MINIMALIST COMPUTER DOCUMENTATION - Universiteit Twente

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16 CHAPTER 1 is their primary interface with a computer. More importantly, in most instances, word processing is the novice user's introduction to using a computer. Given the widespread use of word processors by novice computer users, it is interesting to study how the operation of these applications is learned. The key question here is which factors influence a person's success in learning to use these systems. The answer to this question may be used as input to the design of future word processing packages and to the design of training programs and materials. Word processing is a procedural task that can be described as a set of skills that are performed in a relatively fixed order. Learning word processing comes down to learning these skills and the knowledge that is relevant to it. More specifically, the information to be learned can be classified as knowledge and skills that (a) specifically relate to the word processor at hand, (b) may be transferred (either positively or negatively) from the use of similar devices (e.g., a typewriter), and (c) relate to the underlying task domain (i.e., writing and styling text). This classification is illustrated in Table 1.1. In learning word processing, the categories from Table 1.1 differ with regard to their relevance. Most of the knowledge and skills pertaining to the styling of text and to the writing process in itself are not conditional to learning to use a word processor. Hence, the instruction can, and should, start from the users' prior knowledge and skills of the task domain. Furthermore, the instruction can partly fit in with the knowledge and skills that are familiar from typewriting. Knowledge and skills that transfer positively from typewriting to word processing need not be addressed (e.g., typing, the use of the TAB key); additional explanation should only be given in case of negative transfer to prevent users from making errors (e.g., using the space bar to move across the screen instead of the cursor keys; see Allwood & Eliason (1987) and Douglas & Moran (1983) for an overview of typewriter analogy errors). As novice users have no command of the knowledge and skills required to operate the word processor, all of this information should be covered in the instruction. Clearly, instruction for novice users should not cover every possible aspect of the word processor. Only basic tasks in operating the program (i.e., initial skills) should be addressed. In word processing, these fundamental activities are characterized by the following cycle: (1) starting the program, (2) typing text or retrieving an existing document, (3) formatting, saving, and printing the document, and (4) ending the program (cf. Boeke, 1990). A complete overview of the basic word processing tasks is presented in Appendix 1.
GENERAL INTRODUCTION Table 1.1 Illustrative classification of knowledge and skills in word processing Word processor Knowledge Skill • terms like 'cursor', 'printer', 'macro' • text looks differently on paper than on screen • hidden codes can be revealed Typewriter • line transport within paragraphs • the QWERTY keyboard • the function of the TAB key and the SHIFT key Task domain • the layout of a letter • terms like 'footnote', 'typeface', 'margins' • the difference between 'subscript' and 'superscript' 17 • moving or copying a block of text • using the thesaurus • saving a document • creating macros and styles • inserting a blank line • changing the line spacing • typing text (upper-case and lower-case letters) • underlining text • writing in a terse style • using grammar correctly • styling a text Note. This table merely illustrates the classification of knowledge and skills in word processing. It is therefore not meant to be exhausting. As their learning preferences indicate, novices want to engage in real, coherent tasks instead of contrived drill and practice exercises (Cuthbert, 1992; Wright, 1988). The instruction should comply with this desire by focussing on how the basic word processing tasks are to be performed. Moreover, the sequencing of these tasks in the instruction should be in accordance with the above-mentioned cycle. In a way, users should see themselves using the program while reading the training material. 1.4 Instructional material In general, there are three approaches to teaching basic computer skills. Still the most current (and perhaps the most obvious) one is by paper documentation. The second way to train users is by presenting information on the screen. Examples of this increasingly used technique are help-screens, on-line documentation, and computer assisted instruction. A third possibility is by an instructor-based training program. Because of its clear benefits (e.g., low costs, high availability, easy accessibility), manufacturers often prefer paper documentation. Its widespread use is likely to expand even further, as written
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66 Retrieving a document Before you
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138 DUTCH SUMMARY (les)handleiding
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140 DUTCH SUMMARY herstellen. Omdat
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148 Rearranging text Deleting text
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150 Removing the underlines On your
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152 ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡
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154 APPENDIX 3
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