Number 272 - January 2006

Reference Library or Memory Bank?
by Elizabeth B. Wright, Computer Club of Oklahoma City, November 2004
Some people refer to the brain as a "Memory Bank". However, that implies deposits and withdrawals. My preference is to think of it as a reference library. Now some people have wonderfully organized storage for their library, neatly labeled bins, cabinets, shelves, etc. All of the information accessible due to a good cataloging system. Then there are those of us whose brains resemble our attics and garages, all of our precious stuff crammed into whatever available space is left after years of adding the latest acquisitions. No system, just knowing that data is there if we need it and can figure out which archeological strata we put it in. So who fares the best in the memory game? Probably neither. Somehow, I think the brain has its own system, regardless of how we put information into it. Most of us seem to be able to summon up the data when required, even if sometimes it has a few fuzzballs on it.    From Windows 95 to the present versions, some things have remained relatively constant. I can't remember exactly how things worked in Windows 3.1, but I still have books to remind me if anyone has a question. So few people seem to still be using that operating system that I can't remember the last time anyone needed help from me with a 3.1 problem.    But back to brain memory storage. It would be much simpler to use a computer if there was only one way to perform each given operation. We would not be faced with learning almost more than we need to know. With the exception (possibly) of Ctrl-Alt-Delete, there are usually at least two, more often three or more, ways to accomplish any given task. And don't bet the farm on Ctrl-Alt-Delete. I'm sure there are real experts out there who can make the computer carry out the function that combination of keys usually produces using some other technique.    The reason these multiple choices for computer input present such a problem for beginners is, in my experience, the difference between how they are taught. Instructors (paid or volunteer) fall into at least four categories. There are the hard liners, the "By the Book" teachers who use only the methods listed in whatever syllabus accompanies the course; those who teach it one way but actually do it another, often confusing the student; those who teach commands by the syllabus but offer the observation that there are other equal commands to get the same results but without	going into detail; then there are those who actually try to teach beginners all of the ways to do each command, which can lead to loss of class time for the other areas they are trying to cover.    Which method is best? There probably is no "best" system. Sooner or later, beginners are going to find out about the real computer world where there are different options for carrying out commands. They often stumble onto them entirely by accident, sometimes requiring help to find out why a certain result ensued.    My personal preference when helping beginners is to use technique number three above. When people are beginning to fill their memory library, I think it is easier to let them accomplish a task one way, but tell them that later, as they advance, they will find the other ways to manipulate the computer to get the same result. Many experienced users prefer the quicker keyboard commands, such as ctrl-c for copying highlighted material and ctrl-v for pasting it somewhere else, over the more time consuming menu commands or mouse right click commands. But these keyboard "shortcuts" require new students to remember something which makes little or no sense to them. The other two methods are visual, thereby imprinting on their brains the commands they are trying to learn. Once they understand the concept of the operation, then they can more easily learn and retain the keyboard shortcut strokes.    And how many ways are there to highlight material? Well, offhand I can think of at least three. And in practice, I actually use all three at different times, depending on what I need to copy. But that is another story.    The bottom line seems to be that students who really want to advance their expertise will seek greater challenges and those who are only minimally interested will stick to just a few computer tasks.    Elizabeth Wright is a member of the CCOKC and a regular writer for the eMonitor
Number 272 - January 2006