You are right, of course, but it doesn't work that way anymore. I don't know that it is so much as immediate gratification as it is the necessity of immediacy. We have a whole culture of information based upon immediacy, and we cannot adapt physiologically, socially (well maybe), and definitely psychologically. One of the best analogies that I ever heard was that of the "overflowing funnel" phenomena. -- Gene P.

It has been disheartening to me to see the "dummying down" of software. Part of this feeling is due to the real passion I have for this technology. I have fun with it and breaking it then fixing it is a joy. I'm very lucky, most are not. They are under constant pressure to produce, produce, produce. There is no fun in this for those people. No adventure. No quest. Little reward. And, I see the providers of enterprise software striving to make it "easier to use!" as cheating us all. -- Bill H.

I have great sympathy with your views on learning computer things. You mentioned that televisions were simple... but I read that 70% of VCRs do not have the correct time showing. You have to read the manual to program a VCR. Help menus are great, but not enough. I like a manual, written plainly and clearly. -- Robert R.

Anyway, thank you for a few minutes reflection on one of the scariest couple months in my life. Your solution and rationale are right on target. Problem is, getting that unpopular word out -- that one really has to WORK to learn some computer things -- certainly won't endear you to a lot of people. Keep trying, though. -- F.P.

Your discussion matches perfectly with my observations over the past twenty years in computing. You are "right on" when you talk about the expectations of magic from computers and software applications. The "powers that be" in their, ignorance, often hire or assign projects to people who have a simple two day course in how to use Excel, for example. How to enter and format cells isn't sufficient knowledge for the task of setting up a useful spreadsheet. -- Rodney S.

I am a teacher and most of my teaching is at the undergraduate or graduate level and ALL on-line - in a Distance Education format. I am truly amazed at how we have become an 'instant' society based in some part on perceptions that the internet leaves with us. As you note there seems to be some idea that 'linear' learning is somewhat dated and that anyone who teaches this way is also dated. I must admit that we, as instructors, contribute to this somewhat by the manner in which we develop web sites to support our courses and encourage students to browse. -- H.K.

Seems folks get rather amazed at what I can do with the same programs they are using, but if you go to my house and look around my computer station you will find book after book of software manuals, manuals that shipped with the software and those bought at the local bookstore. Often 3 or more on the same program. Dog-eared and highlighted. Notes scribbled in the margins. Not just dust collectors, but referenced books (note the "d" at the end of reference. An unused book is a waste of money). -- Steve M.

Great article! I remember discussing a software program with my secretary after first joining my present employer. Her response, "Oh, I never read the documentation. That's too confusing!" I was speechless. Granted I don't often read manuals from cover to cover, but if it is a useful program I plan to use regularly, you can bet I'll wear out its pages. -- T.N.

Your comments in TNPC really hit home with me. I am reminded that younger people (a population that grows larger every day, I note with dismay!) who are used to sound bites are very opposed to the linear approach. If they go to a help file and can't find what they want right away, they dismiss it as useless. -- Linda K.

We've become a species with a rapidly diminishing attention span. You've also reminded me that I need to work harder on my touch typing. Thanks for the observations. -- Karl M.

Yes, I have become guilty of the crime of wanting instant gratification in learning programs, especially in specific areas. My method of learning a program for years (which I preached to anyone who asked), was RTFM, or more precisely, SKIM The Friendly Manual. My practice and suggestion was to read the manual cover to cover, with little thought to actually memorizing all the commands and functionalities. Rather, learn what a program can do, don't memorize how to do it. Then, as you stated in your article, use the program. When you reach a point where you have a new or different requirement, remember your skimming of the manual and think about what the program can do to solve your requirement. -- Terry H.

I don't respond to many newsletter articles, but this one touched a nerve. I just wanted to say THANK YOU, THANK YOU, THANK YOU! As the resident 'geek' in my department, I am forever addressing the questions of frustrated computer users who want a magic bullet to solve their problems. They don't understand why I can't just 'tell them how it works.' While some problems are solved this simply, others require a user to have an experienced understanding of the program being used. As I always tell my co-workers, it's just practice, practice, practice. I'm flattered that they think I'm the font of wisdom, but my secret is spending the time, making the mistakes, and persisting. -- Regina H.

This article hit home with me. I get really frustrated when I work with people who invest no time in learning but expect to be an expert with an application. Instead they continually turn to someone like myself to ask how to do a particular task . How do they think I learned it, it wasn't through osmosis. People need to learn how to learn, everyone wants a shortcut. It is amazing what you can do if you know how to use the free learning resources around you. Most of the people I encounter don't ever even access the online help in a program. It's easier to go ask someone else, problem is with this approach they'll always have to ask someone else and they'll never be self sufficient. -- Jeff C.

I read your comments about linear reading and so onand it struck me how similar this was to my own observations of many of my students (I am an English language teacher). They want to have the ability to speak English perfectly after only a few hours instruction, they don't want to have to go through a step by step approach especially in text book format, and do not see the value of practice in the process. -- Liam N.

Hear, hear! I've been an avid reader since I was four and have nine bookcases filled to overflowing - half of them with computer books. When friends and family ask "How did you LEARN to do all that stuff" on my computer, the response is always the same - "I read about it and practiced". I can't get that through to my computer-game-saturated nephews for anything; but they still insist they wish they knew more about their own machines. I keep telling them they can't have it both ways - wishing won't magically impart knowledge, but a little effort on their part will! Thank you for saying what I've lived by! -- Anna M.

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