Course modules
The curriculum moves from the basics of a computer to the digital services adults use every day. Each module stands on its own, so you may start anywhere, though many learners follow the order below. Every module includes short lessons and a practice activity on your own device.
Reading about technology rarely helps as much as using it. Each module is built around doing, then repeating. This page explains how the practice parts of a lesson are put together and why they run at a gentle pace.
Every lesson ends with a small task you carry out on your own device, such as renaming a folder, sending a photo or changing a password. The task is short enough to finish in a few minutes. Finishing something real, however modest, builds the confidence that later lessons rely on.
Exercises repeat on purpose. A skill like double-clicking or attaching a file is introduced, practised, and then returns in a slightly different setting a few lessons later. Margaret Ellison favours this slow, repeated approach over long explanations, because it matches how most adults actually remember new things.
Examples come from everyday life rather than from software manuals. You might write an email to a neighbour, find a pharmacy on a map or check whether a message from a bank looks genuine. When the example matters to you, the steps are easier to remember.
Mistakes are treated as part of the process. Practice activities are designed so that you can undo what you did and try again, and the instructors explain what went wrong without hurry. Learners often say the most useful moments are the ones where something unexpected happened and they learned to recover.
You decide the pace. A lesson can be paused, repeated or revisited weeks later, and the free reading guides summarise key steps on paper if you prefer to follow along away from the screen. Nothing in the curriculum is timed or graded.
A little preparation makes the first session calmer. None of it is difficult, and most of it takes only a few minutes. Here is what is worth having ready before you open a lesson, so the time goes to learning rather than to searching for cables.