How to Win at
Computer Training in
for Seniors and People with Disabilities
Lamaan Whyte, B.A. Hons, Past President of the Darwin Seniors Computer
presented at a Public Meeting, Palmerston Library Meeting Room,
2pm, Wednesday 3rd October, 2012.
Today, we will be talking about ways of helping seniors and
people with disabilities use and enjoy their computers. More
particularly, we will be looking at two major questions:
- What can we - collectively, as a community, including
non-profit and business sectors of the community - do to help seniors
and people with disabilities with their computers?
- What can you and I - as individuals- do to help seniors and
with disabilities – and maybe also help ourselves?
To help you think about this, I will walk you through the
various problems faced by seniors and people with disabilities as they
struggle with their computers. We will also consider some alternative
ways of thinking about these problems, and how the most commonly used
method can actually hinder progress. Next, we will have a quick look at
what the academic community – the scientific community, if you prefer –
think are the best ways of helping people with computers. This will be
followed by a review of the various ways that we – as individuals and
as a community - might provide assistance. Then finally, we can have
questions and discussions, and enjoy some afternoon tea.
Before I get started, however, I should make plain my
objectives in all of this. My club, the DSCC, has been running a
particular type of training program in Casuarina for many years now,
and I thought it might be a nice idea if we began to hold the same sort
of meeting here in Palmerston.
Now, I cannot do this alone. Running almost any kind of
computer training is a team effort, involving a mix of trainers,
front-of-house workers, and back-room people. There are a million jobs
to be done: organise publicity, raise funds for room hire and for
refreshments, welcome the guests, and so on. So, I thought, I’ll hold a
public meeting and ask for volunteers to help me.
As soon as I mentioned the idea of a public meeting,
people began to say to me, “Well, while you are at it, can you get some
volunteers for this or that project as well?” Suddenly, my one little
meeting was turning into the King Kong of training!
So, I thought, I’ll put the word out that other forms of
training are needed besides my Monthly Meeting, but I’ll leave it up to
you to decide what you want to do with the information.
Just so long as some of you at least put up your hands to
out with a Monthly Meeting for Palmerston!
We commence with a few basic definitions. One of the
we have in talking about complex issues is words often have multiple
meanings, in the sense that different people give them different
meanings when they hear them.
- Seniors: One word that can cause
problems is ‘seniors’. Depending on who you talk to, a 'senior' is a
person over the age of 45, 50, 55, 60, or even older. For researchers
into computer training, however, a 'senior' is almost always somebody
old enough to be in retirement. The reason for this is simple: people
in the workforce (and many full-time students) face computer-related
problems that are often very different from those faced by retirees.
So, when I talk about 'seniors', I mean: older people who are neither
in full-time study nor in the workforce.
- People with Disabilities: Here I mean people with the
difficulties that actively interfere with normal computer usage or
enjoyment. Examples are poor eyesight, hearing, physical strength or
- Computers: A computer means anything large or small
connecting to the Internet: a Desktop, Laptop, Tablet, or Smart Phone.
- Computer Access: by this I mean: the ability to
and use computers and the Internet. Not everybody who uses a computer
needs to access the Internet, of course, but 'computer access' means
the ability to access the Internet if they ever change their mind. And
in this, 'convenient' is a critical word. That means: the ability to
gain access affordably, at convenient times, and for useful durations.
For some people, occasional access to a library computer for an hour at
a time is all they want; for others, anything less than an
Internet-connected computer at home is useless.
Four Steps to
Now we get to the nitty-gritty: the processes by which
learn to use a computer (and especially a home computer); and what we,
as individuals and as a community, can do to aid in this.
So far as computers are concerned, everybody begins life
non-user - that is, somebody who knows little or nothing about
computers, and even less about how to use one. Some, after a while,
acquire so many skills that other less-skilled people think their
skills are magical, and call them names like wizard, genius or maestro.
In order to progress from non-user to wizard, people must
through many hoops - involving a wide variety of investigations,
decisions, anxieties and learning processes. For practical, everyday
purposes, we can summarise all of this into four distinct steps or
- The Non-User: This is the sad person who cannot use a
too much for everything! Can’t get emails! Can’t visit Facebook! Can’t
apply for jobs! Useless, on life’s scrapheap…
- The Beginner: Struggles with: ‘technology anxiety’;
teacher; acquiring a ‘practice computer’; remembering to practice
enough; and finding a ‘killer app’ (literally, “an app for which I’d
kill”; that is, a strong personal motive for going through the pain of
learning to use a computer)…
- The Battler: Struggles with: home computer maintenance
after the hardware and software; installing programs and coping with
viruses); locating tutors; finding affordable Internet; dealing with
rapidly changing technologies…
- The Wizard: suffers from the same struggles as the
Battler, but has
a well-developed sense of self-efficacy and training-autonomy-: that
is, Wizards knows from long experience that they can solve most
problems by themselves, and can train themselves. The mark of a Wizard
is that they can help others.
So, what are we to make of this? How are we to progress
knowing about these four stages, to the practical actions of helping
our own progress, and of helping the progress of others? For this, we
need a metaphor - a mental device to help us focus on the key aspects
of the problem, and to identify possible solutions.
The ruling metaphor for dealing with computer learning is
"Digital Divide'. This metaphor has been around since the mid-1990's,
and asks us to concentrate our thoughts on the statistical fact that,
so far as computer access is concerned, some people in society are
haves, while others are have-nots. Seniors and people with
disabilities, the statisticians have been telling us for at least 15
years, are firmly on the wrong side of the divide.
Consider this news story from 2011:
"Seniors isolated by digital divide"
A study called: "Older Australians and the Internet:
Bridging the Digital Divide" was undertaken last year by Queensland
University of Technology researcher Dr Sandra Haukka for National
The report said:
The Internet would enrich the lives of older Australians
many of them think that using it is all too hard.
There was increasing awareness that the internet could
provide the convenience of email, health advice, online shopping,
bill-paying, banking and keeping in touch with family, friends, news
and events in their community.
But many people were deterred by concerns such as the
of buying a computer and Internet or broadband connection, a lack of
knowledge and skills, confusion about technology, worries about
computer security and access to computers particularly in regional
Older people with low internet skills are unable to
business or access important services over the web, can be isolated
from their community and family at a time in their lives when feeling
connected is very important.
In short, the report said, "they are often on the wrong
of the digital divide".
Now, this so-called 'digital divide' does not really exist
not in the sense of there being a physical space dividing one person
from another. It is merely a metaphor - a poetic devise intended to get
us to think of what might be wrong or unfair, and to spur us on to some
kind of action.
The purpose of a metaphor is to dramatise – to impress
- the fact
of relative social disadvantage;
- the need
for social remedy.
But is it actually accurate, or, even more importantly, is
useful? The short answer to both questions is: no!
The Digital Divide no longer really exists
Australia, and in particular within the Darwin Region, at least in the
sense that there are no large groups within our community who are
totally left out of the Digital Age. About 80% of people - including
seniors - have at least some access to computers, and know how to use
them, at least a little bit. To give you an idea, I’ll mention the fact
that local classes for beginners, which just five years ago were
packed, now struggle to find customers.
With regard to the second question - as to
the concept of a Digital Divide helps us to correctly identify
problems, and to select suitable solutions - once again the answer is
'no' - except this time it is an even more resounding 'no'. Indeed, I
think it gets fairly in the way of finding solutions!
Let me show you why! The Digital Divide metaphor...
Invites idea of single easy solution. In fact, none of the problems
are easy; neither are any of the solutions;
It focuses on 'social solutions' not individual. "To fix the Digital
Divide, we build a bridge for them." Does this also mean that we are
going to carry everyone else across on our backs? In the end, no matter
how much we do to help others, there is some hard work that individuals
must do to help themselves. In the end, they have to walk across the
It also hides the fact of multiple Digital Divides. As we shall see,
there are many Digital Divides, each of which requires its own
Finally, it invites idea that 'once across, always across'. As we
shall see, this is the worst and most misleading aspect of this
metaphor. The reality is that, for the ordinary person, the road to
Wizard is more like playing Snakes and Ladders than crossing a Digital
Divide: either you climb a ladder, or slip back to the beginning.
- Rules: Go back to NON-USER if...
- you don't have a computer...
- you don't practice enough...
- your computer becomes too old...
- there is nobody to help you...
- etc etc etc
In short, move up, or risk dropping out!
Snakes into the Abyss:
There are just so many different causes for people to
back to Non-user status. Over the years, I have taught beginners’
skills to many retired IT professionals, including at least two former
people who were once senior government IT managers. Even an IT degree,
it seems, is no protection against relegation to non-user!
For people without an IT degree, and especially for people
have not yet reached the rank of Wizard, the risk of relegation is
high. Lack of attendance at classes; lack of adequate practice time,
and lack of adequate motivation – these are just a few of the reasons
why people are relegated.
Learning to use a computer is not at all like learning to
a bicycle. Learn to ride a bike once, and you have learned for life.
Learn to drive a computer, however, and immediately they change the
model. Only a few years ago, the mouse was a novelty; today, it is old
technology, and about to be replaced by touch screens (and who knows
how long they will stay around for!).
Meanwhile, some people struggle onwards and upwards. Once
people have learned the basics, they face a series of challenges in
learning to apply their knowledge. The challenges are:
- To understanding the computer’s various processes;
- To achieve familiarity and confidence with the
- Applying skills in one aspect of the computer to other
- Creatively applying skills to new contexts.
This sequence of skills development is the move from
‘cookbook’ computing to creative computing; from only being able to
access emails by clicking on this particular icon, to being able to
access emails any which way – even if there is no icon at all. And
being able to do this, every cookbook user will assure you, is true
What we ought to be doing.
So how do we go about creating Wizards? Let's look
academic researchers have to say about computer training for seniors.
Among other things, this will give us an idea of what we should be
doing, as a community.
The first things that we can note is that seniors need
training - training that is different from that for younger folk. The
reason for this is simple: seniors are different. On average:
- Seniors make more mistakes than younger people
- Seniors require more time, practice, and technical
acquire computer skills; and, most especially...
- Seniors need age-appropriate training materials.
So what sort of training is needed? We can condense
down into this simple mnemonic: VIP PEARLS
Everything focused on Volunteers, Instructors
Permanent Extended Appropriate Ragbag of
Let’s work our way through these, starting with
The academic research stresses the importance of
permanent, on-going, never-ending training and support. To coin a
phrase, school is never out for computer users. There are three reasons
for this. The first and most obvious reason is that constant training
is needed to deal with constantly changing technologies. Especially
amongst home users, there is a real risk that people who fail to keep
abreast of new technologies run in great risk of becoming non-users
once again. The second reason is that the world of computer skills is
so large that not even 24/7 training can ever be enough. Finally, there
is strong evidence that people who attend computer training gain direct
benefits in their physical and mental well-being, quite apart from the
benefits they may get from using computers.
‘Extended’ reminds us that people want to be able to
explore computing in depth; they want it extended and comprehensive.
To explain: seniors have a number of apparently
needs with regard to computer training. On the one hand, if seniors
wish to know about something, then they want real, genuine, heavy-duty
information, and not the five-minute pre-digested Farax version of it.
On the other hand, they cannot handle the whole story all in one big
bite. Younger people, for example, might be able to handle a full-on
week-long, day-and-evening course on advanced Microsoft Office skills,
but older people can’t. What they need is for the topic to be divided
up into little nibble-sized portions, each of which is a complete
lesson to itself, and for these to be presented one or two a week for
as long as it takes. Now, if this sounds like a regular week of
training merely spread out a little, it isn’t! In the case of seniors’
training, each nibble must be a stand-alone course in its own right, so
that a person should be able to attend the session in any old wrong
order, taking time out occasionally to attend the doctor or look after
the grand-children, and still get value!
That’s ‘extended’ training.
This means: the course contents must be personally
appropriate or relevant to the trainee. That is, it must be
‘age-appropriate’ (or ‘disability-appropriate’ for when we get around
to talking about training for people with disabilities). Training
should target issues of strong personal interest. Few seniors are
interested in training for training’s sake; what they want is answers
to life’s immediate problems. Thus, for example, lessons in accessing
medical websites will tend to be popular, while classes in using
Facebook will be sparsely attended. (By contrast, the opposite will
usually be the case for younger people.)
I should, of course, offer a warning here. The seniors
community is extremely diverse, containing exceptions to every rule.
Thus there will always be a few odd-ball seniors on any given day
looking for Facebook training, while we know from at least one academic
source that as many as 30% of seniors will absent themselves from a
medical-website training session if given a chance. So what are we to
do? The answer, it seems, is this:
Whenever possible, focus training on issues of wide
to seniors. Just think about beginners’ training, for instance.
Traditionally, this has always been presented in a very general way, as
if the ultimate goal of computer usage is to shift folders around, and
to open and close files. ‘Appropriateness’, however, reminds us to
think again, and to redesign the course so that the same micro-skills
are taught, except with the ultimate goal being to use the computer in
some particularly useful way – such as accessing medical websites. Thus
the relevance and importance of every single micro-skill can easily be
seen by the trainees.
And this, the researchers assure us, is bliss for the
The next item on our list is ‘Ragbag’ or ‘extreme
variety. This tells us that seniors need their training delivered in a
very wide variety of forms, including classes, one-on-one tuition,
meetings, manuals, and lots more.
I am not talking about ‘horses-for-courses’ here, with
person choosing training to suit their own personal preference.
Instead, I am talking about encouraging each individual to take
training in a wide variety of forms, because each form of training
brings its own unique benefits. Choosing only one form of training
results in an impoverished person!
How come? The answer is – developing autonomy, and
different kinds of interpersonal exchanges.
Developing Autonomy: In the start, at beginners’
people require personal instruction, such as in classes. But, as
discussed earlier, the aim of all training must be to develop the
attitude of self-efficacy (belief in one’s own skills), and
training-autonomy (having the skills to train one’s self). Thus, right
from the beginning, students should be exposed to training activities
that help them develop these attitudes and skills.
Interpersonal Connections: Training, it seems, is not
about learning to use a computer; it is also, in part at least, about
social interactions. It is also about gaining respect from one’s peers
and from skilled trainers. Indeed, some researchers say that social
interactions are the major league.
So what does all of this tell us? It says that seniors
their training in many forms:
- With interactions with a mix of instructors, expert
peers, and peers
of similar skills to themselves;
- Training in groups, one-on-one and solo (from
websites and interactive software);
- Training focused in issues of high personal
interest, and ‘blue-sky’
training (that is, in topics of no known value).
To be able to maintain computer access,
most people need
both support and lessons. I’ll talk about support in a moment, but for
now, we can focus on lessons.
A lesson is generally defined as a formal instruction
topic, and can be skills training, such as one person showing another
how to use a computer mouse – or knowledge training, such as explaining
how a mouse works. Lesson can be delivered in many ways, including in a
classroom, over the telephone or on a webpage.
The general guidelines for lessons will be familiar to
Support, in this context, refers to the sort of help that
computer users in the workforce take for granted. It includes both
technical and emotional support – technical support, such as replacing
a faulty hard-drive; and emotional support, such as helping the
computer owner grieve over the loss of six months’ worth of important
files that were on the hard-drive, and that ‘somebody’ forgot to back
up elsewhere! People in the workplace take this kind of support for
granted, but many seniors go without. All, however, need it, and get
eaten by snakes if they don’t get it. Given that money is an issue for
many seniors, the trick is to be able to deliver as much free or
low-cost support as possible. Mutual-help support, such as through a
computer club, is one way of doing this.
- Classes should be small, with lots of opportunities
for questions and
- If a class contains a mix of skilled and unskilled
each unskilled student should be paired with a more skilled student.
This helps both students. The unskilled student receives extra help,
which helps them from becoming discouraged, while the skilled student
is kept too busy to become bored.
- If the aim is to teach a skill, then it is
important to provide
step-by-step detailed instructions, and opportunities for hands-on
- Instructor- or video-based lessons are usually
- Unnecessary technical jargon should be avoided;
- Lessons should be held in familiar relaxed
environment, ideally in
the early morning, which is an optimal time for seniors.
This then is PEARLS.
So what about VIP?
the help seniors need will need to be delivered by Volunteers,
Volunteering could be an ultimate win-win for all of us,
but instead is currently utterly lose-lose! We, as a community, need
volunteers desperately, and we are suffering badly for lack of them. At
the same time, we, as potential volunteers, are also suffering for lack
of properly managed volunteer activities. By ignoring our community and
individual needs for volunteers, and to be volunteers, governments at
every level have let us all down most horribly.
There are about 2.5 million seniors in Australia, most
very regular computer lessons and support. If the Government were to
pay for just two hours per month of training for each senior computer
user, then at least 10,000 trainers would be needed – at a cost of half
a billion dollars a year in salaries alone. Somehow, I don’t see Wayne
Swan, our national Treasurer, agreeing to this!
In the end, to deliver the lessons and support that
need, extensive use of volunteers will be needed. These volunteers,
however, need to be trained, lead and insured. Asking volunteers to
lead and train themselves, as well as to fund-raise the necessary money
for insurance is just too much, mostly resulting in unhappy,
de-motivated ex-volunteers. Ultimately, government has to step in, as
it has done with sport and the arts, and create a professional
infrastructure for the management of computer volunteers.
Government neglect of computer volunteers has a second
negative effect, which is that the volunteers themselves miss out on
the benefits of volunteering. Volunteering is an important method of
helping people move to Wizard status, and one of the principle methods
for helping Wizards maintain their Wizard status. Government
backwardness in this regard has exacted a bad price in the community.
As mentioned, there is at present a need for at least
10,000 trainers Australia-wide. At least! Not all of them, however,
need to be fully trained professional trainers. Researchers into these
matters tell us that anybody can become a reasonable teacher, just so
long as they have good teaching kits, with good lesson plans and
teaching aids such as Powerpoint presentations and handout notes.
Researchers are adamant about this: even a block of wood can be a good
teacher if it has a good teaching kit; by contrast, brilliant teachers
all turn into instant blocks of wood without one.
So what we need is a relatively small number of
teachers preparing good teaching kits, and then every man and his dog
delivering them. That way, we can get all the lessons our hearts could
desire. And if the man and his dog are both volunteers, then we will
all be able to afford this training!
Shortly, I will be calling for volunteers to help me
regular computer training here in Palmerston, and what I need is even
just one or two people willing to prepare the teaching kits, and some
more willing to follow them. Both brilliant teachers and blocks of wood
are encouraged to volunteer. I might add that lots of pre-prepared
teaching kits are available online and through our club’s national
Finally, we are reminded that computer training and support
from professionals is well and good, and often just what the doctor
ordered – but in the end, seniors also need to hear from their peers.
The academic researchers stress the importance of peers in the mix of
computer training and support needed by seniors. They also stress the
different roles that peers can play in, highlighting in particular
peers as expert demonstrators (showing you, for example, how easy it is
to use a particular device, even if your hand is shaking ten to the
dozen), and as fellow students struggling to do things with shaking
Learning with peers has been shown to be extremely
Not only do seniors learn better, but the interaction with their peers
brings many independent benefits – as I am sure that anybody here who
has had contact with the Men’s Shed program will recognise.
So far, I have been talking about computer training
seniors. Let’s turn momentarily to the needs of people with
For our purposes, we can define people with
anybody, of any age, who cannot use a computer in the normal way, or
who needs some special kind of training or support. For example, they
cannot see the computer screen, or hear what a teacher is saying; or
understand or remember what the teacher just said; or cannot get their
wheelchair into a small training room; or cannot physically control a
By and large, the research that applies to seniors
applies to people with disabilities. They need training and support,
including lots of peer support. Basically, whatever is done for
seniors, also needs to be done for each group of people with
Solutions and Projects:
So we come to the final stage of this talk, when we
various activities that would be helpful to seniors and people with
Firstly, a quick overview of what is currently
- Non-Users: Non-Users are fairly well set for
services. The Club runs
a website and a telephone information service that are used by people
from all over Australia and New Zealand. These services provide
information about Beginners’ classes and other training in Darwin.
- Beginners: Beginners are also very well served,
with classes for them
locally at the Palmerston Library, and elsewhere at Taminmin College,
and in Darwin City at Spillett House.
- Battlers: Battlers are the people who miss out in
is not one single service for them within the Palmerston City borders.
- Wizards: Finally, there are the Wizards. Wizards
need two types of
facilities: self-paced teaching opportunities, many of which are
available online; and volunteering opportunities, some of which are
supplied by DSCC. So I guess they are somewhat well-off.
Drawing on the academic research for guidance, I come
a number of possible projects for you to consider. All aim to help
Battlers and Wizards.
Before I talk about these possible projects, I should
the topic of a computer club for Palmerston.
For at least ten years, and possibly longer, people
talking about the idea of a computer club for Palmerston, or, more
precisely, one with the word ‘Palmerston’ in its name. I am not sure if
that is necessarily such a useful thing. Let me explain why.
Until a computer club takes on a project, it is little
than a random collection of people. Indeed, it may be nothing more than
a pile of old computers in a corner. The only thing that makes a club
worth the paper it is written on is its projects – the things its
members do to help each other and the community. Starting a Palmerston
Club without also starting up a project is a total waste of time.
Meanwhile, Palmerston already has a computer club.
has three. What it lacks is any local projects.
To start with, Palmerston has a regional computer club
with members and committee drawn from across the three local government
areas of Greater Darwin. Its membership is open to all adults over the
age of 21. Its constitution allows it to undertake almost any activity
or service provided that it is helps seniors and people with
disabilities use and enjoy computers.
There are also at least two other computer clubs
people of Palmerston. One focuses on computer games, the other on Linux
computers. If the aim of a computer club is to provide opportunities
for socialising and for volunteering, then Palmerston is quite well
served. It is only when one thinks of local projects to help seniors
and people with disabilities that there is any problem.
It is this shortage of useful projects that I wish to
One, a regular monthly training session, is ready to go, needing only a
few more volunteers. I have four others for your consideration.
When I have finished describing these five projects, I
going to invite you to register your interest in whichever takes your
fancy. To do this, I will invite you to put your name and contact
details on the sheets of paper you will find on the side table.
There is a need for ‘special lessons’ – lessons, that
aimed at people who have completed beginners’ training. To provide such
lessons, we would need a venue, administrative staff to handle
bookings, teachers (who can include volunteers), and fittings,
including computers. Such training is currently offered by Darwin City
Libraries; perhaps Palmerston Library might consider doing likewise.
‘Social surfing’ is our term for a peculiar social
in which a group of friends come together to surf the Internet, read
emails, chat, drink coffee, and generally have fun. Whenever possible,
there will be a tutor on hand to help anybody with computer or Internet
problems. Providing a venue for this was, of course, the original
function of our Club.
Currently, the only social surfing venue in the Top
End is in
Malak, provided jointly by ourselves and Darwin Community Arts. This
facility is used by a wide variety of community groups.
There are calls to introduce something like that in
Palmerston, which I think would be a really good thing. But social
surfing centres do not just happen by accident; they have to be
created. The raw materials are venue, staff and fittings:
• A Venue. Somebody has to provide a venue, or provide the money to
rent a venue. To rent a venue, you need a bucket-load of money, plus a
legal organisation (such as ours) to receive the money, and to sign the
lease. You also need people to rustle up the money.
• Staff: Somebody has to manage the premises. Somebody has to make sure
that it is opened up in the morning, and closed at night. Somebody has
to handle bookings, and manage the volunteers. • Fittings for the
venue: Tables, chairs, coffee cups, computers – finding these is not so
If you would like to participate in this project,
your name to the form.
Project 3: Home
Tuition and Support
This is arguably both the hardest service to supply,
the most needed of all services. It is wanted by a veritable army of
people, most of whom can give no better reason for having the service
than they are too lazy to leave their homes. It is also needed by a
variety of people with disabilities, who have no choice in the matter;
if they cannot get the service, they cannot use their computers.
Surprise! Surprise! Because this service does not exist, very few
disabled people have computer access.
- Client Administration: an organisation is needed to assess
of the service for eligibility, and then manage bookings;
- Volunteer Administration: an organisation (not necessarily
as the first organisation) is needed to manage volunteers, and provide
them with support, training and insurance.
If you represent an organisation that can help set up
project, or you are willing to create such an organisation, please put
your name on the appropriate form.
One form of training is ideal for seniors and people
disabilities - or, more precisely, those able to train themselves.
Training is provided from books, manuals, computer programs, video
tapes or websites. This method has the distinctive feature that not so
many people want it, but for those who do, it suits them very well
In the past, the main organisations offering this type
training have been my Club, while we were in Nightcliff, and the public
libraries. I am not sure how to rate the success of the various
offerings here, but I think there is a lot of room for improvement. As
I see it, there are opportunities to make the training more relevant,
and to improve its availability. If you are willing to help make such
improvements, please leave your name on the appropriate list.
Finally, my pet project!
For the past five or six years, DSCC has been running
Monthly Meeting in Casuarina. This Meeting consists of a mixture of
computer lessons, a roundup of relevant computer news, socialising,
peer-contact, and volunteer opportunities. Attendance is free, though
we welcome a donation; and everybody is welcome, not just Club members.
Now, we hope to extend this Meeting to Palmerston.
local resident myself, and one of the founders of the Casuarina
meeting, I plan to lead the project here, at least for a while. To make
the meeting possible, I will need a number of co-workers: at least two
or three teachers; and maybe half a dozen other people to take on the
various back-room jobs. If you volunteer, you will most likely be
committing yourself to a few hours each month, with time off for
holidays or whatever. Please fill out the form to volunteer.
Assuming that we receive the support we need, this
will begin next month. The inaugural Monthly Meeting for Palmerston
will be held one month from today, on Wednesday 7th of November, at 2
This concludes my talk. Thank you for listening.
Previous reports by Lamaan Whyte into computer issues.
were published in 2008.
Digital Divide' - right-click on link to save file
Bridges' - right-click on link to save file
The National Seniors Report into the Digital Divide
A recent paper into issues of computer training for
- Darwin Monthly Meetings
- Casuarina Library - 2pm, 1st Sat of
each month (Feb-Dec)
SBI Business Building Course
How to Build a Successful Business using the Internet.
A 10 week course on using smart tools to build a profitable internet business.
Limited Places,bookings essential.
contact DSCC for
more details and booking.