific treatments, physicians, hospitals, insurance plans, etc. Also,discouragethistypeofactivityamongstudents.Alwaysemphasizethatstudentsshouldconsulttheirhealthcareprovidersaboutanymedicalinformationtheymayhearabout in class or find on the Internet.

Handout required

Trainer demonstrates with computer

projector

Students navigate at their computers (with assistance if needed)

Indicates when a discussion should

take place

LESSON STrUCTUrE – Senior Friendly, Trainer Friendly

Icons Used in the Lesson Plan


7



To help your students grasp, apply, and retain the skills and information they are taught, be sure to: • Proceed slowly through the lesson.Someolderadultswilltakelonger

thanyoungerpeopletogettheknackofusingtheInternet.Ifyoumovetooquickly,theymaynotbeabletokeepup.Theyneedtimetopracticeandtoabsorbnewinformation.

• Circulate to make sure students are following you.Checkstudents’screensfrequentlytomakesuretheyarenotlost.Ifpossible,arrangetohaveoneormoreclassroomassistantsworkwithstudentsindividuallyduringthelesson.

• Speak slowly and repeat information as often as necessary.Don’tmakeassumptionsbasedonstudents’age.Theyarelearningnewskills,andtheywillprobablyneedtoheartheinformationmorethanoncetoretainit.

• Encourage questions.Pausefrequentlytoaskiftherearequestions.Aftersolicitingquestions,allowatleast10secondsforstudentstoformulatethem.

• Create a senior-friendly environment.ItisimportanttoreadQuick Tips for a Senior Friendly Computer Classroom forhelponsettinguptheclassroomtoaccommodatetheneedsofolderadults.

These training techniques from the lesson can also help you be successful: • The use of scripted transition boxestoannounceeachnewsegment

helpstheclassstayfocusedandontrack.• Presenting material in small, well-defined stepsmakesiteasierfor

studentstograspnewskillsandinformation.• Frequent summarizing and hands-on practicehelpsstudentsretain

whatthey’velearned.• Handouts and printed screen shotshelpstudentsunderstandandrecall

whatistaught.• Group discussions and short dialogueshelpputstudentsatease.

rEACHING THE OLDEr STUDENT

Internet BasicsLESSON PLAN

SET-UP ACTIVITYHelping Older Adults Search for Health Information Online: A Toolkit for Trainers from the National Institute on Aging

Module1–LessonPlan:Internet BasicsGotowww.nia.nih.gov TodownloadToolkitmaterials,gotowww.nihseniorhealth.gov/toolkit

�

Tell students the following:

1 This Lesson…• Isintendedforbeginningstudents.• Is the first in a series of nine lessons developed by the National

Institute on Aging to help older adults learn to find accurate online healthinformationontheirown.

2 The website they will visit…• IssponsoredbytheNationalInstituteonAging,partoftheNational

InstitutesofHealth,orNIH.• NIHispartoftheU.S.Government’sDepartmentofHealthandHuman

Services.

� Please be aware that… • Onlinehealthinformationisinno way meant to substitute for

medical advice from a doctor.• Inclassdiscussions,studentsshouldnotattempttoprovidemedical

advicetoclassmates,howeverwell-intentioneditmaybe.

4 Housekeeping Issues…• Classwilllastabout__minuteswithstretchbreak(s)lasting___minutes.• Bathroombreakscanbetakenanytime.Restroomsarelocated______.

5 Ask students if they have any questions.

OPENING COMMENTS (5 Minutes)

“WelcometoLesson 1: Internet Basics.Mynameis_________.(Thisisourclassroomassistant_________.)Beforewestarttheclass,I’dliketoreviewafewgeneralpoints.”



10

“Beforewegetstarted,let’sintroduceourselves.”

INTrODUCTIONS (� Minutes)

1 Introduceyourself,givingyournameandyourexperienceteachingcomputersandtheInternet.Ifyouhaveaclassroomassistantorpeercoach,introducethatperson.

2 Askstudentstogivetheirnamesandtellwhethertheyareatabeginning,intermediate,oradvancedlevelwithregardtotheirInternetexperience.

� Iftimepermits,askeachstudenttotellsomethingabouthisorherbackground(family,work,travels,education…),whytheydecidedtotakethisclass,andwhattheyhopetolearn.

Purpose of Activity• Introductionshelpstudentsfeelmoreatease.• SharingcomputerorInternetexperiencemayhelptheclassbepatientwithlessexperienced

studentswhoneedmoretimewithanactivity.



11

CLASS PrOCEDUrES (� Minutes)

“Let’stalkforamomentabouthowtheclasswillproceed.Youwillbelearningnewwaystousetechnology,andinorderforeveryonetobesuccessful,herearesomethingsweneedtodo.”

Tell students the following:

1 To make sure everyone grasps the information and learns the skills…• Wewillproceedinastep-by-stepmannerandataslow-to-moderatepace.• I(ormyassistant)willcirculatefrequentlyduringclasstomakesure

everyoneiskeepingupwiththelesson.• Therewillbeplentyofhands-onpracticeactivitiestoletyouapplythe

skillsthatyoulearn.• Therewillbeplentyofhandoutstohelpyoulearntheskillswhileinclass

andtouseasareferenceonceyouleaveclass.

2 As students, you should… • Feelfreetoraiseyourhandandaskaquestionifyoudonotunderstand

something.• FeelfreetoaskmetorepeatanythingI’vesaid.• Notworryabouthurtingtheequipmentbecauseitisverysturdy.• Notworryaboutmakingmistakesbecausethatistobeexpectedwhen

learninganewtechnology.• Haveabinderorfoldertostorethehandoutsyouwillreceive.

� Ask students if they have any questions about class procedures.

Purpose of ActivityTocommunicateexpectations,putstudentsatease,andfacilitatelearning.



12

LESSON GOALS (2 Minutes)

“Inthislesson,wewilllearnsomebasicInternetskillsinordertosearchforhealthinformationthatisofinteresttoolderadults.

Let’s take a look at the specific goals for today’s lesson.”

Pass out Handout 1A: Lesson Goals.

1 Gooverthehandoutwithstudents.

Purpose of Activity• Focusesstudentsonwhattheywilllearn.• Introducesgoalsthatyoucanreturntothroughoutthelesson.



1�

COMPUTEr TErMS (10 Minutes)

“Let’sbeginwithGoal 1–learningsomebasiccomputerterms.”

Pass out Handout 1B: Computer and Internet Terms

1 GooverthesecomputertermsfromPart Iofthehandout.

2 Askstudentstopointtotheitemsattheircomputerstations.

Tips for Glossary review• Referstudentstothepageanditemnumberoftheterm.• Makesurestudentslocatetheterm.• Read, or have a student read, the definition aloud. Point out details in the illustration or on

yourcomputerscreen.• Tellstudentstheywillunderstandthesetermsbetterastheyusetheminthelesson.

COrE ACTIVITY

PArT I: COMPUTEr TErMS

1 computer2 keyboard� monitor4 mouse5 mouse pad6 speakers7 hardware8 software



14

“Let’scontinuewithGoal 1–learningsomebasiccomputerterms.”

refer to Handout 1B: Computer and Internet Terms

1 GooverthesetermsfromPart IIofthehandout.

2 Askstudentstopointtotheitemsontheircomputerscreen,wherefeasible.

PArT II: MOrE COMPUTEr TErMS

� desktop10 icon11 cursor12 browser1� clicking

MOrE COMPUTEr TErMS (5 Minutes)



COrE ACTIVITY



15

PrACTICE ACTIVITY

rIGHT AND LEFT CLICkING (15 Minutes)

“Let’sgoontoGoal 2–practicingusingthemouse.

Let’sbeginbyclickingwiththemouse.”

1 Makesurestudents’screensaresettotheirdesktops.

Usingyourcomputerprojector,demonstratehowtoleft-clickonthemousetoopenthebrowsericon.Then,askstudentstodothisontheirscreens.

2 Showstudentshowtoclosethebrowserwindowbyleft-clickingonthetoprightXonthescreen.Thenhavethemdoitattheirscreens.

� Next,showstudentshowtoright-clickonthebrowsericonandpulldownto“Open”ontherightclickmenu.Explainthatright-clickingonthemouseopensalistofoptions,dependingonwhatisclickedonthescreen.

4 Givestudentstimetopracticeright-andleft-clickingthemouse.

Teaching Tips • Proceedslowlythrougheachstep.Makesurestudentsarekeepingupandare

accomplishingthetasks.• Walkaroundtostudents’computerscreensandprovideassistancewhereneeded.



16

SUMMArIZING (� Minutes)

“Nowlet’stakealookattheGoalstoseewhatwe’vecoveredsofar.”

rEINFOrCEMENT ACTIVITY

refer to Handout 1A: Lesson Goals.

1 DemonstrateandsummarizethefollowinglearningobjectivesfromGoals 1and2:• Understandingthecomputerterms• Usingamousetoleftandright-click• Openingandclosingabrowser

2 Askstudentsiftheyhaveanyquestions.

� AskstudentstocheckoffGoals 1and2ontheirhandout.

45 minutes elapsed; about 1 hour, �5 minutes left.

Purpose of Activity• Letsstudentsknowwhattheyshouldhavegraspedbythispointinthelesson.• Givesstudentsanotherchancetoaskquestionsaboutmaterialalreadycovered.• Letsyouseewhatgoalsmightneedfurtherexplanation.• Givesstudentsasenseofaccomplishment.• Keepstheclassontrack.

TIME CHECk



17

COrE ACTIVITY

“Let’smoveontoGoal �–learningsomebasicInternetterms.”


1 GooverthesetermsfromPart IIIofthehandout.

2 Youmaywanttodemonstratethesetermsusingyourcomputerprojector.

PArT III: INTErNET TErMS

14 the Internet15 the World Wide Web16 website17 home page18 link (or hyperlink)1� back arrow20 web address or UrL21 address box

INTErNET TErMS (8 Minutes)





18

“Let’smoveontoGoal 4–learninghowtogettoawebsite.”

1 Pointouttheaddressboxonthebrowser’shomepage.TellstudentsthattypinginthewebsiteaddressintotheaddressboxandhittingtheEnterkeyonthekeyboardisonewaytogettoawebsite.

2 ShowstudentshowtogettoawebsitebytypingintheaddressfortheNationalInstituteonAging(NIA)website(www.nia.nih.gov)andhittingtheEnterkey.

� AskstudentstotypeintheNIAwebaddressontheircomputersandthenhitEnter.Circulatetomakesurethateveryoneisabletotypeintheaddressandgettothewebsite.

HOW TO GET TO A WEBSITE (10 Minutes)

PrACTICE ACTIVITY

Teaching Tips • Proceedslowly

througheachstep.Makesurestudentsarekeepingupandareaccomplishingthetasks.

• Walkaroundtostudents’computerscreensandprovideassistancewhereneeded.



1�

“Let’sexploretheNationalInstituteonAgingwebsite.”

EXPLOrING A WEBSITE (15 Minutes)

PrACTICE ACTIVITY

1 PointoutthesefeaturesoftheNIAhomepageforstudentsastheynavigatewithyou:• Websitenameandpurposeatthetop• Linkstovarioustypesofinformation• Top,side,andbottommenus• Backarrow(button)

2 Tellstudentsthatonmostwebpagesthereislotsofinformationbelowthescreen.ShowthemhowtomovethehomepageupanddownbyusingthePageUpandPageDownkeys.

� Choosealinkanddoa“shallow”search.Scrolldownthepageyoucometo,andreturntothehomepage.

4 Repeattheexercisewhilestudentsnavigatewithyou.AskthemtousethePageUpandPageDownkeystoscanthepage they find in the “shallow” search before returning to thehomepage.Wheneveryoneisadeptatthistechnique,ask them how easy or how difficult it was for them to movebackandforthonthesite.

Doing a Shallow Search• Clickonalinkjustonce.• Viewthepage,andthenclickonthebackbuttontoreturntotheoriginalpage.



20

SUMMArIZING (5 Minutes)

“Nowlet’stakealookattheGoals againtoseewhatwe’veaccomplishedsofar.”



1 DemonstrateandsummarizethefollowinglearningobjectivesfromGoals �, 4, and5:• LearningbasicInternetterms• GettingtoawebsitebytypingintheaddressandhittingEnter.• Exploringawebsiteby 1.clickingonlinks 2.clickingonthebackbutton 3.usingthePageUpandPageDownkeys

2 AskstudentstocheckoffGoals �, 4, and5ontheirhandout.

� Askstudentsiftheyhaveanyquestions.

1 hour, 25 minutes elapsed; about 55 minutes left.(Ifyouchoosetostophere,youmayteachtheremainingmaterialinthenextlesson.)

OPTIONAL STOPPING POINT



21

“Let’slearnafewmoreInternetterms.”


1 GooverthesetermsfromPart IVofthehandout.

2 Youmaywanttodemonstratethesetermsusingyourcomputerprojector.Besuretoshowstudentshowtoscrollandgivethemtimetopractice.

PArT IV: MOrE INTErNET TErMS

22 button2� search box24 site map25 scroll26 scroll bar

MOrE INTErNET TErMS (5 Minutes)



COrE ACTIVITY



22

“Let’slookatGoal 6–learningtousetheSearch Box.WewillpracticeenteringtermsintotheSearch BoxoftheNationalInstituteonAgingwebsite.”

USING A SEArCH BOX (20 Minutes)

PrACTICE ACTIVITY

1 Readthescriptedsectionintheboxto the class, and make a list on a flip chartorboardofthesuggestionsstu-dentshaveforMaria’ssearchterms.Selectonetotryasademonstration(osteoporosisprevention,forexam-ple).Typethistermintoyoursearchboxandaskyourstudentstodothesame.Showthemhowtoleft-clickthebluesearchbuttontotherightofthebox.

2 Askstudentstoleft-clickonthefirst articleinthelistthatcomesuponthesearchresultspage,andreadtheshortarticlesilently.TheycanpracticescrollingorusethePageUpandPageDownbuttons.AskiftheyfoundresponsestoMaria’squestion,basedontheinformationinthearticle.

� Showstudentshowtousethebackarrowtoreturntothesearchresultspagefor“osteoporosisprevention.”Pointouttothemthattherightarrowisshadedback,meaningthatitisn’t“live.”Fromthissearchresultspage,askthemtoclickonthebackarrowtoreturntotheNIAhomepage.

Maria’s Mother “Maria’s mother is now three inches shorter at age 75 than she was at age 50. Maria, who is now 45, knows her mother suffers from osteoporosis, and wants to know if it’s too late to prevent bone loss from happening to her. What search terms would you suggest Maria try on the NIA site to answer her question?”



2�


“Nowlet’stakealookattheGoals toseewhatwe’velearnedsofar.”



1 DemonstrateandsummarizethefollowinglearningobjectivesfromGoal 6:• Usingthesearchboxby: 1.typinginaterm(s) 2.clickingon“Search” 3.clickingonanarticlefromthesearchresultslist


� HavestudentscheckoffGoal 6ontheirhandout.

1 hour 50, minutes elapsed; about �0 minutes left.TIME CHECk



24

“Let’stakealookatGoal 7–LearningtouseaSite Maporsiteindex.MostwebsiteshaveaSite Map,whichisalistofeverythingonthewebsite. It’s a shortcut way of finding out what’s on a website.”

EXPLOrING A SITE MAP (10 Minutes)

PrACTICE ACTIVITY

1 Demonstratewhilestudentsnavigatewithyou.ShowstudentshowtolocatethesitemapontheNIAsitebyscrollingtothelinkatthebottomofthehomepage.Demonstratehowtoleft-clickonthesitemaplinktogotothesitemap.

2 Allowstudentsafewminutestoscrolldownthesitemaptoseewhat’savailableontheNIAwebsite.Iftimepermits,encouragestudentstoclickonatleastonelinkanddoa“shallow”searchtoseewhatthesitemapprovidesaccessto.Doinga“shallow”searchalsogivesstudentspracticeinclickingandusingthebackbutton.

� Holdashortdiscussionwithstudents,askingthemtocomparetheusefulnessofthesitemaptothesearchboxontheNIAhomepage.Whataretheadvantagesanddisadvantages of each? Make a list on the board or flip chartaspointsareraised.Letstudentsknowthatinfuturelessonsyouwillbeshowingthemevenmorewaysto find information on websites.

Doing a Shallow Search• Clickonalinkjustonce.• Viewthepage,andthenclickonthebackbuttontoreturntotheoriginalpage.



25


“Nowlet’stakealookattheGoals toseewhatwehaveaccomplishedsofar.”



1 DemonstrateandsummarizethefollowinglearningobjectivefromGoal 7:• Usingthesitemap


� HavestudentscheckoffGoal 7ontheirhandout.

4 Readthroughtheseventhegoalsaccomplishedintheclassandansweranyremainingquestionsstudentsmayhave.



26

CHECkING FOr UNDErSTANDING (5 Minutes)

“Let’sreviewthemajortermsyoulearnedtoday.”


1 Fromyourcomputerprojector,pointtotheseitemsandaskstudentstonamethem.Ifnecessary,referthembacktothedefinition on their handout. • desktop• icon• browser• cursor• UrL or web address• link• scroll bar• back arrow (button)• search box• site map

2 Askstudentsiftheyhaveanyquestions.Clearupanyquestionsorconcernstheymayhave.



27

WrAPPING UP (8 Minutes)

“Inthislessonwehaveaccomplishedanumberofgoals.Youhavelearned

1 Somebasiccomputerterms2 SomebasicInternetterms� Howtousethemouse4 Howtogettoawebsite5 Howtoaexploreawebsite6 Howtouseasearchbox7 howtouseasitemap

Remember,alwayscheckwithyourdoctororhealthcareproviderabout health information you find on the Internet.

Hereisyourtakehomeassignment,whichwillgiveyoumorepracticewiththeskillsyou’velearnedtoday.”


Pass out Handout 1C: Take Home Assignment.

1 Readthrougheachofthestepsonthetake-homeassignmenttofamiliarizestudentswiththeactivity.

2 Ifthereistime,youmaywanttodothisexerciseinclass.(Itshouldtakeabout30minutes.)Or,youcantakestudentsthrough the first few steps and then ask them to do the rest oftheexerciseontheirownathome.

� Askthemtowritedownanyquestionsorproblemstheyhaveinthespacesprovidedandbringthemtothenextclass.

END OF LESSON 1

Internet BasicshANdOutS

Module1–Handouts:Internet BasicsGotowww.nia.nih.gov ThiscourseforolderadultswasdevelopedbytheNationalInstituteonAging.

H-1

Searching for Health Information Online: An Internet Course for Older Adults

During this lesson, you will:

____ 1 Learnbasiccomputerterms.

___ 2 Practiceusingthemouse.

___ � LearnbasicInternetterms.

___ 4 Learnhowtogettoawebsite.

___ 5 Learnhowtoexploreawebsite.

___ 6 Learnhowtouseasearchbox.

___ 7 Learnhowtouseasitemap.

HANDOUT 1A: Lesson Goals


H-2


1 Computer or CPU (central processing unit) Themainpart,or“brains”ofacomputer.TheCPUinterpretsandcarriesout

programinstructions.

2 keyboard Thekeysthatoperatethecomputer,verymuchlikeatypewriter,withextra

keysforspecialfunctions.

� Monitor Thepartofacomputersystemthatcontainsthecomputerscreen,where

informationisdisplayed.

HANDOUT 1B: Computer and Internet Terms

Monitor

Computer

Speakers

Mouse PadMouse

keyboard

PArT I – Computer Terms

HANDOUT


H-�


4 Mouse Asmallhand-helddevicethatcontrolsthepositionofthecursoronthe

computerscreen.Movementsofthemousecorrespondtomovementsofthecursor.(SeeCursorinPartII.)

5 Mouse Pad Thepadonwhichyoumovethemouse.

6 Speakers Devicesthatallowyoutohearsoundfromthecomputer.

7 Hardware Thephysicalpartsofacomputersystem.

8 Software Theinstructionsthattellthecomputerandcomputernetworkswhattodo.

Softwareisinstalledinsidethecomputer.


HANDOUT

Module 1 – Handouts: Internet BasicsGo to www.nia.nih.gov This course for older adults was developed by the National Institute on Aging.

H-4


9 Desktop The information that appears

on the computer soon after the computer is turned on. The desktop contains a number of icons, or images, that you can click on to start programs.

10 Icon A small picture or image representing

a command (such as print), a file, or a program. When you click on an icon, you start a command, open a file, or launch a program.

11 Cursor A small image on the screen indicating where you are pointing; the mouse

controls the movements of the cursor. The cursor can appear in different forms, including:

An arrow, which indicates where you are positioned on the screen.

An I-beam, often blinking, which marks a place on the screen where you can enter or select text.

A pointing hand, which indicates that you are hovering over a link. (See Link in Part III.)

An hourglass, which indicates that the computer is doing a task. You must wait until it disappears before you can proceed.


Desktop Screen

Icon

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

I

PART II – More Computer Terms


H-5


12 Browser Software, such as Microsoft Internet Explorer, used to find information on

theWeb.Themostvisiblepartofabrowsersitsatthetopofthecomputerscreen,abovethewebpage.

1� Clicking Pressingandreleasingabuttononamousetoselect

oractivatetheareaonthescreenwherethecursorispointing.Usually,youclickontheleftsideofthemouse(calledaleftclick).Formoreadvancedfunctions,youclickontherightsideofthemouse(calledarightclick).


Browser


H-6


14 The Internet Avast,internationalcollectionofcomputernetworksthattransfers

information.Acombinationofthewordsinternationalandnetwork.Websitesande-mailarepartoftheInternet.

15 The World Wide Web AlsoknownastheWeb,itisasystemthatletsyouaccessinformationonthe

Internet.PeopleoftenusethetermWebtorefertotheInternet,buttheyarenotexactlythesamething.TheWorldWideWeboperatesovertheInternet,anditisthemostwidelyusedpartoftheInternet.

16 Website AlocationontheWorldWideWeb(andInternet)thatcontainsinformation

about a specific topic. A website usually contains multiple pages with different typesofinformationaboutthetopic.

17 Home Page The first thing you see when you come to a website, or the opening page of a

website.Itprovidesinformationaboutthesiteanddirectsyoutootherpagesonthesite.


PArT III – Internet Terms


H-7


18 Link (or hyperlink) Ahighlightedorunderlinedfeatureonawebpagethat,whenclicked,will

takeyoutoanotherwebpage.Alinkmostoftenappearsasunderlinedwordsoranimage.

Onesurewaytotellifsomethingisalinkornot:Wheneveryourcursorturnsintoapointinghand,theimageorwordyouarepointingtoisalink.

1� Back Arrow Thisarrow,oftengreen,isfoundatthetopofmostbrowsers.Whenyouclick

onthebackarrow,ittakesyouback–inorder–throughallofthewebpagesyou’veseen.(Sometimescalledthebackbutton.)


Module 1 – Handouts: Internet BasicsGo to www.nia.nih.gov This course for older adults was developed by the National Institute on Aging.

H-8


20 Web Addresss or URL The address for a website. (URL stands for Uniform Resource Locator.)

U.S.-based web addresses usually start with the letters www (for World Wide Web) and end with a dot followed by letters that indicate the type of website it is:

.com = commercial enterprise or business .org = non-profitorganization .edu = educational institution .gov = government agency .mil = military agency .net = another ending for a commercial website

On the Internet, you get to a website by typing in the web address (or URL) into the address box of the browser. For example, to get to the website of the National Institute on Aging (NIA), a Federal agency, you would type www.nia.nih.gov in the address box.

21 Addresss Box A narrow, rectangular box in the browser window where you can type in a

web address. Typing in the web address in the address box and hitting Enter on the keyboard will take you to a website.

Address Box Web Address (URL)



H-�


22 Button Asmallboxthatlookslikeit’sbeingdepressed

whenyouselectit.Buttonscanturnon(andturnoff)manytypesoffunctionsontheInternet.

22 Search Box Asmallrectangularblankspaceonaweb

pagewhereyoucantypeinawordorphrasetolookforinformation.Clickingonthebuttonnexttothesearchbox(orhittingtheEnterkeyonthekeyboard)willtakeyoutoapagewherethatinformationislocated.

24 Site Map Alistofthecontentsonawebsite,similartoanindexinabook.Alinktothe

sitemapisusuallyfoundatthetoporbottomofthehomepage.


PArT IV – More Internet Terms


H-10



Scroll Bar

25 Scroll Tomovetextorotherinformationonacomputerscreenup,down,or

sideways,withnewinformationappearingastheolddisappears.

26 Scroll Bar Anarrow,rectangularbarontherightedgeandbottomedgeofawebpage

thatletsyoumovethepagetoseemoreoftheinformationitcontains.Thescrollbarontherightmovesthewebpageupanddown,andthescrollbaronthebottommovesthewebpagerightandleft.

Scroll Bar


H-11


DIrECTIONS: ReadBill’sstory,thenfollowthestepsbelowtogototheNationalInstituteonAgingwebsitetogetinformationaboutforgetfulness.Usetheimagestoguideyou.

1 Fromthedesktop,clickontheiconforyourbrowser.Thiswilltakeyoutoyourbrowser’shomepageontheInternet.

2 Fromyourbrowser’shomepage,locatetheaddressboxnearthetopofthepage.

� Positionyourcursorovertheaddressintheaddressboxandclicktohighlighttheaddress.

4 Oncetheaddressishighlighted,deleteitbyhittingtheDeletekey(ortheBackspacekey)onyourkeyboard.

YOUr qUESTION(S)________________________________________________

___________________________________________________________________

HANDOUT 1C: Take Home Assignment

“Billjustturned80,andlatelyhehasseemedforgetful.Hekeepsmisplacinghiskeysandforgettingpeople’snames.Hisbrotherandsisterdiedafewmonthsago,andsincethenhehasbeensadandmoody.Hiswifehasbeenaskingher-selfifBill’sforgetfulnessmeanshemayhaveAlzheimer’s,orifthisissomethingthatwillpass.”


H-12


5 TypeinthewebsiteaddressfortheNationalInstituteonAgingintotheaddressbox.Theaddressiswww.nia.nih.gov

6 HittheEnterbuttononyourkeyboard.ThescreenwillchangetothehomepageoftheNationalInstituteonAging.

YOUr qUESTION(S)________________________________________________

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H-1�



7 Findthesearchboxontherighthandsideofthehomepage.Clickinsidetheboxwithyourmousetocleartheboxofthewords“EnterSearch.”

Typeinthetermforgetfulnesstosearchforinformationaboutthistopic.

8 HittheEnterkeyonthekeyboard.(OrclickontheSearchbuttonnexttothesearchbox.)

� Youshouldseealistofsearchresultsonthescreen.Clickonthefirst one.

(Thelistchangesfrequently,so the first one on your list maybedifferentfromtheoneyouseehere.)

10 Once you’ve clicked on the first item, read the page that appears. Use the PageDownkeyonyourkeyboardtomovethescreendownsoyoucanseeallthematerialonthepage.

YOUr qUESTION(S)________________________________________________

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H-14



11 WritedownoneortwoimportantpiecesofinformationaboutforgetfulnessthatyouthinkBill’swifeshouldknow:

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12 When you’ve finished reading the material, click on the Back arrowatthetopofthescreentoreturntotheNIAhomepage.

1� ClickontheBack arrowagaintoreturntoyourbrowser’shomepage.

14 ClickontheredXintheupperrighthandcornertoclosethebrowserwindowandreturntothedesktop.

Did you have any trouble with any part of the exercise? If so, make a list here, and bring it to the next class.

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Module_1

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Transcript of Module_1