Facilitating Learning

BRIDGE Bridging the Digital Gap
for Elders
Teacher Training
Programme
(WP5 - The Training of Trainers)
LUV, Amitie, GoingNova, KB5, STPKC, WSHE and IPAK (Project Partners), 2010
This project has been funded with support from the European Commission. This communication
reflects the views only of the author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
Table of Contents:
Introduction ............................................................................................. 5
Structure of the Training Programme ................................................... 7
Theme 1 Methodology Support .......................................................... 8
Theme Description and Justification ...................................................................... 9
Module 1 Facilitation of Learning ....................................................................................... 13
Module 2 Participative Learning Design........................................................................... 16
Module 3 Andragogy / Learning for Older People ...................................................... 19
Module 4 Social Learning ...................................................................................................... 22
Module 5 Constructivist Learning ....................................................................................... 25
Module 6 Interactionism / Community of Learners ..................................................... 28
Theme 2 ICT Support .......................................................................... 31

Theme Description and Justification .................................................................... 32
Module 7 ICT for Older People ............................................................................................ 34
Module 8 eServices for Older People ................................................................................ 36
Module 9 Web Info Services for Older People ............................................................... 38
Module 10 ICT Technology Support .................................................................................. 41
Module 11 ICT Devices / Assistive Technologies .......................................................... 43
Module 12 Mobile and Network Services ........................................................................ 45
Theme 3 ICT Devices/Solutions ......................................................... 48

Theme Description and Justification .................................................................... 49
Module 13 Mobile Phones / SMS ....................................................................................... 51
Module 14 Pads & Readers ................................................................................................... 54
Module 15 PDAs, Smartphones, & Apps ......................................................................... 56
Module 16 Skype Phone / File / Video / Remote ......................................................... 58
Module 17 Search / Google .................................................................................................. 61
Module 18 Video & Photo / YouTube .............................................................................. 63
Notes ....................................................................................................... 65
PARTNERS and CONTACTS ................................................................... 66
ANNEXES ................................................................................................ 67
Annex 1 Facilitation of Learning training materials ...................................................... 68
Annex 2 Participative Learning Design training materials ......................................... 70
Annex 3 Andragogy / Learning for Older People ......................................................... 71
Annex 4 Social Learning ......................................................................................................... 74
Annex 5 Constructivist Learning .......................................................................................... 77
Annex 6 Interactionism / Community of Learners ........................................................ 80
Annex 7 ICT for Older People ............................................................................................... 84
Annex 8 eServices for Older People ................................................................................... 86
Annex 9 Web Info Services for Older People.................................................................. 87
Annex 10 ICT Technology Support ..................................................................................... 92
Annex 11 ICT Devices / Assistive Technologies ............................................................. 95
Annex 12 Mobile and Network Services .........................................................................111
Annex 13 Mobile Phones / SMS ........................................................................................114
Annex 14 Pads & Readers....................................................................................................118
Annex 15 PDAs & Apps ........................................................................................................124
Annex 16 Skype Phone / File / Video / Remote ..........................................................125
Annex 17 Search / Google ...................................................................................................129
Annex 18 Video & Photo / Youtube ................................................................................130
Introduction
Todays information society is growing fast and is becoming ever more complicated.
But information and communications technology (ICT) can make life easier for
those who are familiar with it.
It lets us shop online or book a medical appointment without the need to go out
and to queue. It enables us to keep in touch with relatives abroad by sending them
an email, or sharing family photographs. And there is much more.
BRIDGE Bridging the Digital Gap for Elders is a European project funded by the
European Commission in the Lifelong Learning Programme.
The aim of the BRIDGE project is to help older people to use ICT in daily life and to
take advantage of the opportunities of the information society. Some European
countries like Sweden or Finland for example have considerable experience in
providing computer and ICT training for older people. In Sweden statistics show that
a high percentage of seniors regularly use computers or digital equipment in daily
life.
The project draws on such experience and adapts it for particular countries. It will also
develop innovative educational materials and organize training courses for older
people. Such courses will be designed to be enjoyable, working in small groups in a
relaxed atmosphere.
The BRIDGE project is being carried out by organizations from 6 European countries:
Austria, Italy, Poland, Slovenia, Sweden, and the United Kingdom. The project is
coordinated from Slovenia by Andragoki zavod Ljudska univerza Velenje.
The project aims are:
To identify the needs of older people regarding ICT in daily life.
To meet those needs by developing a specific training methodology, drawing
on the experience of Sweden.
To develop educational materials in the main partner languages (English,
Italian, German, Polish, Slovenian) for older people, for use in training courses
and self-instruction.
To train trainers in using this material.
To organize pilot courses for older people in Austria, Poland, Slovenia and
Scotland (UK).
This publication Teacher Training Programme is the result of the extensive work
done in project WP2 (User Analysis and Requirement Specifications Development)
and WP3 (Development of Methodology). It was prepared as a collaborative work off
all the project partners. It will be used for the training of trainers/teachers in Slovenia,
Austria, UK and Poland. After the evaluation of presented materials and tools all
results and outputs will be available to other interested organizations dealing with
ICT training of older people.
The programme consists of 18 modules that are structured in three themes and six
subthemes (see the programme structure on the next page). It will be used for the
training of teachers/trainers that are later in the project going to carry out pilot ICT
training courses for older people. Both, teacher training programme implementation
as well as pilot courses will be closely evaluated and materials and approaches will be
modified in the later stage given the outcomes of evaluation.
Each module in the programme is in some way self sufficient and teachers/trainers
could choose a limited selection of modules in order to complement and advance
their knowledge.
In the Annexes section of the document are training materials and tools, which differ
from country to country in order to reflect the differences between different countries
(the level of ICT use, the availability of difference eServices, the hardware market, etc.)
and in order arrive at the training materials that best reflect the concrete needs of
older people.
Structure of the Training Programme

Theme 1 Methodology Support
Sub-Theme A Preparations
Module 1 Facilitation of Learning
Module 2 Participative Learning Design
Module 3 Andragogy / Learning for Older People
Sub-Theme B Approaches
Module 4 Social Learning
Module 5 Constructivist Learning
Module 6 Interactionism / Community of Learners
Theme 2 ICT Support

Sub-Theme A Issues / Concerns
Module 7 ICT for Older People
Module 8 eServices for Older People
Module 9 Web Info Services for Older People
Sub-Theme B ICT Solutions
Module 10 ICT Technology Support
Module 11 ICT Devices / Assistive Technologies
Module 12 Mobile and Network Services
Theme 3 ICT Devices / Solutions

Sub-Theme A Utilization of ICT Devices
Module 13 Mobile Phones / SMS
Module 14 Pads & Readers
Module 15 PDAs, Smartphones, & Apps
Sub-Theme B Operation of ICT Devices
Module 16 Skype Phone / File / Video / Remote
Module 17 Search / Google
Module 18 Video & Photo / YouTube
Theme 1 Methodology Support
Theme Description and Justification

Methodology support for a given learning service to be provided for older people
learners and for which it is intended to provide some sort of support from more
modern ICT approaches/tools/devices/solutions will also require a wider competency
set than what traditional classroom-oriented teachers may have previously been
acquired or one have experiences with. A more thorough methodology preparation,
attention generation and competence upgrading may therefore be necessary, and
such include focus on different methodology issues as well as exploration/training in
the usage of new methodologies.
In terms of the design of a learning service it may initially be useful to perceive the
range of learning service options available for a given learning activity to consist of
three learning service dimensions; the provision dimension, the learning process
dimension, and the interaction dimension.
The provision of a given
learning service could be
described in terms of
what learning products
are being used and the
processes that are
applied in order to
generate the intended
learning outcomes.
The processes involved includes definitions of both the learners and the teacher/
facilitators performances, while the interaction dimensions describes how both the
social and instructive interactions are to take place. Each of these have a number of
characteristics and indicators that defines the learning service methodology applied.
It is important for a learning service provider/facilitator to be aware about the
specifics of those characteristics, this is essential as over-simplified descriptions or an
over-generalizations may be causing misinterpretations/confusions.
(in the mist all cats are grey or the devil is in the detail are sayings that comes to
mind)
In terms of format for implemented learning activities are all being based on some
form of instructional/learning theory, whether explicitly stated or implicitly in-built in
those learning events.
Which theory-base was applied for a given learning service will also extensively
determine also how the above mentioned dimensions of a learning service will be
shaped and approached. For a teacher embarking on more modern approaches to
learning it is important not only to be aware of ones own and alternative learning
theories, but also to be able to be professionally active and engaged in learning

services that are applying approaches with new and different learning theories.
In terms of the
implementation format
for a learning service
there may also be
modality differences
that will affect
methodology aspects
of a learning service.
Learning services can
be ranging from an
institutionalized
learning to some form
of situated learning, it
can also be either
extensively managed by others or managed to different degrees by the learner
him/herself, and it can be implemented in any combination of physical and virtual
space. Teachers need to be comfortable with acting in different scenarios within the
illustrated learning service space.
In terms of learning
media/modalities used
within a given learning
service it is also
important that teachers
can handle and arrange
learning services that
applies different levels of
authenticity/realism. Both
the instructional
performances, the media
used as well as the
learning processes
involved are affected by the level of activism that learners are to be engaged in.
10
In terms of instructional approaches that are to be applied in a given learning service

these may differ depending on the above mentioned modality/authenticity ambition
levels, but also
on the
complexity of the
learning that is
expected to take
place. Different
approaches,
tools and
learning service
solutions serves
best for one
learning context
while other
tools/solutions
serves best in
other contexts, as
illustrated in this diagram.
In order to enable a teacher to select tools for a given learning context it is also
important that teachers are familiar and comfortable with serving in different learning
contexts so methodologies are not selected on basis the teachers skill limitations, but
on basis of learners needs.
In terms of relationship between the learner and teacher/instructor/facilitator it is
obvious that the
education/learning
service sector is
undergoing new
realities of powersharing, and are often
strongly diverting from
the traditional vertical
and authorative roles
of a teacher to more
horizontal
relationships and
power-sharing
modalities between
teachers and learners.
Older learners may
have to be softly transformed into those more mature and shared learning
11
responsibilities and possibly also be made comfortable with such new

teaching/facilitation approaches and learner roles/responsibilities.
Teachers of older people have on their side also to adjust to and be professionally
prepared to be involved in learning processes that are designed differently than the
traditional chalk-and-talk lessons and this with focus being placed more on
knowledge construction rather than on knowledge transfer. New methodologies will
require new teacher competencies.
In terms of adjusting the teacher competencies towards the above outlined new
realities and new opportunities, and to more specifically enable them to arrange
and facilitate modern learning services for older people among other through usage
of up-to-date learning methodologies, it is suggested that knowledge and skills
representing Theme1 learning outcomes are either verified through some form of
assessment and/or being achieved through participation in the implementation of
the six methodology oriented training modules being part of this initial training
programme theme.
Kennet Lindquist, STPKC, Sweden
12
Module 1 Facilitation of Learning

(Theme 1 Methodology Support; Subtheme A Preparations)
MODULE DESCRIPTION
Module title:
Facilitation of Learning
Theme:
Theme 1 Methodology
Subtheme:
Methodology Support
Module study hours:

Total course hours:
Abstract/Module
3 hours
64 hours
The module introduces facilitation of learning, presents its benefits
and drawbacks and encourages the participants to implement the
approach into their field of profession. Foundation for facilitation of
learning is a belief in equality, shared-decision making, equal
opportunity, power sharing and personal responsibility. The attitudes
that appear effective in promoting learning are transparent realness
of the facilitator, and a willingness to be a person.
The module Facilitation of Learning was prepared within the project
BRIDGE - BRIdging the Digital Gap for Elders which is a European
project funded by the European Commission in the framework of the
Lifelong learning project with the aim to train older people to start
using ICT and integrate themselves into emerging information
society.
The aim of the project was first to identify the needs of the older
people related to the usage of the ICT, and to identify and develop
specific training methodology, educational materials and approaches,
how to help older people to overcome the fear of the new
technologies. According to the user analysis done within the first
months of the project, the main reason why older people are not
using ICT in their everyday lives was the fact that the existing courses
are not adapted to their needs. As a result of the user analysis the
modules for trainers/teachers were prepared, to train them for the
courses, specially designed and adapted to the older peoples needs
and requirements.
This module is one of the six modules in Theme 1 - Methodology.
The course for trainers consists of 18 modules divided into 3 Themes;
the duration of the course is 64 hours.
Participants in the module described must satisfy the following
requirements:
To have a foundation of knowledge about ICT gained through
participation in comprehensive ICT programme, an education related
degree in the field of ICT or equivalent.
To have knowledge and experience of teaching or supporting
learning, preferably within the schools sector.
summary:
Rationale:
Entry requirements:
13
Aims:
Learning outcomes:
Content:
To be able to undertake activities in their work-context that

support learning and assessed work, such as gathering information
from learners or work colleagues, and implementing and evaluating
new approaches to their own practices.
To develop critical awareness of the facilitation of learning and to
recognize its necessity and usefulness of such approach.
To encourage trainers to relate facilitation of learning to their own
professional practice and context and to identify the opportunities
for facilitation of learning in their work/professional context.
To develop a critical understanding of how this approach can be
adapted to work with the target group (older people) and to identify
its benefits and drawbacks.
To realize the importance of realness and genuineness of facilitator
and to encourage trainers to approach the learners on a person-toperson level.
To encourage the trainers as facilitators to be prepare to develop a
relationship with the learners and to develop emphatic
understanding of learners' fears, needs and feelings regarding the
subject.
To develop strategies for evaluating the effectiveness and
appropriateness of facilitation of learning in learning of older people
for their own practice and context.
The participants should be able:
to realize the difference between presenter and facilitator and be
able to facilitate learning;
to develop and increase their competencies as facilitators;
to develop critical understanding of the needs of their students
and understand how their student process information;
to create a learning environment which will stimulate learning;
to choose appropriate learning activities according to the group of
students and to facilitate them;
to learn facilitation techniques, became aware of critical facilitation
factors and adjusting them according to the group.
Content to include:
Undertaking an audit of existing teaching approach and presenting
its benefits and drawbacks.
Comparing "classic teaching approach" to the facilitation of
learning.
Encouraging participants to further develop skills needed for
becoming a successful facilitator.
Discussing facilitation in connection to the adult education,
especially in relation to older people.
Planning and preparing for the effective use of facilitation
methodology in the course for the older people.
Approaches to develop an understanding for the needs of older
people in relation to facilitation of learning.
14
Teaching strategies:
Related modules:
Evaluation:
Learning resources:
References:
Connecting facilitation of learning to the field of ICT.

Establishing relation between facilitation of learning and the use of
various media in the course for older people.
In contact time, tutor will provide:
Lecture or seminar and exercises to consider issues related to the
facilitation of learning in the ICT course for older people;
opportunities for participants to develop their knowledge and
understanding of facilitation of learning and competence in using the
method in the ICT course for older people and in other courses.
In non-contact time, participants will:
engage in discussion of key ideas in the lecture.
Module is self-sufficient; it is the first of six modules in Theme 1
Methodology and in Sub-theme A Methodology Support.
After the presentation of the module the participants will be
presented with worksheets to evaluate the appropriateness and
usefulness of the module according to their previous experience.
See Annex 1 Material of the Facilitation of Learning
McCain, Donald V. and Deborah D. Tobey: Facilitation Basics.
on http://books.google.si/
Roger Harrison: Supporting Lifelong Learning: Perspectives on
learning. on http://books.google.si/
Hiemstra, Roger and Burt Sisco: Individualizing Instruction: Making
Learning Personal, Empowering, and Successful.
http://www-distance.syr.edu/iiindex.html
Smith, R. M. (1982). Learning how to learn. Chicago: Follett
Publishing Company.
Aker, G. F. (1976). The Learning Facilitator. Paper presented at the
World Conference on Adult Education and Development, Dar Es
Salaam, Tanzania.
15
Module 2 Participative Learning Design

MODULE DESCRIPTION
Module title:
Participative Learning Design
Theme:
Methodology Support
Subtheme:
Preparations
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
The module comprise of the basic principles of participative learning
design. Meaningful and effective learning is participative. Learning
needs to centre on learners participating in their learning experience,
not simply interacting with the experience. There is a variety of forms
of participation in learning, including variants where participation will
involve learners in constructing their own solution (understanding) to
a problem. Participative learning design encourages and values
learners inputs, providing means for learners to comment, annotate,
critique, explain. Participation is all about the learner contributing,
personalizing their experience, demonstrating understanding. The
more complex the knowledge, the more important it is to engage
learners with participative approaches to learning design.
Ideally, the design of a course should allow students to customize
the experience to meet their goals and complement their personal
learning styles. Learning is a social activity: group activities and
communities aid in the effectiveness of the learning experience
because of the basic nature of human beings as social creatures.
Participation: In order for learning to take place, a person must
internalize the information; merely seeing or hearing is not enough.
Therefore learning requires activity. Active participation by the
learner is preferable to lengthy periods of passive listening and
viewing. Participation means engaging in mental or physical activity
that will help the learner to understand and retain the information
presented.
Rationale:
The module Participative Learning Design was prepared within the

project BRIDGE - BRIdging the Digital Gap for Elders which is a
European project funded by the European Commission in the
framework of the Lifelong learning project with the aim to train older
people to start using ICT and integrate themselves into emerging
information society.
16

The module Participative Learning Design will enable
trainers/teachers to design and carry out their classes using
participative approach and actively include learners in the learning
process.
Entry requirements:
Aims:
Learning outcomes:
Participants in the module described must satisfy the following entry

requirements:
knowledge about the basic andragogical principles;
experience with adult teaching and learning;
a foundation of knowledge about ICT and its uses;
There are no other formal requirements.
The aims of the module are for participants to get to know the basic
principles of participative learning design, the facilitation of such
approach and possible methods/techniques to be used in a class
room, such as case studies, role play, discussion, simulation exercises,
problem solving and instrumental team learning.
The outcomes will be the following:
participant knows the basic principles of participative learning
design;
participants understands the meaning and role of participation in
adult learning;
participant knows how to apply the basic principles of participative
learning in the practice;
participant is enabled to use different possible
methods/techniques to be used in a classroom (case studies, role
play, discussion, simulation exercises, problem solving and
instrumental team learning);
participant develops a participation-based learning session
connected to ICT.
Content:
Content of the module includes:

basic principles of participative learning design,
learning as a social activity;
forms of participation in learning;
personalizing experience of the learner;
learning as requiring activity;
facilitation of the participative approach and possible
methods/techniques to be used in a class room
examples and uses of the methods: case study, role play,
discussion, simulation exercise, problem solving and instrumental
17
team learning;
uses of participative learning design in ICT training of older people.
Related modules:
Evaluation:
Learning resources:
References:

an introductory lecture, to be followed by a discussion and
exercises to consider participative learning design, with a special
focus on its uses in ICT training;
engage in discussion of key ideas in the contact time part and
prepare one theme + from the field of ICT training for older people
(a teaching plan and materials) using participative learning design
principles and thus utilizing the gathered knowledge.
Modules 1, 3, 4, 5, and 6.
After the end of the module the participants will be presented with
evaluation questionnaires to evaluate the appropriateness and
usefulness of the module according to their previous experience and
for their future work.
See Annex 2 - Participative Learning Design
Wild, M. White Paper Blending Learning whats in the mix?:
(available at:
http://www.ninelanterns.com.au/files/9L/pdf/BlendedLearning.pdf)
DeLacey, B.J. and Leonard, D.A. Designing Hybrid OnLine/In-Class
Learning Programs for Adults (available at:
http://www.hbs.edu/research/facpubs/workingpapers/papers2/0
203/03-036.pdf)
Margolis, F. and Swan, B. Trainers Handbook for Participative
Learning, HRD Press, Amherst, 1999.
Walklin, L. Teaching and Learning in Further and Adult Education,
Nelson Thornes, Cheltenham, 2000, pp. 31-37.
Norris, J. A. From Telling to Teaching: A Dialogue Approach to
Adult Learning, Learning by Dialogue, 2003.
18
Module 3 Andragogy / Learning for Older People

MODULE DESCRIPTION
Module title:
Andragogy / Learning for Older People
Theme:
Methodology Support
Subtheme:
Preparations
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
Andragogy is subdicipline of pedagogy, which deals with the
processes of education, upbringing, self-education and selfeducation of adults. Examines, describes and analyzes the objectives,
content, systems, forms and methods of these processes and their
social, economic, cultural, civilizational and biological conditions.
Andragogy provides the answer: whom may an adult be and what
level of development can be achieved, if optimal conditions for his
education will be created and he will consider the process of selfcreation.
Development and differentiation process of andragogy caused it's
distribution for different subdisciplines. One of them proposes the
following sections (Turos, 1999): the history of adult education and
it's thought, teaching adults, adult education theory, detailed
andragogy, other subdisciplines (eg higher education andragogy).
This module includes, in particular, knowledge of teaching adults
during late adulthood. Teaching people of this age requires a
knowledge of the regularities of their development, as well as specific
teacher competencies related to the process of transferring
knowledge. Particularly important is the choice of appropriate
measures and methods of teaching. Principles of working with adults
are determined differently depending on the theoretical approach.
The most important principles derived from the theoretical
foundations of knowledge in this area relate to the conditions and
methods of learning, which provides the largest efficiency of
education. The teacher should take into account the awareness of
students, refer to the experience of an adult and use that knowledge
in the teaching process. Another of the principles guiding the
education of older people is to move from what is closer, to what is
further, from what is easier for students, to what is harder, from what
is known to students, to what is new and unknown. Should take into
account differences in the pace of work and levels of advancement in
the science of individual students. Other rules: principle of
19
Rationale:
Entry requirements:
Aims:
Learning outcomes:
Content:
systematic, active participation, development of skills, combining

theory with practice, individuation and collectivity (depending on
your needs) and the principle of sustainability of education.
This module is part of the methodological bases for the construction
of training addressed to trainers, who conduct a course on new
technologies for the elderly. In order to ensure the highest standards
for seniors, trainers should first be trained in the same regularity of
development during late adulthood, and the methods and means of
teaching as indicated in the work with that kind of people. Basic
knowledge of andragogy is essential in combination with the
knowledge of other matters relating to education, described in other
modules of the first part
This module is part of the methodological bases for the construction
of training addressed to trainers, who conduct a course on new
technologies for the elderly. In order to ensure the highest standards
for seniors, trainers should first be trained in the same regularity of
development during late adulthood, and the methods and means of
teaching as indicated in the work with that kind of people. Basic
knowledge of andragogy is essential in combination with the
knowledge of other matters relating to education, described in other
modules of the first part
Persons involved in the activities of this module should meet the
initial criteria such as:
Experience of adult education
Basic knowledge and skills in ICT
Training objectives based on this module include the acquisition of
knowledge and skills:
Development of regularity in the period of late adulthood
Selection of teaching methods in working with older people
Application of the principles of adult education
Planning self-teaching with a group of seniors
Solving problems in the teaching process in order to transfer the
efficiency of the new material for the elderly
To be able to:
Understand the developmental regularity of older people
Be aware of seniors cognitive abilities (that can be damaged in
some areas, for example attention or short memory deficit)
Adapt the form and content to abilities and the level of seniors
tiredness.
use principles of adult learning
match the resources and teaching methods depending on
the purpose, theme, and training needs of the participants
Carry out effective teaching process in the group of seniors
Developmental psychology of late adulthood in the period - Basic
Issues
20
The principles of adult learning

Means and methods of teaching in adult education
Specificity of teaching seniors
Difficulties and problems in the teaching process and ways of solving
them
Read materials about seniors development provided by the
teacher.
Write down the most important problems, that can occur in the
process of seniors education.
Find solutions for these problems, based on personal experience
and professional materials.
Plan the teaching process for a select group on a selected topic.
Participation in group discussion on the developed material.
Related modules:
Modules 1, 2, 4, 5, 6.
Evaluation:
At the end of the work of the module participants will receive an

evaluation questionnaire addressing issues of assessment:
Converted the substantive merits of the material
Suitability of the content of training for future employment
Competence of the teacher
Annex 3
Learning resources:
References:
Czerniawska O. (2007), Szkice z andragogiki i gerontologii,, wyd. WSHE w odzi .

Turos A. (1999), Andragogika oglna, Wydawnictwo Akademickie ak, Warszawa.
Allman P. (1983). The nature and process of adult development, chapter 2.5. In
Education for Adults: Adult Learning and Education, Vol. 1. Malcolm Tight (Ed.
London:
Croom Helm & The Open University. 107-123.
http://www.umsl.edu/~henschkej/henschke/the_nature_and_process_of_adult_development.pdf
Cooper, M.K., Henschke J.A.(2004). New linkages for andragogy and human
resources
development. In Academy of Human Resource
Development International Research Conference. Austin, TX.
http://www.umsl.edu/~henschkej/henschke/new_linkages_for_andragogy_and_HRD.pdf
Gehring, T. (2000). A compendium of material on the pedagogy-andragogy issue.

Journal
of Continuing Education, Vol. 51; Issue 1; March 2000.
http://www.umsl.edu/~henschkej/articles/a_compendium_of_material_on_the%20andragogypedagogy_issue.pdf
Reischmann, J. (2004), Andragogy. A Manuscript Prepared for Publication in an

Encyclopedia.
http://www.umsl.edu/~henschkej/henschke/more%20henschke_5_11_04/andragogy_
A_banner_for_identity.pdf
21
Module 4 Social Learning

(Theme 1 Methodology Support; Subtheme B Approaches)
MODULE DESCRIPTION
Module title:
Social Learning
Theme:
Methodology Support
Subtheme:
Approaches
Module study
hours:
Total course hours:
Abstract/Module
summary:
3 hours
64 hours
The classical theory of learning is based on learning through

observation (social modeling). It occurs through observing the behavior
of others and the consequences of these behaviors. That is the basic
form of human learning - thanks to that, knowledge he acquires about
the world of social world, values and standards and acquires a variety of
behaviors. In learning, attention processes, storing information in
memory, symbolic representation of the transformation behavior of the
program memorized their own actions and motivational processes are
taking part. Only the simplest developmentally early modeling is an
exact behavior. Subsequent modeling and development is a process
that sometimes involves the whole person activity, which has
characteristics of creative activity. The modeling process is
individualized - different people subject to the same processes will be
modeling various components of behavior patterns and transforming
them to conduct their own programs. In process of creating behaviors,
not only to reward and punishment which people receive from the
others are important, but also rewards and punishments, which we
source ourselves. Repercussion of actions can be an important
component of self-regulation processes. Noting the cognitive processes
as the intermediary in making behavior, Bandura (1977) pointed out the
role of self-efficacy expectations. Bandura distinguish the expectation of
an outcome - self- assessment that the certain behavior will lead to
specific outcomes, expectations regarding self-efficacy - the belief that
it will be able to successfully perform the behavior leading to desired
results. Expectation of self-efficacy is crucial in learning new behaviors.
Sensitivity of the modeled guidance depends on the characteristics of
the model, characteristics of the observer and the consequences felt by
the observer while following the model. Model's characteristics that
leads to the efficient modeling, ia., similar to the observer status of the
model and the high level of competences. In the teaching of older
people, it is important to be aware of how to use process modeling in
the teaching of new material.
22
Rationale:
This module is part of the methodological bases for the construction of

training addressed to trainers, to conduct a course on new technologies
for the elderly. In order to ensure the highest standards of course for
senior trainers should be trained in the correct social learning, which are
an important element of the teaching process. Basic knowledge of social
learning theory is indicated in combination with the knowledge of other
matters relating to education, described in other modules of the first
part.
Entry
Persons involved in the activities of this module should meet the initial
criteria such as:
Experience of adult education
Basic knowledge and skills in ICT
requirements:
Aims:
Training objectives based on this module include the acquisition of

knowledge and skills:
Characteristics of a learning process based on modeling
Feature model and observer conducive to learning
To develop in the disposal process conducive to social learning
Issuance of appropriate reinforcements conducive to learning
To stimulate in participants a sense of self-efficacy in learning new
skills
Learning
To be able to:
Understand the process of social learning
Verify of the theory with yourself. Asking for a question am I reliable?
Stimulate the process of mutual learning
Use methods of demonstration and exercises based on the social
learning
Appreciate learning progress by using positive comments and
feedback
Support in participants a sense of self-efficacy
outcomes:
Content:
The module contains the following contents:

The specificity of the process of social learning
The characteristics of model and observer is conducive to effective
student
Self-efficacy in learning new skills
Teaching
Read materials about social learning theory

Draw up the most important issues in the theory, that can be useful in
the seniors education
Draw up positive ways of appreciation, that can be used in education
Plan the example of a lesson based on gained knowledge
Establish in a small groups ways of communication to strengthen
students self-efficacy
strategies:
23
Play scenes depicting the use of the material gained

Related modules:
Modules 1, 2, 3, 5, 6
Evaluation:
At the end of the work of the module participants will receive an evaluation
questionnaire addressing issues of assessment:

Competence of the teacher
Learning resources:
Annex 4
References:
Bandura A. (1977), Social learning theory, New York: General Learning Press)
Characteristics of social learning theory
http://www.learning-theories.com/social-learning-theory-bandura.html
Zentall T.R., Galef B.G. (1988) Social learning - psychological and biological perspectives
http://books.google.pl/books?id=mR7JlPulfTQC&printsec=frontcover&dq=social+learning+
theory&hl=pl&ei=l7V2TLf1NsqNjAeq9ayhBg&sa=X&oi=book_result&ct=result&resnum=
7&ved=0CEsQ6AEwBg#v=onepage&q=social%20learning%20theory&f=false
24
Module 5 Constructivist Learning

MODULE DESCRIPTION
Module title:
Constructivist Learning
Theme:
Methodology Support
Subtheme:
Approaches
Module study
hours:
Total course
hours:
Abstract/Module
summary:
3 hours
64 hours
Rationale:
Entry
requirements:
Aims:
The module presents the constructivist learning approach, its possible

implementation and its benefits and drawbacks. It emphasis the differences to the
traditional approach and links the approach to the target group (elderly).
Constructivist learning is viewed as constructed by the learner through a learning
process. The knowledge is not transmitted from one person to another but has to
be constructed by the individual. The goals of a constructivist teacher are not to
cover the curriculum, but instead to engage students as active learners
constructing their own knowledge and beliefs within a content domain. The
constructivist teachers give the learners the opportunity to link their previous
knowledge and their previous experiences with the matter to be newly learned.
The module Constructivist Learning was prepared within the project BRIDGE BRIdging the Digital Gap for Elders which is a European project funded by the
European Commission in the framework of the Lifelong learning project with the
aim to train older people to start using ICT and integrate themselves into
emerging information society.
This module is one of the six modules in Theme 1 - Methodology. The course for
trainers consists of 18 modules divided into 3 Themes; the duration of the course
is 64 hours.
Participants in the module described must satisfy the following requirements:
To have a foundation of knowledge about ICT gained through participation in
comprehensive ICT programme, an education related degree in the field of ICT or
equivalent.
To have knowledge and experience of teaching or supporting learning,
preferably within the schools sector.
To be able to undertake activities in their work-context that support learning
and assessed work, such as gathering information from learners or work
colleagues, and implementing and evaluating new approaches to their own
practices.
To present constructivist learning, its benefits and drawbacks.
To encourage the participants (trainers) to relate constructivist learning to their
professional field of practice and context and to consider their personal history of
25
learning experience and to reconsider their previous practises.

To encourage the participants (trainers) to support multiple opinions and
courage their learners to declare their opinions.
To encourage the participants (trainers) to create learning environment which
will give the learners opportunities to experience learning as a process allowing
them to solve problems they personally find difficult that is to enhance selfefficiency in a particular field, e.g. by setting appropriate tasks, by developing
efficient learning and problem-solving strategies.
To develop strategies for evaluating the effectiveness and appropriateness of
constructivist learning in learning of elders for their own practice and context.
Learning
outcomes:

To realise the importance of the constructivist approach;
Adapt the constructivist approach in the lesson planning
Content:
Content to include:
What is constructivism
Constructivist learning design outline
Lesson planning in accordance to the constructivist approach
Teaching

Lecture or seminar and to consider issues related to the constructivist
learning in the ICT course for older people;
Opportunities for participants to develop their knowledge and
understanding of constructivist learning and competence in using the
approach during the ICT course for older people and in other courses.
strategies:
Related
modules:
Module is self-sufficient; it is the fourth of six modules in Theme 1 Methodology

and in Sub-theme B Approaches.
Evaluation:
After the presentation of the module the participants will be presented with
worksheets to evaluate the appropriateness and usefulness of the module
according to their previous experience.
Learning
Annex 5
resources:
References:
Brent Gayle Wilson: Constructivist learning environments: case studies in

instructional design.
on http://books.google.si/
Ann Peru Knabe: Constructivist learning perspectives in the online public
relations classroom.
26
http://www.prismjournal.org/fileadmin/Praxis/Files/Journal_Files/Issue2/Knabe.pdf
Characteristics of Constructivist Learning & Teaching.
http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
Dimitrios Thanasoulas: Constructivist Learning.
http://www3.telus.net/linguisticsissues/constructivist.html
George W. Gagnon, Jr. and Michelle Collay: Constructivist Learning Design
Notes.
http://www.prainbow.com/cld/cldn.html#Outline
Constructivist learning on Wikipedia
http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29
27
Module 6 Interactionism / Community of Learners

MODULE DESCRIPTION
Module title:
Interactionism / Community of Learners
Theme:
Methodology Support
Subtheme:
Approaches
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
The module comprise of the basic tenets of interactionism in adult
learning. Learning is an active, social process, where learners should
learn to discover principles, concepts and facts for themselves. The
instructor and the learners are equally involved in learning from each
other as well. The task or problem is thus the interface between the
instructor and the learner. This creates a dynamic interaction
between task, instructor and learner. Some learning approaches that
could harbor this interactive learning include reciprocal teaching,
peer collaboration, cognitive apprenticeship, problem-based
instruction, web quests, anchored instruction and other approaches
that involve learning with others.
The module Interactionism / Community of Learners was prepared
within the project BRIDGE - BRIdging the Digital Gap for Elders which
is a European project funded by the European Commission in the
Rationale:

Entry requirements:
Aims:
The module Interactionism / Community of Learners will enable

trainers/teachers to design and carry out their classes using
interactionist approach.
requirements:
knowledge about the basic andragogical principles and basic
experience with adult teaching and learning
completed modules 1-3 in Theme 1 Methodology Support; SubTheme A Preparations.
The participants will get familiar with the principles of interaction and
several methods and techniques for building a vibrant community of
learners, such as roundtable, discussion groups, structured team
28
problem solving, role playing, cooperative learning, games, etc.

Learning outcomes:

participant knows the basic principles of interactionism;
participant understands the meaning and role of the community of
learners in the teaching/learning process;
knowledge about the different ways on how to apply interactionist
approach to adult teaching/learning;
participant is enabled to use different possible
methods/techniques for use in the teaching process: roundtable,
discussion groups, structured team problem-solving, role playing,
cooperative learning, games, etc.
Content:
Content of the module includes:

learning as an active, social process, where learners should learn to
discover principles, concepts and facts for themselves. The instructor
and the learners are equally involved in learning from each other as
well. The task or problem is thus the interface between the instructor
and the learner. This creates a dynamic interaction between task,
instructor and learner. Some learning approaches that could harbor
this interactive learning include reciprocal teaching, peer
collaboration, cognitive apprenticeship, problem-based instruction,
web quests, anchored instruction and other approaches that involve
learning with others.

an introductory lecture, to be followed by a discussion and
exercises to consider interactionist approach to teaching -learning,
with a special focus on its uses in ICT training;
engage in discussion of key ideas in the contact time part and
prepare one theme + from the field of ICT training for older people
(a teaching plan and materials) using interactionist approach.
Modules 1, 2, 3, 4, and 5
Related modules:
Evaluation:
Learning resources:
References:
Annex 6
Adult Education in Practice (available at:
http://roberta.tripod.com/adulted/methods.htm)
Vella, J. Learning to Listen, Learning to Teach: The Power of
Dialogue in Educating Adults, Jossey-Bass Publishers, San
Francisco, 1994.
29
Imel, S. Inclusive Adult Learning Environments, ERIC Digest

(available at: http://www.ericdigests.org/1996-2/adult.html)
Schugurensky, D. Questions and Answers on Adult Education
(available at:
http://fcis.oise.utoronto.ca/~daniel_schugurensky/faqs/qa14.ht
ml)
30
Theme 2 ICT Support
31

Theme 2 of the BRIDGE teacher training programme intends to provide participants
with an overview on the main issues and concerns related to the use of new
technologies by older people, as well as on the main available solutions. To help
older people to overcome fears and doubts about new technologies, to show them
the benefits of learning to use ICT tools and devices, to illustrate them the feasible
solutions available, is a real challenge for ICT teachers.
Theme 2 consists of 2 subthemes: subtheme A on Issues / Concerns and subtheme B
on Solutions.
Subtheme A
Subtheme A provides teachers with an overview on the main problems and obstacles
that hinder older people from acquiring ICT skills and illustrates how online services
can improve older people life.
Module 7 titled ICT FOR OLDER PEOPLE intends to enable teachers to identify
common problems and obstacles that hinder older people from acquiring ICT skills
and to identify the appropriate human and / or technical solutions to overcome them.
The module is based on the BRIDGE User Needs Analysis Report which illustrates the
results of the survey carried out in the partner countries to detect ICT training needs
of older people and on the interviews realised with expert ICT teachers.
Module 8 titled eSERVICES FOR OLDER PEOPLE has the general aim to illustrate to
older people the benefits and advantages they can have in using ICT in their daily life
as to motivate them to overcome difficulties and scepticism of new technologies. This
module is divided up into 2 parts:
Part 1: focuses on how to explain in simple terms to older persons how to
access the services, how to support them in their first access, how to identify
and analyze relevant services for older people on the web.
Part 2 (Module 9): introduces a range of online services for older people in
different countries (SE; SI; PL; IT; UK) with the aim to help participants to build
up their own reference library.
Subtheme B
32
Subtheme B illustrates specific ICT solutions for older people. Older people can
benefit of a wide range of ICT devices and tools, specifically designed to help them
improving their life, making easier activities that can be difficult otherwise.
Module 10 - ICT TECHNOLOGY SUPPORT- intends to illustrate some devices
specifically designed for older people, to facilitate them in using the PC, including
user-friendly computer devices, graphical user interfaces, software and hardware...
The example of Eldy will be provided as a useful tool for the internet navigation.
Module 11 titled ASSISTIVE TECHNOLOGIES intends to provide participants with an
outline of the European policy on e-inclusion for older people as well as to enable
them to explain to older people what the expression Assistive technology means
and what is the idea behind. It also provides concrete examples of ICT products and
devices that can help the older people to improve their quality of life, stay healthier,
live independently for longer and remain active at work or in their community.
Module 12 MOBILE AND NETWORK SERVICES aims at introducing in a training
course for older people the concepts of wireless mobile communication and to
answer to the questions that are milling around in older people minds: What is this?
How does it work? What is it useful for? What are the risks? How can I avoid that the
mobile phone becomes a cost trap? How can my PC be protected from viruses? How
can my personal data be protected?...etc. etc.
33
Module 7 ICT for Older People

(Theme 2 - ICT Support; Sub-Theme A Issues / Concerns)
MODULE DESCRIPTION
Module title:
ICT for Older People
Theme:
ICT Support
Subtheme:
Issues / Concerns
Module study hours:
3 hours
Total course hours:
64 hours
Abstract/Module
This module identifies problems that older people have in

acquiring ICT skills, and identifies practical solutions.
summary:
Rationale:
Entry requirements:
Aims:
Learning outcomes:
The module is based on the BRIDGE User Needs Analysis Report

which illustrates the results of the survey carried out in the partner
countries to detect ICT training needs of older people and on the
interviews realised with expert ICT teachers.
Participants in the module described should preferably satisfy the
following entry requirements:
a foundation of knowledge about ICT and its uses.
Module intends to enable teachers to identify common problems
and obstacles that hinder older people from acquiring ICT skills and
to identify the appropriate human and / or technical solutions to
overcome them.
To be able to:
have with ICT
Content:
dentify solutions, human and/or technical as appropriate.

Uses of ICT in everyday life
The most common obstacles and problems for older people that
prevent the use of ICT devices
ICT and the needs of older people
How to acquire ICT skills
Tasks:
people have with ICT
implementation in a training course
34
Related modules:
Modules 8, 9,
Evaluation:
Annex 7
Learning resources:
References:
User Needs Analysis for BRIDGE project.

The candidate will also build up their own reference library, with part
of the time being spent in assessing and discussing the quality of
sources.
35
Module 8 eServices for Older People

MODULE DESCRIPTION
Module title:
eServices for Older People
Theme:
ICT Support
Subtheme:
Issues / Concerns
Module study hours:
3 hours
Total course hours:
64 hours
Abstract/Module
This module introduces a range of online services for older people in

different countries.
summary:
Rationale:
Entry requirements:
Aims:
Learning outcomes:
Content:
Module focuses on how to explain in simple terms to older persons

how to access the services, how to support them in their first access,
how to identify and analyze relevant services for older people on the
web.
Participants in the module described should preferably satisfy the
following entry requirements:
a foundation of knowledge about ICT and its uses.
The aim of the module is enable the teachers/trainers to illustrate to
older people the benefits and advantages they can have in using ICT
in their daily life and the range of different eServices for them as to
motivate them to overcome difficulties and scepticism of new
technologies
To be able to:
list at least 3 useful and accessible online services for older people
in their own community
explain in simple terms to an older person how each of these
services helps users
assist an older person to access each service
Content includes:
eServices for older people
the benefits of using different ICT devices and different eservices
eServices in daily life
eServices in different countries
eServices offering peer-to-peer support for older people
Tasks:
list of 3 useful and accessible online services for older people
list of the strengths and weakness of each service
36
draw up a list of common problems in accessing each service,

together with appropriate solutions
contact one person involved in the delivery of each service and
gather background information at first hand about usage and
accessibility
compare the uptake of the online service with the traditional access
write a short explanation of how to access each service
explain to an older person how to make use of each service
draw up a list of 3 services operating in other countries which have
potential for developing in the candidates own country or region
identify one further service not yet available online that would be
advantageous to older people if it were available
give an outline of the organizational steps that would have to be
taken to develop it
Related modules:
Module 9.
Evaluation:
Annex
Learning resources:
References:
The candidate will build up their own reference library, with part of
the time being spent in assessing and discussing the quality of
sources.
37
Module 9 Web Info Services for Older People

MODULE DESCRIPTION
Module title:
Web Info Services for Older People
Theme:
ICT Support
Subtheme:
Issues / Concerns
Module study hours:
3 hours
64 hours
Total course hours:

Abstract/Module
summary:
Rationale:
Entry requirements:
It's of a great important that ICT course participants and especially older
people learn to orientate themselves on the World Wide Web to not
get lost and confused by the immense amount of information available
on internet. This Module helps you to built your own library of web
services and to find your way to present them to your course
participants.
Chapter 2 illustrates some web information services in your country:
such as local authorities web sites, web portals for older people and
generic information web portals that can be of interest for your course
participants. Chapter 3 focuses on other web services, such as online
shopping, online booking and reservation, eLearning opportunities,
home banking, etc, with a specific paragraph on the online payment
and secure shopping. Each topic is enriched by examples and also tips
and suggestions are provided on how to plan your lessons as to make
older people familiar with the web navigation and the search of
information. In the Annexes you can find lists of useful links at national
level.
The module eServices for older people was prepared within the
project BRIDGE - BRIdging the Digital Gap for Elders which is a
European project funded by the European Commission in the
The present module eServices for older people is divided up into 2
autonomous parts (separated modules): Part 1 focusing on how to
explain in simple terms to older persons how to access the services,
how to support them in their first access, how to identify and analyse
relevant services for older people on the web. Part 2: introducing a
range of online services for older people in different partner countries
(SE; SI; PL; IT; UK) with the aim to help participants to build up their own
reference library. The course for trainers consists of 18 modules divided
into 3 Themes; the duration of the course is 64 hours.
38
Aims:
Learning outcomes:
Content:
Related modules:
Evaluation:
Learning resources:
requirements:
degree in the field of ICT or equivalent.
To have already read the eServices for older people - Part 1.
This module aims to:
Provide ICT teachers with an overview on existing web-based
information services for seniors in their country including a list of useful
links.
To suggest in class activities and exercises to present and illustrate
existing web services to older people.

To provide participants with an overview on existing web-based
information services for seniors in their country including a list of useful
links.
To plan in class activities and exercises to make older people familiar
with information retrieval and online shopping
To provide participants with tips on how to customise the list of web
services at local level and national level on the basis of their interest and
needs.
List of contents:
1. World Wide Web and older people
2. Web information services
2.1 Local authorities web sites
2.2 Web portals for older people
2.3 General information web portals
3. Other web services
3.1 Online payment and secure shopping
In contact time, the tutor will provide:
Lecture and exercises on the topic of this module
Opportunities for participants to develop their own library of web
services, portals and web sites at national level.
engage in discussion of key ideas of the lecture
This Module represents part 2 of the Module 2 Theme 2 / Subtheme B
on eServices for older people and it is related to Part 1 of the same
Module.
After the presentation of the module the participants will be presented
with worksheets to evaluate the appropriateness and usefulness of the
module according to their previous experience.
Annex 9
1. List of useful links in Austria
39
References:
2. List of useful links in Italia

3. List of useful links in Poland
3. List of useful links in Slovenia
4. List of useful links in Sweden
5. List of useful links in United Kingdom
http://www.ealing.gov.uk/services/social_services/services_for_older_pe
ople/
http://www.highland.gov.uk/socialwork/olderpeopleservices/
40
Module 10 ICT Technology Support

(Theme 2 - ICT Support; Sub-Theme B ICT Solutions)
MODULE DESCRIPTION
Module title:
ICT Technology Support
Theme:
ICT Support
Subtheme:
ICT Solutions
Module study hours:
3 hours
64 hours
Total course hours:

Abstract/Module
summary:
Since the Internet has become an indispensable role in daily life and
the information process plays of all assets, internet literacy today is
an important prerequisite for the connection to current events and to
not to lose the younger generation. The content is mediated in the
course format as an aid for "mature" is designed so that this
generation can benefit from the use of new media for current
information. Experienced users will be trained as trainers so that they
provide the "older" to access the Internet. The topics and activities
start with the interests of the Plus50 generation: for example, travel,
health and culture. Almost incidentally, the interest in the Internet
medium awakened and so identified the personal benefits.
Rationale:
The module on ICT user support was developed under the project"
BRIDGE - Bridging the Digital Gap for Elders. This project is funded
and co-financed by the European Commission within the framework
of "lifelong learning" with the aim to show older people how to
access and to use of ICT in more detail. The goal of the project was
to bring the needs of older people in connection with the use of ICT
to developed subsequently, specific training methods and teaching
materials, how to help older people in ICT, the fear of the new
technologies to overcome. According to the analysis within the first
few months it became clear that the main reason why older people
do not use modern communication technologies in everyday life,
comes from the fact that the courses offered, are not based on their
needs.
Another issue is the training modules for trainers to meet the specific
needs of the target adapt "PLUS50."
Entry requirements:
Participants must have basic knowledge in both the main ICT

technologies available and be familiar in dealing with issues and
concerns of older people. Therefore, the visit of the modules in a
subject or two or they have recommended a two-year experience in
the teaching of ICT for older people.
41
Aims:
For many older people raises the new online world in a variety of
questions to be answered. The goal is to train trainers who will be
able to answer these questions and take away the fear of new
technology from older people.
Learning outcomes:
Training of trainers who are able to take older people the fear of the
use of ICT and to demonstrate the possible applications in everyday
life, and so the interest in ICT. The Course gives an overview of the
opportunities of the new ICT-Technology.
Content:
Learning resources:
The participants should be able to:

to lecture on the opportunities and risks in the use of ICT
to provide informed recommendations and advice of wise use of
the ICT
to provide practical advice in dealing with ICT
The classes will run as a so-called "blended learning." In this way the
advantages of classroom events and e-learning are combined in an
ideal manner.
During the course time the teacher will provide
lecture or a seminar and training on issues related to the use of the
ICT
opportunities for participants to develop, to widen their knowledge
and gain understanding for dealing with ICT
In the e-learning time, the participants
repeat the main points of the lecture and possibly discuss with the
teacher.
The module is in principle independent, participants who have
attended this module, the two modules (ICT Devices / Assistive
Technologies) and 3 (see Mobile and Network Services).
Annex 10; http://bridge.link.at
References:
Kevin Cullen, Simon Robinson, Telecommunications for older people
Related modules:
Evaluation:
and disabled people in Europe: preparing for the information society,

IOS Press, 1997.
A. Helal W.C. Mann, Promoting Independence for Older Persons with
Disabilities: Volume 18 Assistive Technology Research Series, IOS
Press, 2006.
42
Module 11 ICT Devices / Assistive Technologies

MODULE DESCRIPTION
Module title:
ICT Devices / Assistive Technologies
Theme:
ICT Support
Subtheme:
ICT Solutions
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
Chapter 1 illustrates the EU Action Plan on "Ageing Well in the
Information Society and the Ambient Assistant Living (AAL) research
programme, providing you useful links and resources on Ageing
technologies. Chapter 2 provides you with a definition of Assistive
Technology and illustrates the main results of the European study
ICT & Ageing Users, Markets and Technologies. Starting from the
results of this study, a selection of good practices in the partner
countries (AT, IT, PL, SL, UK) is described in Chapter 3. Chapter 4
presents Eldy, the first software developed to bring +55 to use the
computer. Eldy is a Java Application for Windows and Linux; it is
freeware with perpetual free-of-charge license and it can really
support the teaching and learning of the ICT by older persons. In the
end youll find some exercises and a selfevaluation test.
ICT can help the older people to improve their quality of life, stay
healthier, live independently for longer and remain active at work or
in their community. In many EU countries where over half of people
aged 65+ live alone, such technologies can significantly extend the
time that older people live independently in their own house, while
at the same time they help to avoid costs for hospitalization and
provide a basis for additional applications in the future (smart
homes, tele-monitoring, robotics, embedded systems, biosensors,
etc.).
This module is one of the six modules in Theme 2 ICT Support and
focuses on Available ICT solutions for older people.
This module is part of the BRIDGE teachers training programme and
it belongs to Theme 2 on ICT Support / Sub-Theme B on ICT
Solutions. In terms of background knowledge, participants are
required to have basic knowledge of the main ICT for older peoples
issues and concerns, so they are recommended to have followed
modules in Theme 2 or to have a 2 years experience in teaching ICT
to older people.
At the end of this module youll know and understand the European
policy on e-inclusion for seniors, and in particular youll be able to
refer to the main documents, resources and projects on the topic
Rationale:
Entry requirements:
Aims:
43
Learning outcomes:
Content:
Related modules:
Evaluation:
Learning resources:
References:
Ageing well in the Information Society and youll be able to create

your own library of web resources and examples both at European
and national level. Furthermore you will be able to explain to older
people what the expression Assistive technology means and what
the idea behind this concept is, providing examples of good practices
in your country. Youll also know Eldy, the first software especially
designed for help older persons to use the computer and youll be
able to plan your lessons using it.
knowing EU e-inclusion policies
knowing assistive technologies and their uses
being familiar and able to use and present Eldy and its functions
Introduction
1. The European Policy on e-Inclusion for seniors
1.1 Ageing Well in the Information Society
1.2 Useful links and resources
2. Assistive Technology
2.1 Definition and examples
2.3 The ICT & Ageing - Users, Markets and Technologies Study
3 National Good practices and projects
3.1. Austria
3.2 Italy
3.3. Poland
3.4 Slovenia
3.5 Sweden
3.6 United Kingdom (Scotland)
4. ELDY: a software to bring older people to use the computer
Lecture and exercises on the topic of this module
Opportunities for participants to develop their own library of web
services, portals and web sites at national level.
Modules 7, 8, 9, and 11.
Annex 11
http://ec.europa.eu/information_society/activities/
einclusion/research/aal/index_en.htm
http://ec.europa.eu/information_society/activities/einclusion/index_en.htm
http://en.wikipedia.org/wiki/Assistive_technology
http://www.eldy.org/
44
Module 12 Mobile and Network Services

MODULE DESCRIPTION
Module title:
Mobile and Network Services
Theme:
ICT Support
Subtheme:
ICT Solutions
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
With the data-card to the mobile network: The wireless mobile
communications leads to a more flexible application. There is no
fixed telephone or internet connection necessary anymore. Unlike the
landline phone or the internet on the local PC can the mobile
phone or data card be used anywhere. For example for online
shopping over the internet, Airline tickets, parking tickets, books,
digital cameras on sale online is not only more convenient but often
cheaper.
Wireless internet access for almost every laptop, every notebook and
the new smart phones can connect at home or at public hotspots to
the Internet. How this works and that the cost are almost nothing is
shown in the course.
A smartphone is more than a phone and also for older people a
faithful companion. Smart phones are computers that look like cell
phones and connect to the internet or at request to GPS satellites.
For contact with friends, the cell phone has already become
indispensable for many. For a long time, phone calls and SMS writing
were the most used applications. Now the given standard are mobile
phones with fast internet access, integrated digital cameras, GPSReceiver and MP3 player.
The module Mobile and Network Services was developed under
the project" BRIDGE - Bridging the Digital Gap for Elders. This
project is funded and co-financed by the European Commission
within the framework of "lifelong learning" with the aim to show
older people how to access and to use of ICT in more detail. The goal
of the project was to bring the needs of older people in connection
with the use of ICT to developed subsequently, specific training
methods and teaching materials, how to help older people in ICT, the
fear of the new technologies to overcome. According to the analysis
within the first few months it became clear that the main reason why
older people do not use modern communication technologies in
everyday life, comes from the fact that the courses offered, are not
based on their needs.
Rationale:
45
Entry requirements:
Aims:
Learning outcomes:
Content:
Related modules:
Evaluation:
Learning resources:
References:

opportunities of the new ICT-Technology especially in using the
world of mobile and network services.
The participants should be able to:
to lecture on the opportunities and risks in the use of mobile
network services
to provide informed recommendations and advice of wise use of
mobile network services
to provide practical advice in connecting and using mobile network
services.
ideal manner.
During the course time is the teacher
lecture or a seminar and training on issues related to the use
wireless mobile communication
and gain understanding for dealing with mobile network services.
teacher.
The module is in principle independent, but it is probably helpful if
the modules 1 and 2 in the subtheme B-ICT-Support (ICT
Technology Support and ICT Devices/Assistive technologies) are
visited before.
In addition, this module is the basis for the Module 3 Theme,
Subtheme B, Module 1 (Skype-phone/file/video/remote).
ICT solutions for enhanced mobility of elderly people
http://ec.europa.eu/information_society/activities/einclusion
/docs/ageing/cip_2011_norgall.pdf
46
Kevin Cullen, Simon Robinson, Telecommunications for older people
and disabled people in Europe: preparing for the information society,

IOS Press, 1997.
A. Helal W.C. Mann, Promoting Independence for Older Persons with
Disabilities: Volume 18 Assistive Technology Research Series, IOS
Press, 2006.
47
Theme 3 ICT Devices/Solutions
48

Theme 3 - ICT Devices/Solutions of the training programme for teachers/trainers of
older people consists of 6 modules dealing with different available ICT devices and
solutions that the older people can use and utilize. The picture below shows just
some of the uses of a PDA device.
The sub-theme A titled Utilization of ICT devices deals with utilization of ICT devices
and includes three modules (Mobile phones/SMS, Pads & Readers, and PDAs &
Apps). The sub-theme B titled Operation of ICT Devices deals with operation of ICT
devices and includes three modules (Skype phone/file/video/remote, Search/Google,
and Video & Photo /You tube).
The theme covers a very important field of use of ICT devices that is crucial for the
population of older people. It is therefore vital that the teachers/trainers are well
acquainted with various ICT devices that are on the market and that the older people
49
can use in everyday life. All the modules will strongly emphasize the distinctiveness of
the approach of working with older population and the interactionist and
participative learning environment.
The teachers/trainers will obtain knowledge on how ICT devices can in practice
influence and improve everyday life of older people and which services/applications
are relevant to the older people. The participants will learn about the use of mobile
phones, digital photo and video camera, tablet computers and readers, which are
becoming more and more widely used and that can offer substantial help for the
older people, and PDAs and applications available for them.
They will also learn about various operations of ICT devices and available services
(like YouTube, blogs, search engines, etc.) that can help the older people with their
contacts with other people, gathering information and sharing their life experiences.
Since the particular features, services, operating systems, etc. also differ from county
to country and change through time, the participants will get familiar with their basic
functioning and with the most commonly found operating principles and will then be
able to adapt this knowledge to teaching conditions and further optimize teaching
materials to individual needs of end users.
The teaching strategies will focus on the interaction between teacher, learner,
activities and contexts in order to highlight the use of ICT in daily lives.
50
Module 13 Mobile Phones / SMS

(Theme 3 - ICT Devices / Solutions; Sub-Theme A Utilization of ICT Devices)
MODULE DESCRIPTION
Module title:
Mobile Phones / SMS
Theme:
ICT Devices / Solutions
Subtheme:
Utilization of ICT Devices
Module study hours:
3 hours
64 hours
Total course hours:

Abstract/Module
summary:
The module presents the basic use of a mobile phone, its features,
applications, software and various services. Within the module the
benefits of the mobile phone use regarding elders are discussed
especially in terms of maintaining social relationship, providing sense
of safety and accessibility. Various devices are presented with the
focus on those relevant to the elders.
In the world of technology elderly is under considered and often
seen as non-technological person, although there is no evidence that
alder people reject technology more than people of other ages.
Elderly, as anyone else, accept and adopt technology when the latter
meets their needs and expectations however they can be expected to
have a different approach to technology from younger people.
Because of sensory, motor, and cognitive changes due to ageing,
older people might need more time to learn, be more error-prone,
and need more steps to operate the system.
Rationale:
Entry requirements:
The module proposes ideas how to present elder people with the use
of mobile phone in such way that they will use it independently in
their daily routines.
The module Constructivist Learning was prepared within the project
BRIDGE - BRIdging the Digital Gap for Elders which is a European
project funded by the European Commission in the framework of the
Lifelong learning project with the aim to train older people to start
using ICT and integrate themselves into emerging information
society.
This module is one of the six modules in Theme 3 ICT
Devices/Solutions. The course for trainers consists of 18 modules
divided into 3 Themes; the duration of the course is 64 hours.
requirements:
To have knowledge and experience regarding mobile phones.
51
Aims:
Learning outcomes:
Content:
Related modules:
Evaluation:
Learning resources:

degree in the filed of ICT or equivalent.
To have an understanding of the difficulties older people cope with
regarding new technologies and to be prepared to adopt their
teaching methods according the older people's needs.
To present basic use of mobile phone, its features, applications,
software and services.
To present reasons why older people are using mobile phones for
a very limited purposes.
To encourage participants (trainers) to develop a critical
understanding of how the use of mobile phones can influence and
improve
everyday
life
of
older
people
and
which
services/applications are relevant to the older people.
To encourage participants (trainers) to use their knowledge of
learning and new learning approaches in relation to this field.
To realize the importance of the use of mobile phones for
older people;
to develop critical understanding of the special needs of their
older people and to relate them to the use of ICT devices
(especially of mobile phones);
to have knowledge how to present older people with mobile
phones, which functions are relevant to them and which type
of a mobile phone is suitable;
to be able to choose appropriate learning activities, suitable
to the older people (in relation to the mobiles phones).
Content to include:
mobile phones and older people;
benefits and drawbacks of the mobile phone use in relation to
the older people;
mobile phones: services
Mobile phones: basic functions
Lecture or seminar to present issues related to use of the
mobile phones and older people;
Discussion
Module is self-sufficient; it is the first of six modules in Theme 3 ICT
Devices /Solutions and in Sub-theme A Mobile phones/SMS.
Annex 13
52
References:
Kurniawan, S., Nugroho, Y. and Murni Mahmud: A Study of the Use of Mobile
Phonesby Older Persons.
http://delivery.acm.org/10.1145/1130000/1125641/p989kurniawan.pdf?key1=1125641&key2=3037440711&coll=&dl=
ACM&CFID=15151515&CFTOKEN=6184618
Conci, M., Pianesi F. and Massimo Zancanaro: Useful, Social and Enjoyable: Mobile
Phone Adoption by Older People.
http://i3.fbk.eu/en/system/files/INTERACT09_oldermobile.pdf
Roberts, Simon: The Fictions, Facts and Future of Older People and Technology.
http://ideasbazaar.typepad.com/Simon%20Roberts%20ILC.pdf
Pattison, M and Alex Stedmon: Inclusive design and human factors: designing mobile
phones for older users.
http://www.psychnology.org/File/PNJ4%283%29/PSYCHNOLOGY_JOURNAL_4_
3_PATTISON.pdf
53
Module 14 Pads & Readers

MODULE DESCRIPTION
Module title:
Pads & Readers
Theme:
Subtheme:
Module study hours:

Total course hours:
Abstract/Module
3 hours
64 hours
What is an iPad, how it looks like, what is it used for? How much
does it cost? Why should I learn to use it? These questions might
cross the mind of seniors, as soon as they become a little familiar
with ICT and web navigation. This Module will provide you with the
basic knowledge and web resources needed to answer these
questions and to illustrate to older people the main functionalities of
new devices like iPad and other eBook readers.
The module Pads & Readers was developed under the project"
BRIDGE - Bridging the Digital Gap for Elders. The aim of this module
is to give an overview of some recently launched devices such as the
iPad and the eBook readers and namely to illustrate what they are,
what they can be used for and what can be the main benefits for
older people to get familiar with them.
summary:
Rationale:
Entry requirements:
Aims:
Learning outcomes:
Content:
Participants are required to have basic knowledge of the main ICT for
older peoples issues and concerns, so they are recommended to
have followed modules in Theme 2 or to have a 2 years experience in
teaching ICT to older people.
Aims of the module:
introduce the uses of pads and readers to teachers/trainers
teachers know all the benefits pads and readers as well as the most
common limitations of their use that are relevant for older people
teachers are familiar with the ICT market
teachers know how to present the benefits and use of pads and
readers to older people.
Participants will be able to explain to older people what are tablet
computers, their main characteristics, what they are used for, etc.
They will be able to create their own resource library including videos
to be used for in class activities aimed at illustrating iPad and other
similar devices to older people. They will also be able to lead a
discussion with older people on pros and cons of using such devices,
with particular regard to seniors needs.
1. Tablet Computers
2. iPad
54
Related modules:
Evaluation:
Learning resources:
References:
3. eBook Readers
3.1 Are eReaders Older People friendly devices?
3.2 What to Look for in an eBook Reader
lecture and exercises on the topic of this module
opportunities for participants to develop their own experience
using and comparing Pads and Readers.
Module 15
Annex 14
http://www.pcmag.com/encyclopedia_term/0,2542,t=tablet+computer&i=52520,00.
asp
http://www.ereaders.net/articles/ereader-or-netbook
55
Module 15 PDAs, Smartphones, & Apps

MODULE DESCRIPTION
Module title:
PDAs, Smartphones, & Apps
Theme:
Subtheme:
Module study hours:
3 hours
64 hours
Total course hours:

Abstract/Module
summary:
Rationale:
The module comprises the use of basic and advance PDA and
Smartphone functions as well as expandable capabilities offered
through various additional applications developed by third parties.
Smartphones and PDAs have the potential to improve a quality of life
of older people, examples of that would be: an interactive application
designed to help older people with diabetes manage their disease,
an application meant to help seniors track their medication schedule,
and Brain Age game designed to improve memory and other
cognitive abilities regardless of age.
Smartphones or smart devices capabilities have the potential to
perform various vital functions in one place in addition in to
communication; from various scheduling and alarm function; to
improving mental capabilities through the use of games. Other
aspect of such devices is limitless increase in functionality through
development of add on applications that can greatly benefit the
older people.
Entry requirements:
Participants in the module described must satisfy the following entry

requirements:
a foundation of knowledge about ICT and its uses;
preferably a basic prior knowledge and experience of using some
kind of PDA or Smartphone.
Aims:
To familiarize the participants with the device`s physical and

operating environment such as input
functions, and navigation
Cover basic and advance functions and capabilities of the device
and operating system such as email,
internet use, picture taking, calendar functions, event scheduling, and
data sharing
Cover expandable capabilities of the device through the use of
additional applications found online app markets
56
Learning outcomes:
Trainers will be capable of clearly demonstrating universal device

function taking away possible fear of use. They will be able to
demonstrate benefits of owning of such a device, practical
application and use of the device, various applications and extended
capabilities in everyday life.
Content:
There are many smart device manufacturers and several different

Operating Systems that are used to run them such as iPhone OS,
Windows Mobile, Android, RIM, and Symbian OS. Their market share
largely depends of the region and country. Even though all of these
operating systems come from different manufacturers they all share
a common operating principle and set of functions. This module will
be used to familiarize the participants with commonly found
functions and operating principles. Covering common operating
principles will allow the participants to become adept to teaching
conditions and to further optimize teaching materials to individual
needs of end users.
Practical hands on approach through demonstration will show
trainers common functions found on all devices; differences and
similarities between major OS platforms; Symbian, Android, Apple
app markets and expanded capabilities they offer.
Related modules:
Module 14
Evaluation:
Annex 15
Learning resources:
References:
Additional information on Brain Age:

http://www.brainage.com/launch/index.jsp
About.com article regarding smartphone apps for older people:
http://cellphones.about.com/b/2008/04/08/
smartphone-system-helps-elderly-manage-medications.htm
Article on managing diabetes through an a smarphone app:
http://www.sciencedaily.com/releases/2009/10/091029162022.htm
Additional information on Mobile OS usage and statistics:
http://en.wikipedia.org/wiki/Mobile_operating_system
57
Module 16 Skype Phone / File / Video / Remote

(Theme 3 - ICT Devices / Solutions; Sub-Theme B Operation of ICT Devices)
MODULE DESCRIPTION
Module title:
Skype Phone / File / Video / Remote
Theme:
Subtheme:
Operation of ICT Devices
Module study hours:

Total course hours:
Abstract/Module
3 hours
64 hours
Internet Telephony
You have a daughter, grandchildren or you like to phone abroad with
people you love? This can be expensive, unless you're using the
Internet. The purchase of an appropriate headset and the
establishment of an Internet telephony program such as Skype is
simple. The task of the phone does the software on the computer,
the receiver is replaced by a special headphones, which also includes
a microphone and costs only apprx. 15 . Or you can just use a
wireless Bluetooth mic / headphone combination. In many laptops a
camera is installed, which allow you to make free video-Calls
summary:
Rationale:
Entry requirements:
File / Video / Remote Access

Sending instant messages in chat, transfer files, hold phone and chat
conferences with several participants are further possibilities of
Internet telephony programs like Skype.
The module Skype was developed under the project" BRIDGE Bridging the Digital Gap for Elders. This project is funded and cofinanced by the European Commission within the framework of
"lifelong learning" with the aim to show older people how to access
and to use of ICT in more detail. The goal of the project was to bring
the needs of older people in connection with the use of ICT to
developed subsequently, specific training methods and teaching
materials, how to help older people in ICT, the fear of the new
technologies to overcome. According to the analysis within the first
few months it became clear that the main reason why older people
do not use modern communication technologies in everyday life,
comes from the fact that the courses offered, are not based on their
needs.
58
Aims:
Learning outcomes:
Content:
opportunities of the new ICT-Technology especially in using Skype
and similar ICT-Solutions
The participants will be able to give older people the answers to
these questions, They will be able to show people how easy Internet
age is telephony. (Click 'n call)
Participants will be able to show how privacy can be protected from
viruses, Trojans and backdoor programs ..
A free, secure and easy-to-use system with Ubuntu and the same
"free delivered".
In this course the coaches get the latest Ubuntu Linux (combined
with Windows) a free, easy-to-use complete system in hand. The
ready-to-version "Ubuntu Netbook" is an ideal entry point for
seniors: the Internet and video-telephony, e-mails, surf the Internet
and watch videos, transfer files and remote switch are not a problem
in Ubuntu. Even with the annoying problem with Windows viruses
and Trojans is not a problem with this system. MS Office files, photos
from digital cameras, music from CD's or MP3 files, edit it just as
easily in Ubuntu.
ideal manner.
Learning resources:
During the course time the teacher is going to

lecture or a seminar and training on issues related to the use
wireless mobile communication
and gain understanding for dealing with mobile network services.
teacher...
The module is in principle independent, however the participants
should, have some experience in dealing with the ICT technology
especially Skype.
References:
Harry Max, Taylor Ray, Skype(TM): The Definitive Guide, Que, 2006.
Related modules:
Evaluation:
59
60
Module 17 Search / Google

MODULE DESCRIPTION
Module title:
Search / Google
Theme:
Subtheme:
Module study hours:

Total course hours:
Abstract/Module
summary:
3 hours
64 hours
This module introduces practical use of Google.
Internet search engine is a program or website, which aims is to help
users find information on the web. Search engines are a great way to
find the information you need on the Internet. When a user enters
search query, it responds to it links to pages that it finds, according
to the algorithm used, as the most suitable.
The most popular search engine is Google. Allows you to search Web
pages of maps, graphics, videos or books. Currently, almost every
Internet user uses search engines, therefore, an important branch of
internet marketing has become a SEO Search Engine.
Rationale:
Entry requirements:
Aims:
Learning outcomes:
Course related to new technologies for the elderly should include the
ability to use the Internet. Use of search engines is the basis for
further contact with the Internet. Mastering this skill is not difficult
and provides seniors access to desired information. For this reason,
the module on goggle has been included in the content of the
training for trainers in the Bridge Project
Participant training in this module should meet the following initial
criteria:
Experience in adult training
Basic knowledge of education of older people
Their own skills in ICT
The aim of the module is to provide participants knowledge of how
to use search engines. In particular these are activities such as:
open Google/search engine site
write a word/sentence connected with concrete subject
search materials to develop the subject
prepare the result of searching

Participant trained in this module will be able to teach seniors the
following:
Search websites
Search maps
61
Search books
Search graphics
Search news
Content:
In this module, each participant will be working on skills already

possessed while using search engines. Scheme will be developed to
teach seniors how to use Google.
To get familiar with the knowledge and skills of course participants

Develop measures / steps are useful in the use of search engines
Creating a maintenance scenario teaching seniors Google/search
engines
The module is a separate, independent part of the training. It is
related with an introduction to the module 18, and further attempts
to work on the Internet. Is also linked to the module 16.
Related modules:
Evaluation:
Learning resources:
References:
At the end of the work in the module participants will receive an

evaluation questionnaire addressing issues of assessment:
Competence of the teacher.
Annex 17
The candidate will use his own knowledge sources mainly to support
the practical site of the module.
62
Module 18 Video & Photo / YouTube

MODULE DESCRIPTION
Module title:
Video & Photo / YouTube
Theme:
Subtheme:
Module study hours:

Total course hours:
Abstract/Module
summary:
Rationale:
3 hours
64 hours
This module introduces practical operation of video and photo
systems and use of YouTube.
Teachers/trainers will learn about various operations and available
services (like YouTube, Flickr, blogs.) and how to present making of a
video and photo to older people in order to help the older people
with their contacts with other people, gathering information and
sharing their life experiences.
The aim of the module is to enable teachers/trainers to present
making of a photo and video to older people and obtain knowledge
of different types of sharing those that are best accessible to older
people and reflect their needs.
To be able to:
use a video camera
use a digital camera
use YouTube
Tasks:
take a sequence of video footage
download it onto a computer
do simple edits
take photographs with a digital camera, using its main features
download digital photographs onto a computer
arrange photographs in a digital album
resize a photograph and carry out other simple edits
upload photographs onto a website
upload a video onto YouTube
post a comment on YouTube
In contact time teacher will present basic and most ICT options for
taking and photo and making a video. It will demonstrate the
different ways of sharing experience, most common option for video
being YouTube.
Entry requirements:
Aims:
Learning outcomes:
Content:
63
Related modules:
Evaluation:
Learning resources:
References:
In non-contact time participant will complete the practical tasks that

are described in the content of the module, sketching the best ways
to present those operation to older people.
Module 16, 15 and 8.
Annex 18
The candidate will build up their own body of reference material to
support the mainly practical work of the module.
64
Notes
The programme consists of 18 modules that are structured in three themes and six
subthemes. It will be used for the training of teachers/trainers that are later in the
project going to carry out pilot ICT training courses for older people. Both, teacher
training programme implementation as well as pilot courses will be closely evaluated
and materials and approaches will be modified in the later stage given the outcomes
of evaluation.
Each module in the programme is in some way self sufficient and teachers/trainers
could choose a limited selection of modules in order to complement and advance
their knowledge if they already feel confident in some of the covered fields.
Modules 1, 5, and 13 were prepared by AZ Ljudska univerza Velenje.
Modules 10, 12, and 16 were prepared by KB5, Kirchbach.
Modules 2, 6, and 15 were prepared by IPAK institute, Velenje.
Modules 3, 4, and 17 were prepared by WSHE, odz.
Modules 7, 8, and 18 were prepared by GoingNova, Scotland.
Modules 9, 11, and 14 were prepared by Amiti, Bologna
65
PARTNERS and CONTACTS

The BRIDGE partnership includes organizations from 6 European countries: Austria, Italy,
Poland, Slovenia, Sweden, United Kingdom. Further information about the project can be
obtained from the project coordinator or from the partner organization in your country.
Andragoki zavod Ljudska univerza Velenje, Slovenia (project coordinator)

Titov trg 2, 3320 Velenje, Slovenija
Tel.: ++386 3 898 54 56
Contact person: Mihaela Orozel mihaela.orozel@lu-velenje.si
Amiti, Italy
via val d'Aposa, 3 - 40123 Bologna (IT)
Tel. ++ 39 051273173
Contact person: Francesca Magrefi fmagrefi@amitie.it
Going Nova, Elgin, Scotland, UK

1 Linksfield Court
Elgin - Moray IV30 5JB
Contact person: Howie Firth, howie@goingnova.org
IPAK, Intitut za simbolno analizo in razvoj inf. tehnologij, Slovenia

Koroka 18, 3320 Velenje, Slovenija
Tel. ++ 386 3 891 9040
Contact person/s: Mladen Blatnik,
strahovnik@ipak-zavod.si
mladen@ipak-zavod.si;
Vojko
Strahovnik,
Swedish TelePedagogic Knowledge Center, Sweden

Magasinsgatan, 4 611 30 Nykoing (SWE)
Tel. ++ 46155-214222
Contact person/s: Kennet Lindquist kennet.lindquist@pedagogic.com
Verein KB5 Globale Drfer, Austria

Haus KB5 8082 Kirchbach (AT)
Tel. ++ 433116205611
Contact person: Hansjrg Matzer matzer@kb5.at;
Wysza Szkoa Humanistyczno-Ekonomiczna w odzi, Poland

Rewolucji 1905 r 90-222; Lodz (PL)
Tel. ++ 48 42 2995 631
Contact person/s: Magda Pawelczyk mpawelczyk@ahe.lodz.pl; Magdalena Zadworna-Cielak
mzadworna@ahe.lodz.pl
66
ANNEXES
67
Annex 1 Facilitation of Learning training materials

1. What is facilitation of learning?
Foundation for facilitation of learning is a belief in equality, shared-decision
making, equal opportunity, power sharing and personal responsibility. The
attitudes that appear effective in promoting learning are transparent realness of
the facilitator, a willingness to be a person. When this realness of the facilitator
includes a prizing, caring, a trust and respect for the learner, the climate for
learning is enhanced. And when the trainer also develops the ability to
understand the students reactions from the inside, has a sensitive awareness of
the way the process of education and learning seems to the student, then again
the likelihood of significant learning is increased.
2. Facilitation of learning in adult education
There are many ways to help adults learn effectively. One of the most effective
approaches is facilitation of learning. The term facilitation refers to the process
of helping learners achieve self-growth through self-evaluation and cooperation
with others. Additional descriptors of facilitation include assisting, freeing,
aiding, guiding, and empowering learners in the learning process. Put simply,
facilitation is the process of helping adults learn.
An educator of adult's primary role is to facilitate learning. Adults tend to prefer
settings in which they have primary responsibility for directing their own
learning. The following three skills are essential for effective facilitation:
attending, responding, and understanding. Attending involves the development
of a physical and psychological relationship where full attention is given to the
learner. Responding refers to a showing of empathy, respect, genuineness, and
concreteness for the learner and the learner's needs. The third skill,
understanding, involves the sensitive use of confrontation, immediacy, and selfdisclosure. Taken together, these skills suggest ways adult instructors can build
a foundation upon which good and meaningful learning can occur.
3. Conditions for successful facilitation of learning
According to Smith (1982), adults learn best when a facilitator can see that the
following six conditions are met:
learn.
earning's content and processes bear a perceived and meaningful
relationship to past experience and experience is effectively utilized as a
resource for learning.
68
changes and life tasks.

required by the mode or method utilized.
experiment.
ccount
Those six conditions demonstrate the essentiality of facilitation, since they
emphasize responsiveness to individual needs and interests.
4. Becoming a successful facilitator
Effective facilitation does not happen overnight. It requires commitment and
practice on the part of the instructor or trainer. Aker (1976) studied effective
facilitators in detail and believed they were individuals who exhibited the
following characteristics:
1.
2.
3.
4.
5.
Have great empathy--i.e., try to see things as seen by their learners.

Consistently use reward, seldom if ever use punishment, and never ridicule.
Have a deep sense of their responsibility, enjoy their work, and like people.
Feel secure in their own abilities, yet believe that they can do better.
Have a profound respect for the dignity and worth of each individual and
accept their fellow learners as they are without reservation.
6. Have a keen sense of fairness and objectivity in relating to others.
7. Are willing to accept or try out new things and ideas and avoid drawing
premature conclusions.
8. Have high levels of patience.
9. Recognize the uniqueness and strengths of each individual and build upon
such strengths.
10. Are sensitive to the needs, fears, problems and goals of their fellow learners.
11. Reflect on their experiences and attempt to analyze them in terms of success
and failure.
12. Are humble in regard to their role and avoid the use of power which is
assumed by some educators.
13. Do not pretend to have the answers and enjoy learning along with others.
14. Are continuously expanding their range of interest.
15. Are committed to and involved in their own lifelong learning (p. 3).
Such characteristics can be studied and emulated as you adapt the
individualizing process to your own teaching.
69
Annex 2 Participative Learning Design training materials

insert text (source: DeLacey, B.J. and Leonard, D.A. Designing Hybrid OnLine/In-Class
Learning Programs for Adults, p. 13; available at:
http://www.hbs.edu/research/facpubs/workingpapers/papers2/0203/03-036.pdf)
70
Annex 3 Andragogy / Learning for Older People

Andragogy consists of learning strategies focused on adults. It is often interpreted as
the process of engaging adult learners with the structure of learning experience. The
term andragogy has been used in different times and countries with various
connotations. Nowadays there exist mainly three understandings:
The term has been used by some to allow discussion of contrast between selfdirected and 'taught' education.
Knowles' theory of andragogy is an attempt to develop a theory specifically for adult
learning. Knowles emphasizes that adults are self-directed and expect to take
responsibility for decisions. Adult learning programs must accommodate this
fundamental aspect.
The two dimensions of andragogy as elaborated by Knowles are its assumptions
about the characteristics of adult learners and the process elements of adult
education that stem from these characteristics. He initially related four basic
assumptions and added a fifth and sixth in later publications.
1. Self-concept: As people mature, they move being a dependent personality
toward being more self-directed
2. Experience: As people mature, they amass a growing set of experiences that
provide a fertile resource for learning
3. Readiness to learn: As people mature, they are more interested in learning
subjects that have immediate relevance to their jobs or personal lives
4. Orientation to learning: As people mature, their time perspective changes
from gathering knowledge for future use to immediate application of
knowledge. As such, adult learners become more problem-centered rather
than subject-centered (Knowles, 1980)
5. Motivation to learn: As people mature, they become more motivated by
various internal incentives, such as need for self-esteem, curiosity, desire to
achieve, and satisfaction of accomplishment
6. Relevance: As people mature, they need to know why they need to learn
something (Knowles, 1984). Furthermore, because adults manage other
aspects of their lives, they are capable of directing or, at least, assisting in the
planning and implementation of their own learning.
71
Knowles Andragogical Assumptions

Concept of the Learner
During the process of maturation, a person moves from dependency toward
increasing self-directedness, but at different rates for different people and in different
dimensions of life. Teachers have a responsibility to encourage and nurture this
movement. Adults have a deep psychological need to be generally self-directing, but
they may be dependent in certain temporary situations.
Role of the Learner's Experience
As people grow and develop they accumulate an increasing reservoir of experience
that becomes and increasingly rich resource for learningfor themselves and for
others. Furthermore, people attach more meaning to learning they gain from
experience than those they acquire passively. Accordingly, the primary techniques in
education are experiential oneslaboratory experiments, discussion, problem-solving
cases, field experiences, etc.
Readiness to Learn
People become ready to learn something when they experience a need to learn it in
order to cope more satisfyingly with real-life tasks and problems. The educator has a
responsibility to create conditions and provide tools and procedures for helping
learners discover their "needs to know." Learning programs should be organized
around life-application categories and sequenced according to the learners' readiness
to learn.
Orientation to Learning
Learners see education as a process of developing increased competence to achieve
their full potential in life. They want to be able to apply whatever knowledge and skill
they gain today to living more effectively tomorrow. Accordingly, learning
experiences should be organized around competency-development categories.
People are performance-centered in their orientation to learning.
In practical terms, andragogy means that instruction for adults needs to focus more
on the process and less on the content being taught. Strategies such as case studies,
role playing, simulations, and self-evaluation are most useful. Instructors adopt a role
of facilitator or resource rather than lecturer or grader.
72
Scope/Application:
Andragogy applies to any form of adult learning and has been used extensively in the
design of organizational training programs (especially for "soft skill" domains such as
management development).
Example
Knowles provides an example of applying andragogy principles to the design of
personal computer training:
1. There is a need to explain why specific things are being taught (e.g., certain
commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of memorization -- learning activities
should be in the context of common tasks to be performed.
3. Instruction should take into account the wide range of different backgrounds of
learners; learning materials and activities should allow for different levels/types of
previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things
for themselves, providing guidance and help when mistakes are made.
73
Annex 4 Social Learning

The social learning theory proposed by Albert Bandura has become perhaps the most
influential theory of learning and development. While rooted in many of the basic
concepts of traditional learning theory, Bandura believed that direct reinforcement
could not account for all types of learning.
His theory added a social element, arguing that people can learn new information
and behaviours by watching other people. Known as observational learning (or
modelling), this type of learning can be used to explain a wide variety of behaviours.
Basic Social Learning Concepts
There are three core concepts at the heart of social learning theory. First is the idea
that people can learn through observation. Next is the idea that internal mental states
are an essential part of this process. Finally, this theory recognizes that just because
something has been learned, it does not mean that it will result in a change in
behaviour.
Let's explore each of these concepts in greater depth.
1. People can learn through observation.
Observational Learning
In his famous "Bobo doll" studies, Bandura demonstrated that children learn and
imitate behaviours they have observed in other people. The children in Banduras
studies observed an adult acting violently toward a Bobo doll. When the children
were later allowed to play in a room with the Bobo doll, they began to imitate the
aggressive actions they had previously observed.
Bandura identified three basic models of observational learning:
1. A live model, which involves an actual individual demonstrating or acting out
behaviour.
2. A verbal instructional model, which involves descriptions and explanations of a
behaviour.
3. A symbolic model, which involves real or fictional characters displaying
behaviours in books, films, television programs, or online media.
74
2. Mental states are important to learning.

Intrinsic Reinforcement
Bandura noted that external, environmental reinforcement was not the only factor to
influence learning and behaviour. He described intrinsic reinforcement as a form of
internal reward, such as pride, satisfaction, and a sense of accomplishment. This
emphasis on internal thoughts and cognitions helps connect learning theories to
cognitive developmental theories. While many textbooks place social learning theory
with behavioural theories, Bandura himself describes his approach as a 'social
cognitive theory.'
3. Learning does not necessarily lead to a change in behaviour.
While behaviourists believed that learning led to a permanent change in behaviour,
observational learning demonstrates that people can learn new information without
demonstrating new behaviours.
The Modelling Process
Not all observed behaviours are effectively learned. Factors involving both the model
and the learner can play a role in whether social learning is successful. Certain
requirements and steps must also be followed. The following steps are involved in the
observational learning and modelling process:
Attention:
In order to learn, you need to be paying attention. Anything that detracts your
attention is going to have a negative effect on observational learning. If the
model interesting or there is a novel aspect to the situation, you are far more
likely to dedicate your full attention to learning.
Retention:
The ability to store information is also an important part of the learning
process. Retention can be affected by a number of factors, but the ability to
pull up information later and act on it is vital to observational learning.
Reproduction:
Once you have paid attention to the model and retained the information, it is
time to actually perform the behaviour you observed. Further practice of the
learned behaviour leads to improvement and skill advancement.
Motivation:
Finally, in order for observational learning to be successful, you have to be
motivated to imitate the behaviour that has been modelled. Reinforcement
and punishment play an important role in motivation. While experiencing
these motivators can be highly effective, so can observing other experience
some type of reinforcement or punishment? For example, if you see another
75
student rewarded with extra credit for being to class on time, you might start
to show up a few minutes early each day.
Final Thoughts
In addition to influencing other psychologists, Bandura's social learning theory has
had important implication in the field of education. Today, both teachers and parents
recognize the importance of modelling appropriate behaviours. Other classroom
strategies such as encouraging children and building self-efficacy are also rooted in
social learning theory.
76
Annex 5 Constructivist Learning

According to the User Analysis report some older people are not using ICT
because it is not presented to them in the right way. It is not the content that
causes the difficulties it is the approach. Older people need different approach
from younger generation, the subject matter needs to be presented in such way
that they will feel comfortable using an ICT device on their own in their everyday
life. One of such new approaches is also constructivist learning approach.
1. What is constructivism?
Constructivist learning is viewed as constructed by the learner through a
learning process. The knowledge is not transmitted from one person to another
but has to be constructed by the individual. The goals of a constructivist teacher
are not to cover the curriculum, but instead to engage students as active
learners constructing their own knowledge and beliefs within a content domain.
The constructivist teachers give the learners the opportunity to link their
previous knowledge and their previous experiences with the matter to be newly
learned.
Formalization of the theory of constructivism is generally attributed to Jean
Piaget, who articulated mechanisms by which knowledge is internalized by
learners. He suggested that through processes of accommodation and
assimilation, individuals construct new knowledge from their experiences. When
individuals assimilate, they incorporate the new experience into an already
existing framework without changing that framework. According to the theory,
accommodation is the process of reframing one's mental representation of the
external world to fit new experiences. Accommodation can be understood as
the mechanism by which failure leads to learning: when we act on the
expectation that the world operates in one way and it violates our expectations,
we often fail, but by accommodating this new experience and reframing our
model of the way the world works, we learn from the experience of failure, or
others' failure.
2. Constructivist learning environment
Many educators and cognitive psychologists have applied constructivism to the development
of learning environments. Following list of design principles results from those applications:
1. Create real-world environments that employ the context in which learning is
relevant;
2. Focus on realistic approaches to solving real-world problems;
3. The instructor is a coach and analyzer of the strategies used to solve these
problems;
77
4. Stress conceptual interrelatedness, providing multiple representations or

perspectives on the content;
5. Instructional goals and objectives should be negotiated and not imposed;
6. Evaluation should serve as a self-analysis tool;
7. Provide tools and environments that help learners interpret the multiple
perspectives of the world;
8. Learning should be internally controlled and mediated by the learner.
3. How to prepare a study lesson according to the constructivist approach?
1. Situation: you are going to arrange for learners to explain.
Title and describe this situation as a process of solving problems, answering
questions, creating metaphors, making decisions, drawing conclusions, or
setting goals.
What do you expect the learners to do?
How will learners make their own meaning?
2. Groupings: of learners and materials.
Groupings of learners as either whole class, individuals, or in collaborative
learning teams of two, three, four, five, or more.
B. Groupings of materials that learners are going to need to explain the
situation by physically modelling, graphically representing, numerically
describing, or reflectively writing their individual and collective experience.
3. Bridge: between what your learners already know and what they might
learn by explaining the situation.
Solve a simple problem.
Have a group discussion.
Play a game or simulation.
Brainstorm a list.
4. Questions: to introduce the situation and to keep thinking going.

What question will set up a bridge to the situation?
What questions will set up the situation for learners to explain?
What questions do you expect learners to ask, and how will you respond to
encourage them to continue thinking for themselves?
5. Exhibit: learners make for others of how they recorded their explanation.
Write a description on cards and give a verbal presentation.
Draw out a graph, a chart, or a visual representation.
Act out or role play their impressions.
Construct a physical representation with models.
Video tape, photographs, or audio tape for display.
78
6. Reflections: on what learners were thinking while explaining the

situation.
What did learners remember from their thought process about:
- Feelings in their spirit;
- Images in their imagination; and
- Languages in their internal dialogue.
What attitudes, skills, and concepts did learners take out the door?
What did they know before; what did they want to know; and what did they
learn?
What did they learn today that they won't forget tomorrow?
79
Annex 6 Interactionism / Community of Learners
(source: Cultural Competence and Instructional Design;

http://it.coe.uga.edu/itforum/paper96/Rogers_ITForumPaperHTML.html )
Collaborative Strategies
Collaborative or cooperative learning is an interactive teaching strategy that stimulates
critical thinking, fosters a feeling of community within the group, and promotes individual
responsibility for learning through group process technique. Group work helps students
develop communication skills to build consensus, to disagree with others with divergent
ideas while maintaining respect for one another, encouraging and including others in
discussion, and resolving conflict.
Research has shown that cooperative learning methods not only produce greater academic
achievement than do traditional methods of instruction but also improve student self
esteem, promote positive attitudes about school, and encourage interactions among diverse
student populations (Ulrich & Glendon, 1999).
Group Characteristics
Groups of four to six members

Groups can formed by random choice, self-selection, or teacher decision.
Deliberately formed groups that are heterogeneous seem to work best.
References:
Ulrich, D. & Glendon, K. (1999). Interactive group learning. NY: Springer Publishing.
80
Versatile group-learning structure that presents

information on a variety of related concepts.
Jigsaw encourages students to study nursing
content, as well as develop critical thinking
skills of analysis, reflection, synthesis, and
reconstruction (Ulrich & Glendon.1999).
Jigsaw
Steps in Jigsaw
1. Individual students are assigned specific
content on a subject matter. For example,
students number from 1 to 4 and each number
is assigned a specific topic, ie nursing theorists,
nursing care delivery systems, types of
diabetes. After researching their topics,
students group and interact with other students
who were assigned the same topic. The focus of
the group assignment is to become "experts,"
which requires them to answer several
questions and explore a variety of concepts
regarding the topic. These questions are
formulated by the instructor and based on facts
essential to grasp the topic being studied.
2. Once students have become experts in their
topic, they are regrouped so that there is one
expert per topic in the new groups. Each group
member then explains their topic to the new
group so all group members become
knowlegeable about the topic.
3. Using the knowledge gained through step 2,
the group develops a new dimension related to
the topic--a new theory, a new nursing delivery
system, or a comparison chart related to
didactic content.
4. Each groups presents to the class--depends
on the outcome desired.
Example: Management Class (Ulrich & Glendon,
1999).
1. Groups become experts on team nursing,
primary care, and case management.
2. New groups explore the advantages and
disadvantages to quality care, cost, patient
outcomes, patient - nurse ratio, and health care
worker mix.
3. Groups design a new creative approach to
care giving.
81
4. Group presents it new approach to the group
Think-Pair-Share is simple, quick, and easy to

implement in any class, of 12 or 100 students.
The professor poses a problem or

question.
Students are given 60 seconds of "think"
time, then they share their ideas or
thoughts about the answers to the
question or problem with a peer.
Each pair may report the solution to the
entire class or selected pairs may be
called on randomly to share solutions.
Advantages:
Everyone is involved; no one is

permitted to be passive.
Sharing with another student gets both
positive reinforcement and support for
their answer, which increases selfconfidence before presenting thoughts to
entire class.
Enhances communication skills.
Increased depth of learning as students
explain their ideas of solutions to
another student.
Requires students to analyze their
thinking processes thoroughly, an
important aspect of critical thinking and
reflecting.
During process, instructors have chance
to correct misconceptions and assess the
student's depth of comprehension.
Can be modified to include writing to
give students practice in communicating.
Students would "think" and then put
their thoughts on paper or "write," and
then "pair" and "share" (Ulrich &
Glendon, 1999).
82
Roundtable is a classic cooperative-learning

strategy used primarily for brainstorming.
Students are assigned to a group and sit in a
circular fashion; paper is passed from one
student to the next. Each student verbalizes
and records a possible response to a problem or
question posed by the instructor, then passes
the paper to the next student. One person is
called on to report for the entire group. It is
important that students respond in turn and
verbalize their thoughts.
Roundtable
Advantages:
Prevents one or two students from

dominating the other group members.
By responding verbally, students hear
each others ideas and can become
stimulated by those ideas.
Students recognize importance of
coming to class prepared because they
will be required to participate.
Encourages communication in teams.
Helps students to begin to work in
teams.
Students learn communication and social
skills, such as how to include others in
discussion and the value of hearing
everyone's ideas, and respect for others
(Ulrich & Glendon, 1999).
(Source: http://cord.org/txcollabnursing/onsite_collaboration.htm)
83
Annex 7 ICT for Older People

As the share of older people increases, there is a need to improve their well-being
and possibilities for integration in the knowledge society. In ageing societies, learning
plays a key role in addressing challenges such as increasing social and health costs,
re-skilling for employment and participation, and intergenerational sharing of
experience and knowledge. It is important to recognize older people as a
heterogeneous group, in terms of self-confidence for learning, learning skills and
interests, health and social connections, among others.
In general, older people's learning motivation is related to improving their everyday
lives, to
keeping themselves active, to sharing their knowledge with others and to connecting
with other learners. ICT can help in providing new and flexible learning opportunities,
which connect older people with each other and with younger generations. For older
people, learning usually takes place in informal settings rather than in formal
education and it is driven by their own interests and needs rather than by formal
requirements.
It is important to carefully develop both the content and conditions of the learning
opportunities for older people. There is evidence that older people want to learn, but
meaningful and real opportunities for this desired learning are scarce at the moment.
More attention needs to be paid to developing relevant and accessible learning
opportunities and more user-friendly tools adapted to older people. Supporting
learner-centred opportunities and personal learning skills is becoming part of lifelong
learning for everybody in the knowledge society, where older people make up one
group of learners and mentors, interacting and integrating with others.
The whole role of learning is changing, together with the availability of a new wave of
promising ICT applications and research is needed to determine how learning can
best be supported and provided in an ageing society.
84
The top ten strategies for creating an effective learning experience for older
learners
Older learners engaged in ICT learning:
are more likely to undertake short non-award vocational courses - aim is to gain
skills rather than qualifications
increasingly turn to community training providers for vocational and personal
training
prefer learning in an informal learning environment, in small classes or groups
need slower paced, low intensity training and often prefer self-paced learning
take increasing responsibility for their training and learning and for sourcing
learning which meets their needs, constraints and learning-style preferences
are often independent learners - self-directed and with a clear idea of their own
purpose for undertaking training
highly value peer support, mentoring and tutoring
value and respond to supportive and responsive teachers, tutors and volunteers
want clear and explicit instructions, with print and web-based resources designed to
accommodate age-affected sight and hearing
generally feel more comfortable learning with a similar aged cohort
Potential barriers to learning

Older learners can be discouraged from ICT learning by:
lack of basic computer skills, lack of knowledge of computer terminology
fear of computer technology
the digital divide not growing up with the technology
skills level of many formal training courses if too high learners can feel
disempowered
formal training environments may not always suit self-directed, independent
learners
lack of recognition of prior experience self-esteem may be affected
85
Annex 8 eServices for Older People

This module introduces a range of online services for older people in different
countries.
The aim of it is to produce 3 outcomes. After this you should be able to:
list at least 3 useful and accessible online services for older people in their own
community
explain in simple terms to an older person how each of these services helps
users
assist an older person to access each service
The way in which is done is by carrying out a series of exercises. There is more
work here than can be carried out within the 3-hour framework that is being
used for these modules, so the aim is to do as much as can be done in the time
and come back at further opportunities.
Basic exercise:
Search on the web for 3 useful and accessible online services for older people
List the strengths and weakness of each service
Draw up a list of common problems in accessing each service, together with
appropriate solutions
Compare the uptake of the online service with the traditional access
Write a short explanation of how to access each service
Explain to an older person how to make use of each service
(3 hours)
This covers all the time allocated for any of these modules, but if desired, there
are two more advanced exercises that can be carried out in addition.
Advanced exercise 1: Contact one person involved in the delivery of each of
the 3 identified services and gather background information at first hand about
usage and accessibility. (3 hours)
Advanced exercise 2: Draw up a list of 3 services operating in other countries
which have potential for developing in the candidates own country or region (1
hour)
Advanced exercise 3:
Identify one further service not yet available online that would be
advantageous to older people if it were available
Give an outline of the organisational steps that would have to be taken to
develop it.
86
Annex 9 Web Info Services for Older People

1. WORLD WIDE WEB AND OLDER PEOPLE
Once older people are familiar with ICT, and namely with the internet
navigation, they can benefit from a wide range of web sites and web services
especially designed for them. May web sites exist that aim to maximise the
independence and improve the quality of life of older people by providing
access to free information about the services and facilities available to them at a
local and regional level. Additionally to know that there are web sites and
services they can benefit of, might be really motivating for older persons to
learn how to use the PC and navigate on the web.
Of course the age of a person does not represent a limit to access the immense
amount of information potentially offered by the web. But it is a matter of fact
that many older persons (and not only) can be scared and get lost by the
immense amount of information available on internet, as for example by the
huge list of results of a Google survey. In the end, they can give up with the
internet surfing when they realise how difficult it is to find what they were
looking for.
As soon as your course participants will be able to navigate on the internet you
should plan some practical lessons to illustrate them web sites and services that
can be of their interest and that are easy enough to start with. It's of a great
important that your course participants learn to orientate themselves on the
World Wide Web.
2. WEB INFORMATION SERVICES
87
Internet is an immense source of information. Or better: it could be, if one

knows how to search for information. Web information portals and services can
be of different kind and, as an ICT teacher for older persons, you should know
what are the existing services in your country and in particular at local and
regional level. See the Annexes to this module for a list of useful links at
national level.
2.1 Local authorities web sites
Some local and regional authorities run interesting and useful web sites and
online services for older people. Many web sites of local authorities can be
navigated on the basis of the users profile.
Plan your lesson
Preparatory work
Find and explore the web sites of the local authorities in the area where your
course participants live, in order to find out what information for older people
is available.
In class work
Practical lesson where participants explore the web site of the main local
authorities, look for the information that can be of interest for them, take note
of the URLs and specific links to remember.
2.2 Web portals for older people
Web portals exist in your national language that are specifically designed to
offer seniors and older people useful information on different topics. Some of
them also offer web 2.0 tools and facilities to communicate with other people
and to build a virtual community.
Plan your lesson

Preparatory work
Find and list the web sites and portals for older people in your national
language.
In class work
Present the web sites and portals for seniors to your course participants and
foresee a practical lesson where participants explore them, take note of those
they consider more interesting and learn how to find the information they
consider most useful.
88
2.3 General Information web portals
There are many web portals that offer information that are not specific for older
people but can be of great interest for them, for example: wheather forecast,
train timetables and tickets, cultural events information (theatre, music, cinema
programmes, etc.), etc.
Plan your lesson

Preparatory work
Ask participants of your course what they are interested in. Make a search on
your own on the basis of their answers, and list the results for the next lesson.
In class work
Present the web sites and portals you've find and foresee a practical lesson
where participants explore them, take note of those they consider more
interesting and learn how to find the information they consider most useful.
3. OTHER WEB SERVICES
Internet is not only a source of information. There are many other things people
can get on the internet, i.e. services. Many existing web services, even if they are
not specifically designed for seniors, can be of great interest and really useful
for older people.
Let's list some of them:
Online shopping services which are available from the web site of many big
stores and supermarkets
Home banking services: these kind of services are for those seniors who are
already expert and confident with ICT and internet. Usually it is better to start
with non-transactional services which allow users to see bank statements online
but not to move (i.e. spend) money.
Online travel information and reservation: some web sites offer specific
information for older people holidays and travels. But train, flight, bus tickets
and hotel reservation can be bought easily online from the official railway and
flight companies web sites. You just have to know the web site URLS and ... go.
89
Medical appointment online booking: this service is not implemented in all

countries at local level, but when it is, it's really useful (not only for older people)
to avoid long queuing. In some countries there are pilot projects in this area
that can be worth to mention to your course participants.
Theatre, cinema and other online booking services: online you can book
theatre, music, cinema, sport tickets, directly on the web site of the organisation
that hosts the event (e.g. theatre, cinema, ...) or on web portals that are specific
for the online tickets sales.
eLearning: on the internet there are many distance learning opportunities in
different subjects and areas. Participants to your course can decide to take some
English or other language lessons freely available online, or on other subjects of
their interest: cooking, etc.
To benefit of many of these useful services users have to register. Thus it's really
important to plan for practical lessons and exercises on the following topics:
- how to register to an online service
- how to login to an online service once you are registered.
90
3.1 Online payment and secure shopping
To benefit from some of the above mentioned online services, users have to
know how to pay online. This is a big step, not always easy even for young
people.
As ICT teacher, you should explain to your course participants what are the
different online payment systems and their main characteristics, starting with
credit cards, prepaid cards, collection of delivery and going on with other
available systems of payment.
eYouGuide of the European Commission http://ec.europa.eu/information_society/eyouguide/navigation/index_it.htm offers a complete set of information for the secure online shopping and
payment in all languages.
The European Commission founded a European Consumers Centre (ECC) in
nearly every member state in order to assist consumers with cross-border
problems http://ec.europa.eu/consumers/ecc/index_en.htm.
Some of the centres offer assistance and guidance also for the e-commerce and
online shopping, such as in UK http://www.ukecc.net/sub.asp?id=209 where
Howard, the shopping assistant, has been created to support costumers in
finding information on the web sites, rights, etc.
91
Annex 10 ICT Technology Support

Modern technology opens great opportunities for participation and improved quality
of life for elderly and persons with disabilities. However, many persons in these
groups do not use the technology to its full potential; some of them do not use it at
all.
Studies have shown that the users problems are not primarily to get hold of ICT
equipment. Instead, the users needs are to have access to good advice and support
to configure and use the devices the way he or she wants.
According to elderly, the following things are important regarding ICT support: On
the one hand, they would like to see ICT that enhance the quality of life. For instance,
ICT may support the social relationships of elderly and help them fight loneliness; ICT
also may ameliorate their physical condition and help them live independently; offer
them the possibilities to stay mobile, to relax, to learn, and to work, in other words: to
fully participate in society (The Techno Power scenario). On the other hand, elderly
strongly plead for the maintenance of non-mediated communication (face-to-facecontacts), and for non-technological alternatives in the future. They still want to talk
to their doctor in person, have the possibility to go to the bank or to a grocery shop,
take courses in a classroom situation, receive information about their community life
through traditional information channels, and enjoy nature. Their home environment
too should be a cozy place, instead of a cold technological one. (This drive towards
authenticity was a key characteristic of the Flower Power II scenario.)
Thus, elderly are proponents of technological advancement, which may have
interesting advantages for them, but not at any price. They do not want that face-toface contacts and non-technological alternatives disappear because of the
introduction of new ICT. They prefer an and-and-situation, which gives them the
power to choose and decide for themselves.
Furthermore, elderly pose two important conditions. First, new technologies must
be easily accessible to them, which requires that future ICT (and their developers)
keep the typical physical limitations of elderly in mind, and their lack of ICT-related
knowledge and skills. Elderly also plead for information and education that takes their
special needs into account (e.g. courses taught in their mother tongue and not
exclusively in English). In addition, accessibility implies that ICT is affordable for
elderly with lower incomes. All these measurements should make it possible for
elderly (and by extension also for other social groups, such as people with a lower
income or education level) to fully participate in society. In other words: they must
prevent exclusion and a digital divide. The gap between different generations
(between young and old), but also within generations (such as between the group
healthy wealthy elderly and the group less healthy, lower educated, and poorer
92
elderly) was described in the Little Brother and the Beatles versus Stones II scenario.
These theatre plays evoked strongly negative feelings among the elderly.
A second important demand with regard to future ICT applications, is that they are
reliable and safe, and do not impose a threat to the privacy of elderly. Elderly fear the
abuse of personal information. They demand that their medical files are only available
to doctors (and not to third parties, such as insurance companies), hold a plea for
safe e-commerce and e-government applications, and fear big brother conditions in
their homes.
According to the experts, arrangements should be made to ensure that the elderly of
2030 would have satisfactory access to needed technologies. This necessitates
technologies that are economically within reach, cognitively clear, and physically
manageable for all sub-groups within the elder population. The building of a
widespread network with a strong capacity that reaches the homes of the elderly
through interfaces controllable for the visually, motorially, and audibly impaired most
likely will be an important factor in this. Further, the cost of the access should be
monitored and, if necessary, artificially brought down with advertising, sponsoring, or
government subsidy. The experts proposed that tuition fees for ICT courses would be
adapted to the learners income; technological applications that have become
outmoded for professional users would have to be put on for sale in a network of
low-priced second-hand shops. Such measures should prevent ICT from producing a
gap between the young and the old, or between the healthy and wealthy elderly and
the less well-off elderly.
In addition, the elderly should be encouraged as users, for example, by making them
aware of ICTs extensive abilities, providing good training, and reinforcing positive
attitudes. Positive feelings about ICT can be supported, for instance, by incorporating
ICT-related storylines in television series that are popular in the elderly population.
Television shows that represent older characters talking about technologies and
using them in a self-confident way, such as Jessica Fletcher in "Murder, she wrote"
and some characters in Eastenders (a British soap opera), have been shown to
enhance older viewers positive attitudes towards ICT. Furthermore, by analogy with
Tupperware parties, the experts suggested to develop a network of "Tupper"software-parties, i.e. relaxed gatherings of people who know each other and during
which ICT applications are demonstrated in an easy, leisurely atmosphere. One
important advantage of this suggestion is that it may attract people who tend to be
put off by schoolish courses. An alternative idea was to involve the elderlys
grandchildren: in some regions, the local government successfully has experimented
with ICT classes that were attended by pairs of a grandparent and his/her grandchild.
The interaction between both appeared to expedite the learning process of both the
elderly and the child.
93
Furthermore, manufacturers of ICT should be pushed to focus on specific

characteristics of the elderly as technology users and to explore whether ICT can
contribute to the improvement of the quality of their lives. The pension and care
claim could be lowered, for instance, when innovative technologies allow the elderly
longer to live on their own and longer to be an active member of the labor force. In
this respect, the experts emphasized not to view ICT as a goal, but as a means to an
end. The outcome of this process should be a supply of affordable custom-made
technologies.
94
Annex 11 ICT Devices / Assistive Technologies

Assistive Technologies: an outline
1. The European Policy on e-Inclusion for seniors
1.1 Ageing Well in the Information Society
Digital Agenda Commissioner Neelie Kroes said: "Information and communication
technologies have immense potential to improve the quality of life and health of older
people and other vulnerable members of society in very practical ways. Such
applications are an important part of the Digital Agenda for Europe. I therefore
encourage users, researchers and businesses to let us know how we can best improve
the Ambient Assisted Living joint programme."
The Ambient Assisted Living joint programme, which involves both the European
Commission and EU Member States, aims to ensure that ICTs permit a more
independent and dignified life for older people who are socially isolated, frail, suffer
from chronic conditions or have disabilities, and inter alia develops new solutions to
deal with such problems as preventing falls and supporting sufferers of dementia. Such
applications improve older and vulnerable people's quality of life, keep down the cost
of social and health care and open new market opportunities for Europe's industry and
service providers.
The Commission's participation in the Ambient Assisted Living programme results from
a 2007 action plan on "Ageing Well in the Information Society" (see IP/07/831). Its
goal is to strengthen research cooperation between Member States through matching
EU funds.
This Action Plan aims at:
overcoming technical and regulatory barriers to market development,
through market assessments and by facilitating the exchange of best practice
between Member States;
raising awareness, and building consensus via stakeholder cooperation in 2007

and the establishment of a best practice internet portal;
accelerating take-up through, for example, a set of pilot projects and a

European award scheme for smart homes and independent living applications;
boosting research and innovation by immediately supporting a joint publicprivate research programme dedicated to "ambient assisted living". It aims to
foster the emergence of innovative, ICT-based products, services and systems
for Europe's ageing population.
95
TIP! Show participants of your course the animation Ageing Well in the Information
Society
http://ec.europa.eu/information_society/activities/einclusion/research/aal/index_en.htm
As part of the EU action plan, a new joint European research programme has
been established where the Community will participate under article 169 of the
Treaty, known as Ambient Assisted Living (AAL). Visit the AAL web site:
http://www.aal-europe.eu.
The programme aims to:
Provide the necessary legal and organisational framework for large-scale

European research cooperation with Member States in this area;
Create critical mass thanks to shared European research strategies that will
also create a favourable environment for small and medium-sized enterprise
participation;
Foster the emergence of new innovative ICT-based products and services
for ageing well;
Enable commercial exploitation and market development by provide a
coherent European approach for industry that also addresses the need for
localisation and adaptation to varying social preferences and regulations
nationally or regionally.
The EU contribution will be 25 million per year between 2008 and 2013 in
response to similar minimum contributions from Member States. In addition the
private sector will provide matching 50% of the overall funding. The total
research investment is expected to reach more than 600m during that period1.
Example of ALL already in action: Smart homes for older people in Scotland2
In West Lothian county in Scotland, more than 2100 elderly people have been using
home safety services which support tele-monitoring of health data and safety and
security over a three year period. An in-depth assessment has reported the positive
impact of the smart technology on a large group of elderly people and their carers,
prolonging their independence and quality of life. In addition, the associated costs
analysis suggested that significant savings of up to 25% could be achieved from the
new services, when compared to the cost of an institutional care place.
http://www.ageconcernscotland.org.uk/publications/books.asp?p=102
http://ec.europa.eu/information_society/activities/einclusion/research/docs/press_memo_aal_for_spok
e.pdf
2
Altri esempi da esplorare: http://www.mobilalarm-eu.org/; http://www.viedome.nl/
96
1.2 Useful links and resources

You can find more information, useful resources and documents on the
European policy on the e-inclusion for seniors on the Information Society web
site of the European Commission: http://ec.europa.eu/information_society under
ICT and Society theme
http://ec.europa.eu/information_society/nav/nav_ict/index_en.htm and precisely
on the e-Inclusion section:
http://ec.europa.eu/information_society/activities/einclusion/index_en.htm.
Among the e-Inclusion policies and activities, youll find the Ageing page
http://ec.europa.eu/information_society/activities/einclusion/policy/ageing/inde
x_en.htm, which is dedicated to the Ageing well action plan. The right side box
in this page makes available important documents and links on this matter: such
as Overview on EU funded projects, Overview on European strategy in ICT on
Ageing Well; the Action Plan Ageing Well in the Information society; the
European i2010 Initiative on e-inclusion, etc.
The Ambient Assistant Living (AAL) Joint Programme is described under the
Research section of the e-Inclusion web site
http://ec.europa.eu/information_society/activities/einclusion/research/aal/index_
en.htm and more into details in the dedicated web site: http://www.aaleurope.eu. Many information are also included in the http://www.aalforum.eu/
web site of the AAL forum organised last 15-17 September in Denmark to serve
as an information and discussion platform for stakeholders, scientists and users
in Europe.
97
A consultation inviting citizens, businesses and researchers to share ideas on

how best to use information and communications technologies to help older
Europeans live more independently, and more generally to establish new ways
to put ICTs at the service of the most vulnerable members of society, has been
launched in summer 2010 by a high-level panel established to advise the
European Commission on the functioning of the Ambient Assisted Living joint
programme (AAL JP). Results of the consultation are being taken into account in
the report of the interim evaluation to be made public by the end of 2010:
http://ec.europa.eu/information_society/activities/einclusion/research/aal/interi
m_review/index_en.htm
98
2. Assistive Technology
2.1 Definition and examples
In Wikipedia you can find the following definition and example:
Assistive technology (AT) is a generic term that includes assistive, adaptive, and
rehabilitative devices for people with disabilities and includes the process used in
selecting, locating, and using them. (.) AT promotes greater independence by enabling
people to perform tasks that they were formerly unable to accomplish, or had great
difficulty accomplishing, by providing enhancements to or changed methods of
interacting with the technology needed to accomplish such tasks.3
Personal Emergency Response Systems (PERS), or Telecare (UK term), are a
particular sort of assistive technology that use electronic sensors connected to an
alarm system to help caregivers manage risk and help vulnerable people stay
independent at home longer. An example would be the systems being put in place
for senior people such as fall detectors, thermometers (for hypothermia risk), flooding
and unlit gas sensors (for people with mild dementia). Notably, these alerts can be
customized to the particular person's risks. When the alert is triggered, a message is
sent to a caregiver or contact center who can respond appropriately. Technology
similar to PERS can also be used to act within a person's home rather than just to
respond to a detected crisis. Using one of the examples above, gas sensors for
people with dementia can be used to trigger a device that turns off the gas and tells
someone what has happened
The Knowledge Base of National Center on Accessible Information Technology
in Education of the University of Washington refers to Assistive Technology as
follows:
Assistive technology is technology used by individuals with disabilities in order to
perform functions that might otherwise be difficult or impossible Assistive technology
is technology used by individuals with disabilities in order to perform functions that
might otherwise be difficult or impossible. Assistive technology can include mobility
devices such as walkers and wheelchairs, as well as hardware, software, and
peripherals that assist people with disabilities in accessing computers or other
information technologies. For example, people with limited hand function may use a
keyboard with large keys or a special mouse to operate a computer, people who are
blind may use software that reads text on the screen in a computer-generated voice,
people with low vision may use software that enlarges screen content, people who
are deaf may use a TTY (text telephone), or people with speech impairments may use
a device that speaks out loud as they enter text via a keyboard.
Quotation from Wikipedia: http://en.wikipedia.org/wiki/Assistive_technology
99
Point of reference of these definitions is the definition included in the US Assistive

Technology Act of 1998 during the One Hundred Fifth Congress of the United States
of America, where it is said that:
The term `assistive technology' means technology designed to be utilized in an
assistive technology device or assistive technology service.
The term `assistive technology device' means any item, piece of equipment, or
product system, whether acquired commercially, modified, or customized, that is
used to increase, maintain, or improve functional capabilities of individuals with
disabilities.
2.3 The ICT & Ageing - Users, Markets and Technologies Study
The ICT & Ageing Users, Markets and Technologies study was funded by
the European Commission with the aim to identify existing market barriers that
hinder uptake of technologies for independent living and identify
recommendations for action in order to address older peoples needs and
market potentials. The study was carried out by the following organisations:
empirica Gesellschaft fr Kommunikations- und Technologieforschung mbH,

Germany - web site: www.empirica.com
Work Research Centre, Ireland - web site: www.wrc-research.ie
Institute Integrated Study, Vienna University of Technology (TUW), Austria web site: www.fortec.tuwien.ac.at
The study includes 3 different strands of works:

A core strand focused on analysing the ICT and Ageing market situation
across 14 selected Member States and two key comparison countries outside
the EU (USA and Japan). On the basis of the analyses undertaken, policy
recommendations were developed on the possible mitigation of identified
market barrier and good practices cases that address the market barriers were
described and analysed in different countries.
Another core strand of work focused on analysing ethical issues associated
with ICT based solutions that are relevant to independent living of older
people, providing an overview of relevant issues and identifying good practice
and policy recommendations.
Finally, the study provided support to the clustering of ongoing RTD projects
funded under relevant European framework programmes as far as these
address ICT and Ageing matters. This included the setting up and maintenance
of an online platform enabling interaction of relevant projects as well as
annual clustering workshops.
100
On the ICT &Ageing web site http://www.ict-ageing.eu/ you can find and download:
the country profiles of the 14 selected Member States (plus USA and Japan),
including the BRIDGE project partner countries: Slovenia, Poland, Italy, Sweden,
UK. Unfortunately Austria is not included in the list of countries.
the list of Good Practices cases addressing market barriers in the
independent living domain.
the final study report ICT & Ageing ICT & Ageing European Study on Users,
Markets and Technologies.
Read your national country report at http://www.ict-ageing.eu/?page_id=279 (UK)

and discover the state of advancement of your country in terms of ICT-based
support directed towards older people and in particular what kind of project, services
and products are available for improving seniors life!
The ICT & Ageing Report groups the wide range of existing and emerging ICTbased products into 3 core technology domains or core service domains:
Telecare; Telehealth and smart Homes, as illustrated in the exhibit here below.
These domains have been defined as follows:
Social alarm: this term describes a service (and associated equipment) that
enables help to be called by an older person when needed. The service
typically involves a special telephone or portable alarm device that can be
used to make a call to an alarm centre in the event of a need arising (e.g. a
fall). Social alarms have frequently been called first generation telecare.
Often, but not always, more advanced telecare services are developed as add-
101
ons to the basic social alarm services and are implemented over the social
alarm infrastructure.
Telecare: this term describes a range of enhancements to the basic social

alarm service concept. For our purposes, telecare is concerned with the
provision of social care (i.e. non medical services) to the home. Typical
examples include the provision of various sensors in the home (e.g. fall
detectors, bed/chair occupancy sensors, smoke, gas and flood detectors, and so
on) that alert social care services in the event of a problem arising in the
home. In addition, videophone-based or other remote social care to the home
can also be considered to be forms of telecare. Such applications have
frequently been called second generation telecare, whereas the term third
generation telecare has been used to describe ICT-based solutions of more
preventative nature such as extensive sensoring in the home for the purposes
of lifestyle monitoring.
Telehealth: this terms is used to refer to the use of ICTs in the delivery of
medically-oriented care services to older people in their homes. It can include
a variety of somewhat different services or applications, including
telemonitoring (e.g. blood pressure, blood glucose, ECG, etc.), teleconsultation
(e.g. online, by videophone, by telephone) and telerehabilitation (e.g. by
videophone), as well as self-care devices to be used by people in their own
homes to help them monitor and manage their health themselves. They are
often, but not always, developed and implemented independent of telecare
solutions, in part because of the traditionally separate organisation of and
demarcation lines between medical care and social care.
Smart homes: it is now commonly used to describe a range of

environmental control, home automation and home network systems that can
help older people to remain living independently in their own homes. In
addition to such systems, there are also a variety of more standalone ICTbased assistive technologies that can help older people to remain
independent, including computer-based or other electronic communication
aids, object locators, reminder systems and so on.
Some of the wide range of technologies that fall within these various domains
includes service-based applications (e.g. active and passive telecare systems, home
telehealth), standalone items (e.g. medication dispensers, cognitive aids, object
locators and so on), and consumer products with relevant functionality (e.g. WII).
Some have a more traditional feel whereas others (e.g. surrogate pets) may seem, at
least for now, more controversial or far-fetched. Exhibit 4 here below illustrates this
wide range of products by category.
102
At present, the most mature market in the field of ICTs and ageing concerns social
alarms. This form of telecare can be considered to be mainstreamed in the majority
of the countries covered in the study, in the sense that social alarms are available
across the country and are provided/used on a regular basis. However, estimated
levels of take-up vary considerably, from below 1% to more than 15% of older
people. For more advanced (second generation) telecare, involving provision of
additional sensors to enhance basic social alarm services, only in the UK is the
situation approaching anything close to mainstreaming as of yet. For the most
advanced (third generation) telecare, involving extensive activity monitoring, data
gathering and lifestyle analysis, implementation to date has mostly been in
pilots/trials, although a few examples of mainstreamed services can already be
identified.
Home telehealth is less mainstreamed than telecare at present, at least in
comparison to basic first generation telecare. No country has full mainstreaming in
the sense that the relevant healthcare providers, in all parts of the country, include
such services within their repertoire. Overall, the US and Japan appear to show most
development, with the US Veterans Health Administrations extensive home
telehealth services for older clients being the most noteworthy example. There has
been some large-scale trial activity in Europe and some countries also have localized
examples of mainstreaming, although generally not focusing on older people, per se,
even if many of those served are in fact older people.
The field of 'domotics' covers a broad spectrum of technologies and
applications, from standalone devices that address particular needs (such as
augmentative communication devices), through various types of environmental
control system to fully integrated smart homes. Available evidence suggests that the
extent of provision and take-up of ICT-based assistive technologies for purposes of
103
independent living varies considerably across countries, with the Nordic countries
generally seen as being more advanced in this regard. At the smart home end of the
spectrum, the evidence from the 16 countries suggests that there are a lot of RTD
projects, trials and demonstrators but no well-advanced mainstreaming in most
countries to date.
See the full Report at:
http://www.ict-ageing.eu/ict-ageing-website/wpcontent/uploads/2010/D18_final_report.pdf
3 National Good practices and projects

3.1 Italy
The following two initiatives have been identified by the ICT & Ageing study as good
practices addressing market barrier in the independent living domain.
E- Care
E-Care provides an example of an initiative operating on a regional basis that aims to
connect various actors public, voluntary and private to deliver co-ordinated ICTsupported health and social care services to older people. The project integrates
activities between the different service providers at regional and municipal levels and
will ultimately integrate telecare and telehealth projects that are currently at pilot
stage. E-Care has been in operation since 2005, with initial funding provided by the
Fund for Non-Self-Sufficiency of the Emilia-Romagna Region. It is co-ordinated by
CUP 2000, a regional semi-state company that specialises in eHealth and which
manages the largest call centre in Italy. The main aim of the E-Care project is to
guarantee independent living for older people at home through customised care
plans designed according to the needs of each user. The service covers the
municipality of Bologna and the surrounding Province, and the municipality of Ferrara
has also joined the E-Care network. The target group for the E-Care project is older
people aged over 75 living at home who are physically frail or socially isolated. The ECare network offers to older persons aged over 75 living at home and physically frail
or socially isolated a telecare service that provides social care, social connection and
social alarm services along with medical care when necessary. Health and social care
information is also provided, as well as a facility for booking medical
appointments. The call centre also acts as an intermediary between the client and
service providers. Each client has a unique electronic file stored in the call centre that
contains basic contact information and a medical history. The Telehealth aspect of
the E-Care network is based on two other Telehealth pilot projects, E-Care Lode and
the OLDES project, both of which will be integrated into the E-Care project in the
future.
104
http://www.cup2000.it/e-care/html/speciale.asp
Non Pi Soli Mainstreamed combination of social alarm and telehealth

services
This initiative has been identified by the ICT & Ageing Report, as a good practices,
which represents a mainstreamed combination of social alarm and telehealth services.
Non Pi Soli is a service which is in operation in the Municipality of Rome since 2002
and is intended for older people aged over 65. Clients can apply directly to the
Municipality to access the service, or they may be referred to by their family, primary
care services or social services, or via FARMACAP, the organisation that runs the call
centre.
In the social alarm service, new clients are assessed and a specific plan is drawn up,
detailing their medical history and a schedule for regular weekly calls to be made by
the call centre to the client. During these calls, the service operator checks that the
client has taken their medication, provides information on relevant services and gives
social and psychological support.
The Telehealth service is based on remote vital signs monitoring. Clients are
equipped with a local peripheral unit connected to their telephone line. The user also
receives a Health Watch bracelet. Through the bracelet, users can send alerts via a
push button, or, if vital signs readings are outside set limits, alerts can be
automatically sent via the local peripheral unit to the call centre. Centre operators can
reach the client 24 hours a day via direct voice connection. If they cannot reach the
client directly, they can use a list of numbers to call nominated contacts, or, if
necessary, emergency services.
This service is still active, even if the health watch bracelets have not been
distributed in the recent years and the service is now more focused on social
inclusion and psychological assistance for lonely older persons. 24h free
listening service and help by calling the phone number: 06 57 08 87.
Further information:
http://www.comunicatoripubblici.it/index.html?id=165&n_art=75
http://www.comune.roma.it/was/wps/portal/!ut/p/_s.7_0_A/7_0_21L?menuPage
=/Area_di_navigazione/Sezioni_del_portale/Dipartimenti_e_altri_uffici/Dipartime
nto_promozione_dei_servizi_sociali/Terza_et-13-/Teleassistenza_e_telesoccorso/
3.2 United Kingdom (Scotland)
Just Checking Supporting Independent Living for people with Dementia
105
Just Checking is a commercially available system that monitors a person with

dementia in their home and provides, via the Internet, a chart of activity to
carers. This information is provided to carers and care professionals to help in
the planning and delivery of care. The aim is to help maintain the persons
independence and ensure that interventions provided are appropriate. Small,
wireless sensors are installed in the key rooms of the house and are triggered as
a person moves around their home. Data from the sensors are gathered by the
controller, a small box, and sent via an integral mobile phone to the Just
Checking web-server. Family members and professionals can log on to the
password protected Just Checking website to view the chart of the activity. For
carers on the move, the website can be accessed via a smart mobile phone. By
viewing the presented data, carers can see when a person got up and went to
bed, and whether he/she had a disturbed night; visited the kitchen to prepare
meals or drinks; left the dwelling and for how long; whether there were visitors
and how long they stayed; and how they are responding to care that has been
put in place. Several evaluations of the Just Checking system have been
conducted by the UK Department of Health, the NHS and others, and two are
presented briefly here. Leeds Partnership NHS Foundation Trust conducted a
12-month evaluation which was completed in June, 2009. The systems (55 in
total) were installed to assist in assessment and care planning and were
removed once a sufficient understanding of the service users daily activities had
been achieved. Apart from the care professionals involved, family members that
were closely involved could also view the relevant data. The evaluation
concluded that the improved and objective information from the Just Checking
system saved significant time in piecing together and evaluating information
from third parties such as neighbours and family members. The information
also enabled the occupational therapists to be sure that the care plans and
interventions that they put into place were well-based and could therefore be
more confident about the best approach to adopt. For the service users, the
interventions were found to promote independence as risks were noted and
managed and the interventions were more client-centred. Family carers were
reassured by the charts and the service users response to the interventions;
they were able to target their own input to best effect, and manage the
demands of their caring role.
http://www.justchecking.co.uk/index.asp?nav=mn
106
4. ELDY: a software to bring older people to use the computer

Eldy is the first software dedicated to the older people. It has been designed with the
aim to bring + 55 to use the computer by an Italian non-profit organization, the Eldy
Association. It is freely available from the official web site, http://www.eldy.org/ and
http://www.eldy.eu, in English, Italian, French and Dutch.
Eldy is a Java Application for Windows and Linux; it is freeware with perpetual
free-of-charge license. In 2008 Eldy had 150.000 users and it has been awarded
a prize by the European Union in the frame of the e-inclusion program during
the E-inclusion Ministerial Conference & Expo.
In Eldy letters and buttons are bigger than usual, an evident colours contrast
between text and background has been adopted and unnecessary buttons
removed, consequently providing facilitations to ease the fruition of the
interface.
From the SQUARE users can use their own email (MAIL); browse the internet
(SURF THE WEB), create and edit their profile (MY PROFILE); chat with friends
and relatives (CHAT), watch videos (Eldy TV); write documents, watch pictures,
know the weather forecasts and use SKYPE (USEFUL TOOLS), access to the HELP
area where it is possible to change the personal settings and to do easy
exercises to learn to use the mouse as well as read the user guide (TUTORIAL).
107
In Italy, Eldy has been localized and customized for different regions and
municipalities: it allows users to write directly to Public Administration
offices, or Hospitals with an easy interface, even without knowing the URL, to
access Public Administration websites, without using Google, to use Public
Administration Smart Cards, that are key in the health sector, e.g. to book a
visit or to digitally sign a document. Eldy also allows to integrate public
services into an easy interface (e.g. Public administration email, doctor visit
booking).
Eldy is easy to be installed and used. It can be used to teach and learn how to use the
computer to older persons, as this BBC video explains
http://news.bbc.co.uk/2/hi/technology/8352606.stm.
108
5. Exercises
5.1 Exercise 1
What are the products available on the market in your country that can make
easier the life of older people? Find at least 1 product for each of the following
categories:
Easy to use mobile phones

Tele and distance alarms
Easy to use keyboards and mouse
Special amplified and photo telephone
Sensors and detectors for home
Other?
5.2 Exercise 2
Install Eldy on your PC and explore it carefully, including the tutorial on the help
area.
List here below what are from your point of view the strongest points of Eldy.
1. .. .
2. ... .
3. .. .
4. .. .
5. .. .
6. .. .
7. .. .
8. .. .
9. .. .
10. ..
Make a survey on the web and try to find more information on Eldy: is it known
and used in your country? By whom?
6. Self-evaluation test
Please answer to the following questions.
1) What is the name of the Action Plan launched by the European Commission
in 2007 to foster the e-inclusion for seniors? And what is the name of the Joint
Research Programme launched in 2008?
109
2) What does the term Assistive technology mean? Please illustrate the answer
with a concrete example.
3) What is the difference between telecare and telehealth?
4) Could you please give an example of assistive technology in your country? It
could be a project or a product available on the market.
5) What is Eldy? What does it include?
6.1 Correct answers
1a) Ageing Well in the Information Society and Ambient Assisted Living joint
programme
2a) Assistive technology is technology used by individuals with disabilities in
order to perform functions that might otherwise be difficult or impossible. An
example can be a special telephone or portable alarm device that can be used
to make a call to an alarm centre in the event of a need arising (e.g. a fall).
3a) Telecare is defined as a range of enhancements to the basic social alarm
service concept. For our purposes, telecare is concerned with the provision of social
care (i.e. non medical services) to the home. Typical examples include the
provision of various sensors in the home (e.g. fall detectors, bed/chair occupancy
sensors, smoke, gas and flood detectors, and so on) that alert social care services
in the event of a problem arising in the home while Telehealth is used to
refer to the use of ICTs in the delivery of medically-oriented care services to
older people in their homes. It can include a variety of somewhat different services
or applications, including telemonitoring (e.g. blood pressure, blood glucose, ECG,
etc.), teleconsultation (e.g. online, by videophone, by telephone) and
telerehabilitation (e.g. by videophone), as well as self-care devices to be used by
people in their own homes to help them monitor and manage their health
themselves.
4a) answer to be costumised at national level (see chapter 3).
5a) Eldy is the first software dedicated to the older people. It has been designed
with the aim to bring + 55 to use the computer by an Italian non-profit
organization, the Eldy Association. It is freely available from the official web site
in English, Italian, French and Dutch. Eldy letters and buttons are bigger than
usual, an evident colours contrast between text and background has been
adopted and unnecessary buttons removed, consequently providing facilitations
to ease the fruition of the interface. From the SQUARE users can use their own
email (MAIL); browse the internet (SURF THE WEB), create and edit their profile
(MY PROFILE); chat with friends and relatives (CHAT), watch videos (Eldy TV);
write documents, watch pictures, know the weather forecasts and use SKYPE
(USEFUL TOOLS), access to the HELP area where its possible to change the
personal settings and to do easy exercises to learn to use the mouse as well as
read the user guide (TUTORIAL).
110
Annex 12 Mobile and Network Services

It is unnecessary to mention the enormous social change that the development of
mobile telephony has supposed for many people. The possibility of establishing
communications from anywhere and at anytime, without the need of being linked to
a fix telephone, opened a great variety of new possibilities for personal
communication, information and also for employment. This is even truer for the
people that have particular physical or cognitive limitations due to ageing. Many
older people have seen enhanced the possibilities of carrying out an independent life,
just if they can carry and use a mobile telephone. This paper analyses the diverse uses
of mobile telephony to urge the incorporation of older people's needs in the design
process from the initial stages and the use of the design for all approach. This is
made from the conviction that the mentioned possibilities will become real only if
they are are taken into account in the design of both equipment and services
provided through mobile communication networks.
What older users expect from mobile communications is not very different from what
the generic user expects from these services: mostly, fully reliable personal
communications and services to improve, as much as possible, safety and quality of
life. Where are the differences? Mainly in the greater user dependence on this
services and in the specific interface requirements. In most cases, if all user needs are
considered in the design phase, equipment and services will be usable by most
people. The requirements that mobile communication systems for older people
should meet can be classified under the following categories:
Personal communication: One of the most important needs of people with
restricted movement is personal communication. People with motor
restrictions can experiment serious difficulties to use wired telephones. These
difficulties are mainly due to the need of reaching its position in a limited
period of time to be able receive a call, and the frequent inadequate location
that can make wired telephones hard to use. Thus, for these users mobile
technology enhances their chances of personal communication avoiding the
previous restrictions to some places and some times in the day.
Security: many older people experiment motor restrictions that can lead them
to potentially risky situations that increase when they try to carry on an
independent way of life. Situations of illness, home accidents, and so on,
require a quick communication channel to obtain urgent help.
Social integration: In the last years wired telephones have contributed to social
inclusion and autonomy of many older users. But, in very isolated regions,
where standard telephones are not available, mobile telephones are the only
way to reach services that contribute to socialisation. Even if the access to
these services does not need structural modifications, the prices charged to
people using them should especially be considered and subsided, to promote
111
their social integration and to avoid the discrimination of people living in these
disfavoured regions.
Autonomy: As it has been mentioned in the previous paragraphs, the
combination of personal communication, security and access to integrative
services gives to older people more opportunities to carry out an independent
way of life.
The accessibility to mobile telephony is also conditioned by the ergonomic limitations
of the handsets. Sometimes, mobile handsets are very difficult to handle and include
an enormous number of functions, very seldom used, that makes the operation very
complicated.
Many of these user requirements can be fulfilled if the needs of all the possible users
are taken into account when a new service or device is planned. The patching of
standard devices to adapt them to the special needs of determined users is being
substituted by a new design philosophy that tries to consider the requirements of all
the possible users. This design philosophy is usually called design for all and has
proved to be very valuable not only to include more people in the use of the
designed equipment, but also to enormously enhance its usability for everyone.
Devices designed for all are easier to handle, learn, understand and use for all the
users. Nevertheless, it is very important to consider that sectors of the population
that are not able to use the systems designed for all will possibly remain. So, it is
essential that products and services are designed in such a way that, when necessary,
they are open to possible adaptation for specific user needs. Moreover, for those
users that cannot use these adaptations, specific services and equipment should be
provided.
Risks of mobile communication for older people
The provision of services through mobile telephony can also led to social and ethical
risks for older users2. Let us summarise the most critical of them:
Social isolation: The provision of personal communication and security help

through mobile systems is frequently accompanied by a reduction of direct
human relations with relatives, friends and care personnel. For this reason some
users may feel that the technology they are provided impedes the human
relations they previously had and, consequently, they reject this technology.
Loss of personal autonomy: Some services that monitor the health status or the
location of the user for their security, may also incur in invasion of their capacity
of taking decisions.
Loss of privacy: The tendency to establish communication in open places (an
increasingly frequent habit that many users do not even realise) makes private
communications being heard by estranges. In many cases, older users can not
112
chose the place where they use this service or may not be conscious about the
openness of their communications.
Economical barriers: even if mobile services were fully accessible, there is still
another important barrier: the economical one. Many of the special requirements
that older users have using mobile telecommunications imply slower
communication and longer use, resulting in higher prices for the same service.
Mobile communications technology has a great potential to change the lives of older
people. The industry is starting to take in account this collective as a potential market,
mainly due to three reasons: the rising proportion of older people in occidental
societies, the possibility of governmental subsidised prices for older people and the
potential introduction of some of these devices into the main -stream market. But the
advantages offered to older people can
only be useful if the design is made taking into account their real needs and
requirements.
The benefits that older people can obtain from mobile access to some services are
accompanied by some risks that have to be evaluated and avoided. In this way, the
authors propose the inclusion of an ethical and social impact study in every project
related to mobile equipment and remote services older users, in which possible
dangers are pointed out and compensatory actions are described.
113
Annex 13 Mobile Phones / SMS

1. Mobile phones and older people
Mobile phones are becoming common personal items for people of all ages,
however studies suggests that people over the age of 60 use mobile phones for
very limited purposes, such as for calling or texting in emergency situations.
They avoid using more complex functions. The major causes are displays that
are too small and difficult to see, buttons and characters that are too small
causing them to push wrong numbers frequently, too many functions, nonuserfriendly menu arrangement, unclear instruction on how to find and use a certain
function and services that are too expensive.
If the problems related to the use of mobile phones can be solved, mobile
phones can potentially play an important role in helping older people in many
ways, especially with the increasing range of telephone-based services (e.g.,
telephone banking and shopping). They provide a sense of security for older
people as they can be reached practically anytime and anywhere.
Although most people see elderly as non technological person, there is no
evidence that older people reject technology more that others; they accept it
and adopt it when the latter meets their needs. But they can be expected to
have a different approach to technology from younger people. Because of
sensory, motor, and cognitive changes due to ageing, older people might need
more time to learn, be more error-prone, and need more steps to operate the
system.
What we need to do is present them with the possibilities the use of mobile
phone offers and how their everyday life can be enriched by using it. We need
to remind them that there are many different types of mobiles available and
that they simply have to choose the appropriate one according their needs. It is
of a great importance to explain the use in such way that they will feel
comfortable and not overloaded with many possibilities mobile phones these
days offer.
114
2. Benefits and drawbacks of the mobile phone use in relation to the older people
To be able to teach older people how to use various mobile phone applications
we need to know why they have decided to use a phone in a first place. We
need to understand their needs and their motivation. According to the user
analysis the main reason is to be in touch with the family members and friends.
But this however is not the only reason.
Main reasons for mobile phone purchase are:
-to be in touch with family and friends
-to feel more confident going out by themselves
-to be able to call somebody if they are in trouble
-to feel safer being alone
-interest in new technology
-other people have it
Various studies show that despite the rapid development of mobile phones,
older people are still mostly interested in the basic functions, such as calls and
SMS. Other useful functions are alarm clock and phone book. Surprisingly
majority finds camera function rather disturbing, since they do not want to be
photographed at all occasions. To teach older people how to use mobile phone
in their everyday life, we must present them with functions they find useful and
are willing to learn and use.
Other issue that we need to be aware of is that older people may feel
overloaded with possibilities mobile phones offer and that some feel
uncomfortable having it, due to the fact that they may come across as rude and
impolite when they are not able to return a call or to reply to the received SMS.
115
Mobile phones with small buttons are not suitable for older people, since they may press the
wrong button or cannot see the characters and are so unable to type SMS.
3. Mobile phones: services

Due to the abundance of offers available older people often feel overloaded
with possibilities. It is hard to compare and choose the right solution even for
younger people and the older the costumers the most likely they will choose the
first ad the most attractive offer available. However this is not often the
appropriate one and their needs are not always considered.
It is important to advise them to take time, to compare and to ask someone
they know for advice, and to advise them to present their needs and
competences before the purchase or before making a contract.
Plan your lesson:

Preparatory work:
Create a list of mobile service providers at national level
In the class:
Compare the different possibilities (prepaid or contract) at national level
Compare various types of phones with regard to older peoples needs.
116
4. Mobile phones: basic functions
Making and receiving the call

Missed calls option
Phone book, adding new contacts
Receiving SMS
Writing SMS
Alarm clock, reminder
Camera option, MMS
Calculator
Customizing the mobile phone, shortcuts, ringtones, etc.
117
Annex 14 Pads & Readers

1. TABLET COMPUTERS
iPad is the most famous tablet computer available on the market, designed
and developed by Apple. But what is exactly a tablet computer?
In PC Mag you can find the following definition of tablet computer:
http://www.pcmag.com/encyclopedia_term/0,2542,t=tablet+computer&i=5252
0,00.asp.
A complete computer contained in a touch screen. Tablet computers can be
specialized for Internet use only or be full-blown, general-purpose PCs. The
distinguishing characteristic is the use of the screen as an input device using
a stylus or finger.
To this definition also refers the Wikipedia definition
http://en.wikipedia.org/wiki/Tablet_computer.
"Tablet computer", or simply "tablet", is a complete computer contained
entirely in a flat touch screen that uses a stylus, digital pen, or fingertip as an
input device instead of a keyboard or mouse.
Tablet computers are not the same as Tablet PCs, even if they are very similar.
In fact tablet computers do not run a generic version of a Microsoft Windows,
Linux or Apple Mac OS operating system designed for desktop PCs, but rather
an operating system dedicated to the device4.
A tablet PC prototype was developed by Microsoft in 2001 as a full

Window Computer with the simplicity of a pen and paper. In fact
the handwriting recognition allows users to write on the screen as on
a sheet of paper.
http://www.microsoft.com/presspass/features/2000/nov00/1113tabletpc.mspx
2. iPAD
iPad was announced last 27 of January 2010, after months of rumours, and 3
millions of them have been sold in the 80 days after the introduction in the US
market.
The reactions of experts were various: from the enthusiastic to the sceptical
ones. See on the Guardian the reaction of a panel of commentators in a range
of industries http://www.guardian.co.uk/technology/2010/jan/27/apple-ipadtablet-reactions.
The large (25 cm) touch screen liquid crystal display makes iPad particularly
suitable for enjoying eBooks, videos, photos, as well as to access internet and
email applications. The screen works in any orientation and it is fingerprint4
http://en.wikipedia.org/wiki/Tablet_computer
118
resistant and scratch-resistant glass. With a weight of about 700 g it has been
considered something in between a laptop and a mobile phone. Built-in
applications have been designed specifically for the multi-touch screen and
advanced capability of iPad and make the use of this sophisticated device really
easy and intuitive.
The Safari web browser on iPad allows users to view whole web pages in
portrait or landscape on the large screen with easier readable text size and to
surf the internet using fingers as pointing devices. With simple and easy
fingers gestures users can open and scroll web pages, enlarge texts and photos,
rotate the screen on portrait or landscape modality and see web pages
expanding to fit the display.
The Mail application on iPad gives users a natural new way to see their email.
In landscape modality both an opened email and the messages in your inbox
are shown, while in the portrait modality the message automatically rotates to
fill the screen, so you can concentrate on its contents. When youre ready to
compose a new message, a single tap reveals a large onscreen keyboard with
keys that are practically the same size as a notebooks.
The iPad Photos application allows users to see and touch
their photos in intuitive new ways. Photo albums appear as
tidy little stacks that can be pinched to preview. Taping a
stack, and the whole album opens up.
The iBooks application can be downloaded free from the
App Store. iBooks is a sort of amazing place to browse and
shop for books whenever you want. Tap the iBooks icon to
make the bookshelf appearing. Tap the Store button and the
bookshelf flips around like a secret passageway to reveal the iBookstore, where
you can browse and read tens of thousands of books many of them free.
119
Watch the videos on the APPLE YouTube Channel and get a complete Guided
Tour on the iPad and the different applications:
http://www.youtube.com/user/Apple#grid/user/E1D0767193E25F5D
iPad comes with thousands of applications that make available maps, calendars,
magazines, comics, music. See the list of available applications for iPad on the
APPLE web site: http://www.apple.com/ipad/apps-for-ipad/. iPad is available on
the market starting from 499 Euros.
3. eBOOK READERS
One of the most interesting applications of iPad is the iBook for downloading
and reading eBooks. But of course iPad is not the only device available on the
market that allows the reading of digital books and magazines. Other eBook
readers i.e. handheld devices specialized for reading electronic books5 - have
been developed and produced in these years by different manufacturers.
Netbook or eReader?
Someone could ask himself:
Why should I buy an eReader if I can have a mini laptop or mini notebook? The
answer is simple: buy an eReader if you want to read eBooks whenever and
wherever you want. It is well explained in the this article on eReaders.net
http://www.ereaders.net/articles/ereader-or-netbook
3.1 Are eReaders Older People friendly devices?

Tony is a blogger 67 years old who is keen of ebooks and eReaders and
regularly reviews, comments and writes about them on his blog titled
eBookanoid - Reviewing eReaders, eBooks, eBook web sites and all things
related to eBooks and eReaders at www.ebookanoid.com.
Tony clearly explains why eReaders are older people friendly devices in this
post http://www.ebookanoid.com/2010/03/03/ereaders-for-the-elderly-auseful-gadget-for-older-people/ - reproduced in the grey box here below:
There are a number of obvious advantages to older people that an eReader can
offer:
Scalable font size this is an obvious one, to be able to increase and
decrease the size of the font according to ones eye sight and the light level is
a real benefit for us older people.
Lightness also a great benefit, not to have to hump a hefty great paper book
around with one is wonderful!
Last read page Now this is a real bonus for us oldies, as I always forget
where I was in a book, and whilst I have no problem with dog-earing the last
page I was reading in my own books, one cant really do this with borrowed
books (libraries and friends), and when I have used bookmarks, the damn
things are always falling out in my rug-sack when I take the books out with
5
PC Mag definition on
http://www.pcmag.com/encyclopedia_term/0,2542,t=E+Ink&i=58853,00.asp
120
me.
Apart from these specific advantages for us, all the other advantages of
eReaders over paper books that we all enjoy apply equally to us too, of course.
eReaders and libraries
As I mentioned earlier in this post, an increasing number of libraries around the
world are acquiring eReaders (and a good stock of lendable eBooks) specially
for their older clients. These eBooks delete themselves after a couple of weeks,
and apparently cant be copied, so they function exactly as do paper library
books. As far as I can gather from forum chat this is a development that many
older clients appreciate very much, as well as the option to have text to voice,
so when they are tired or simply cant be bothered to actually read, the book
reads itself to them. Unlike audio books (also a very good thing) eReaders can
function as both audio books and ordinary books, thus meeting the changing
needs of older readers very well.
Reading in bed
Like a lot of people I suspect I do a lot of my reading in bed before going to
sleep, and I find the ease of holding an eReader in bed is far greater than a
paper book, not least the fact that once I am in position, I dont have to keep
changing my position as I move from the left hand page to the right hand page,
if you see what I mean. This is a serious advantage for those older people who
have little strength in their arms and wrists. Once comfortably established, no
further moving is required, just push the advance page button as you read
Lightness and travelling
I know I mentioned the benefit of the lightness of eReaders above, but as an
additional factor for the elderly (and to a lesser degree, the younger) readers,
when travelling, having a good stock of books with one without the horrible
weight of paper books is very beneficial. Since I acquired my Sony, my Take on
Bag when flying has finally become manageable. No longer that standing at the
check in counter with about 20 kilos of books in my bag over my shoulder,
attempting to look as if the bag is as light as a feather to avoid problems with
over weight A true blessing!
3.2 What to Look for in an eBook Reader
What are the factors that should be taken into consideration to effectively
compare the electronic books readers available in the market?
The eReaders web site6 gives some clues on this matter, helping users to
identify what are the most important elements to consider before buying an
eReader.
Design
From touchscreens to LED backlights to the Read to Me feature on the Kindle 2,
there are a lot of features that will help your reader disappear so its just you
and the text. Features like the touchscreen, screen size and type and the wireless
capabilities were given more weight.
Content
Some of the eReaders have hundreds of thousands of titles available from a
6
http://www.ereaders.net/articles/best-ereader
121
dedicated service while others can support a few files found on the internet. We
rated the number of content available for the device and how many different
types of book files each device can support.
Memory/Battery Life
The life of your eReader is crucial. Nobody wants their reading device to run out
of power before the climax of their novel. The number of pages that can be
turned on a single charge and the amount of memory available for storing
books makes the eReader experience more enjoyable.
Additional Features
There is always room for features while enjoying to a book. Some of these
include the number of grayscale levels, audio formats, image formats, text-tospeech feature and so much more.
The best eBook readers will have a good combination of each of these features
and will disappear as you read, just like a normal book would
The most known eReaders available on the market are:
Kindle: this is the eReaders developed by Amazon.com. You can find all
information
about
Kindle
on
http://www.amazon.com/gp/product/B0015T963C/ref=sv_kinh_0 and on the
Kindle Ready web site http://www.kindle-ready.com
Sony eReader: the eReader produced by Sony can be pocket or touch edition.
More info, videos, and guided tours on the Sony Web site
http://www.sony.co.uk/hub/reader-ebook
Nook Reader: Nook has been developed by Barne & Nobles a top
booksellers company in US and it is available also for EU readers. More, info,
including manuals and guides at http://www.sony.co.uk/hub/reader-ebook
A list of available devices and a comparison table with the main characteristics is
available on Wikipedia at http://en.wikipedia.org/wiki/List_of_e-book_readers.
4. EXERCISES
4.1 Exercise 1
In the table here below list the pros and cons of electronic books versus printed
books.
Pros eBook
Cons eBook
Pros Printed
Book
122
Cons
Printed
Book
5. SELF-EVALUATION
Please answer the following questions:

1) What is an iPad and what are its main characteristics?
2) Please explain the main benefit of using an eReader for older people.
3) What are the main factors to be taken into consideration when buying an
eReader?
4) What are the 3 most known eReaders available on the market ?
5.1 Correct answers
1) The large (25 cm) touch screen liquid crystal display makes iPad particularly
suitable for enjoying eBooks, videos, photos, as well as to access internet and
email applications. The screen works in any orientation and it is fingerprintresistant and scratch-resistant glass. With a weight of about 700 g it has been
considered something in between a laptop and a mobile phone. Built-in
applications have been designed specifically for the multi-touch screen and
advanced capability of iPad and make the use of this sophisticated device really
easy and intuitive.
2) Scalable font size this is an obvious one, to be able to increase and
decrease the size of the font according to ones eye sight and the light level is a
real benefit for us older people.
Lightness also a great benefit, not to have to hump a hefty great paper book
around with one is wonderful!
Last read page Now this is a real bonus for us oldies, as I always forget where I
was in a book, and whilst I have no problem with dog-earing the last page I was
reading in my own books, one cant really do this with borrowed books (libraries
and friends), and when I have used bookmarks, the damn things are always
falling out in my rug-sack when I take the books out with me.
3) Design; Content; Memory/Battery Life; Additional Features (see page 6/7)
4) Kindle: this is the eReader developed by Amazon.com; Sony eReader: the
eReader produced by Sony; Nook Reader: developed by Barne & Nobles.
123
Annex 15 PDAs & Apps

PDA is short for personal digital assistant, a handheld device that combines
computing, telephone/fax, Internet and networking features. A typical PDA can
function as a cellular phone, fax sender, Web browser and personal organizer. Unlike
portable computers, most PDAs began as pen-based, using a stylus rather than a
keyboard for input. This means that they also incorporated handwriting recognition
features. Some PDAs can also react to voice input by using voice recognition
technologies. PDAs of today are available in either a stylus or keyboard version.
Mobile applications, also called mobile apps, are software applications, usually
designed to run on smart phones and tablet computers. They are available through
application distribution platforms which are typically operated by the owner of the
mobile operating system, such as the Apple App Store, Android Market, and
BlackBerry App World. Some apps are free, and others have a price. Usually they are
downloaded from the platform to a target device such as an iPhone, BlackBerry, or
Android phone, but sometimes they can be downloaded to less mobile computers
such as a laptops or desktops. For apps with a price, generally a percentage, 20-30%,
goes to the distribution provider (such as iTunes), and the rest goes to the producer
of the app.
Mobile apps were originally intended for productivity: email, calendar and contact
databases, but public demand caused rapid expansion into other areas such as
mobile games, factory automation, GPS and location-based services, banking, ordertracking, and ticket purchases. This in turn created a large subculture of different
online magazines to review these new mobile applications.[3] This was due to the
large amount of apps in the apps store which made internal navigation more difficult.
Excercise:
Describe PDAs and Apps with simple terms and explain its features to elderly.
Present its benefits for target user.
Are PDAs and smart phones useful for seniors?
What kind of Applications could be useful to the target group?
Search for applications relevant to the target group in your country.
124
Annex 16 Skype Phone / File / Video / Remote

The rise of Skype is one of the internets biggest success stories and one of
the most radical breakthroughs in bringing ICT to the wider community.
In eight years it has grown into the worlds largest phone company for
international voice calls, with well over 600 million users.
By bringing in video along with voice it effectively created a video
telephone, in a system which is particularly suitable for older people.
Through Skype video and older person can speak directly to children and
grandchildren on the other side of the world free. For frail elderly people
whose fingers may not be able to hold a conventional telephone up to
their ear for a long period, the Skype system is ideal. The older person can
sit in bed, with a laptop on a small side-table that reaches over the bed,
and they can sit back and chat for as long as they like without having to
worry about either their comfort or the cost of the call.
In older residential homes where individual rooms do not have a
telephone, installing conventional lines would be complex and expensive.
Instead, a single installation of a wireless network round the building
makes it possible for anyone anywhere in the building to set up a laptop
and open up a Skype contact.
The Skype system is so easy to use that many older people have taken it
up, whether or not they have had any previous experience of computers. In
fact its often seen by users as a modern development of the traditional
telephone rather than as something associated with learning about
computers.
There are three particular aspects that are opened up in this module.
(1) How to encourage older people to use Skype?
(2) How to maximise the benefits for them?
(3) How to lead from the more straightforward phone calls to other uses?
125
1. Encouraging older people to use Skype

The encouragement is taking place naturally, as older people spread the word
to each other, and as their children and grandchildren show them how easy it is
to use and help them install it.
It seems in general that about half of those who start to use computers do so
through the help of friends and family, rather than anything more formal, and
Skype seems to be a key motivation and a frequent starting-point.
News of anything that is beneficial to older people, whether a free bus pass or
winter fuel allowance, tends to spread efficiently, and Skype is seen in that way,
as something that really makes a difference. All that is needed is first, for them
to see it in action, and second to have help if necessary with installation,
including wireless broadband.
Exercise: How many practical ways can you think of to spread the word further
about Skype? (20 minutes)
Exercise: For an older person who might want to have wireless broadband
installed, are there any problems that you can foresee in the process, or any
situations that might be less straightforward? (20 minutes)
2. Maximising the benefits from Skype
Suppose the grandchildren in Australia have persuaded their grandparent in
Scotland to install Skype and the contact sessions are going well. There will
always be much to speak about and to show, with the Skype link making it
possible for several grandchildren to appear at one end of the link and show
what theyve been doing at school or wherever. That in itself is a very fulfilling
use of Skype, and it can be added to in various simple ways.
For instance, the grandchildren can encourage other members of the family to
contact the grandparent. These could be younger or older ones, who may be
scattered over the world or who may not normally manage more than an annual
Christmas card. But it is easier and more natural for them to be in contact
through a direct link from their home computer screen where they often sit. So
a network of family and friends can gradually be built up.
Ideas for building up the network can develop at an early stage, so that family
or friends can start to think about what they might like to talk about or show, or
to plan the first call for a special occasion.
126
Exercise: Think of an older person you know who is not yet on Skype, and the
various people who they know friends or family who they might like to hear
from. If there are any special times, or particular topics of interest, mention
these as well.
3. Leading on to further uses of Skype
Skype provides further services in addition to the core facility of video and voice
links that are free between users.
It offers the opportunity to send messages and also to share files. For a small
monthly payment, users can upgrade to Skype Premium which allows them to
speak to up to three other Skype contacts at the same time. This provides the
opportunities for family gatherings.
File sharing adds a dimension, making it possible to send family photos or
recorded music.
Sending a message has many advantages. For instance a family member on a
visit, running late, can send a message which can appear on a screen, thereby
avoiding the disturbance of a phone call during an afternoon rest.
The potential of messaging really comes into its own with the progress of
developments in linking computers with television screens. Panasonic have led
the way with this, developing Viera Cast, a feature on the TV set which enables
users to access online content directly from the living room without using a
computer.
Panasonic have now gone a stage further, making it possible for Skype-toSkype calls to be made from their large screen high-definition TV.
The company have also produced a high-performance high-definition
communication camera which include a 4 unidirectional microphone system
that can pick up sound from the distance of the sofa. So several family members
can sit on a sofa and speak to friends and family on the other side of the world,
and see them in high definition on their TV.
The use of the system could extend beyond family members. For people with
interests in music, the Skype system makes it possible to have a newer and
fresher type of television. Whatever the interest, whether music or gardening or
sport, the Skype link can beam it in.
This is a major trend the gradual convergence of the varied electronic systems
onto a single screen and thereby a more user-friendly unit. The home computer
127
is thus on the way to being seen not so much as a specialist piece of equipment
but more as an extension of two familiar home systems, the television and the
telephone. In the one role it provides a remarkably rich source of programme
material. In the other role, it takes the telephone up to a new level.
A second pattern is the freedom that is opening up to us all to make our own
choices and share them. So for instance from YouTube alone it is possible to
produce a varied list of selections tailor-made to any individual. For an older
person, all kinds of long-unavailable music can be sought out and sent.
Exercise: Think of three older people who you know, and for each one a
situation in which you would feel it better to send them a message to a screen
rather than phone. (15 minutes)
128
Annex 17 Search / Google
The Internet offers an amazing wealth of information but sometimes older

people miss out on that because they don't understand the technology. With a
little time and patience older people can be taught to surf the Internet like
anybody else. Here are some suggestions for teaching older person how to
expand their horizons, keep in touch with friends and family online, and enjoy
the Internet.
1. Explain the browser. A good analogy for explaining an Internet browser to
older people is to liken the Internet to a road and the browser to the car you
choose to drive as you explore that road. While older people may feel more
comfortable sticking with Internet Explorer simply because it's the default
browser, it's never a bad idea to introduce them to the Firefox or Google
Chrome. They just might like the way they handle the open road of the
Internet.
2. Explain the threats. Help them choose, download and install anti-spyware and
anti-virus programs.
3. Search a term on the Internet to show them how it's done. How and where a
search is done on the Internet is the difference between a satisfying browsing
experience and a world of frustration. Make sure they know where to find what
they're searching for on the Internet. Google is the obvious choice due to ease
of use and accessibility, but present country specific search engine.
4. Present e-mail by helping an older Internet user set up an e-mail account. If
Microsoft Outlook proves too difficult, you might want to consider helping
them set up an email account with one of the many free e-mail providers on
the Internet. Yahoo! and Hotmail are two free e-mail classics, but for maximum
ease of use I would suggest setting older folks up with a simple Gmail account.
5. Show them how to shop safely online. Older people will appreciate these
reasons to shop online: no tiresome running from store to store, no standing
in lines, abounding great values and more. However, inexperience with online
shopping and the occasional shady online merchant can make shopping
online dangerous for the elderly if they aren't told what to watch out for.
Presents trusted shopping sites relevant for them and have them bookmark
them for later use.
6. Introduce them to social networking. There's a wealth of social networking
sites online, older people may appreciate social networking sites like
Facebook.
129
Annex 18 Video & Photo / Youtube

There are two kinds of background from which to approach this module. Many
of those who read it will be skilled in ICT, used to training others in the various
techniques referred to here.
Also there will be a host of photographers, who have developed great skills in
the use of digital or video cameras. In the UK, there is a digital camera in 4
households out of every five. For video there are full-scale video cameras,
camcorders, pocket camcorders, and smartphones.
Many of these people will have moved into digital photography from traditional
photography, looking primarily at the digital camera as another kind of camera,
rather than as an aspect of computers and ICT.
The two issues that are raised in this module are not therefore to do with the
practical use of digital photographic equipment. They relate to how the many
people with such expertise can put their skills to work to help older people.
There are two general ways in which this can be done. First, by assisting older
people to use the camera themselves. Second, by using the resources of digital
photography and YouTube to enrich an older persons life.
Exercise: Make sure that you can do the following tasks, which are in three
groups. If you are not expert with any of them, ask a friend for help. Regardless
of how skilled you are, look at each group to think how such activity could be
used to enrich the life of an older person.
(Practical time: depends on your existing skills. Thinking time: 30 minutes)
take a sequence of video footage

download it onto a camera
do simple edits
take photographs with a digital camera, using its main features

download digital photographs onto a computer
arrange photographs in a digital album
resize a photographs and carry out other simple edits
upload photographs onto a website
upload a video onto YouTube

post a comment on YouTube
130
Older people are used to using digital cameras. Of the more than 5 million over50s in the UK who take a package holiday each year, there must be very few
who do not have a camera with them. For the few that dont, they can still get
drawn in to assisting by holding the camera and pressing a button to take a
group picture.
The really interesting challenge with digital photography is to find as many ways
as possible to use it to help those frail elderly people who are not able to take
photos themselves but can enjoy so much the pleasure of seeing pictures of
familiar faces and places.
For instance, old family photographs might be scanned and loaded into a
sequence on a digital photoframe.
Or a digital photoframe linked to the internet might be sent new photographs
of the grandchildren, wherever in the world they might be.
Or a video might be taken of waves breaking on the shore or a river flowing,
and sent to a digital photoframe.
Or a video could be made of a favourite piece of local music, whether from a
pipe band or a church choir.
Music is particularly interesting, as there is evidence that it reach us at a deeper
level, even when much else fades away.
Sometimes an Alzheimers patient, who can no longer speak or apparently take
in much of what it happening round about, will respond to music. For instance,
you may see a hand gently moving in time to the music.
Further, research has shown that Alzheimers patients will take in words better if
there
is
music
with
them.
For
further
details
see
www.emaxhealth.com/1020/music-enhances-learning-alzheimer%E2%80%99spatients.html
So music seems to touch us at a deeper, almost universal, level. This means that
for various very frail elderly people for whom we may feel there is so little that
we can do, music can be a way of making a difference.
131
So to find more ways to make music available to elderly people, particularly

those in residential care, is something well worth doing. And a huge reservoir of
music is available in digital form, particularly though the internet. The challenge
is to find way of accessing it and packaging it in an appropriate way for
particular individuals and environments.
Exercise: Think about YouTube, and how you might use some of the music
videos there, to provide entertainment for elderly people in a residential home,
whether as background music or a request programme or in any other way that
seems interesting.
132
This project has been funded with support from the European Commission.
This communication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information
contained therein.
133

Facilitating Learning

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Facilitating Learning

Enviado por

Direitos autorais:

Formatos disponíveis

BRIDGE Bridging the Digital Gap

Theme 2 ICT Support .......................................................................... 31

Theme 3 ICT Devices/Solutions ......................................................... 48

Structure of the Training Programme

Theme 2 ICT Support

Theme 3 ICT Devices / Solutions

Theme 1 Methodology Support

Theme Description and Justification

theories, but also to be able to be professionally active and engaged in learning

In terms of instructional approaches that are to be applied in a given learning service

responsibilities and possibly also be made comfortable with such new

Module 1 Facilitation of Learning

Module study hours:

To be able to undertake activities in their work-context that

Connecting facilitation of learning to the field of ICT.

Module 2 Participative Learning Design

Participative Learning Design

Module study hours:

The module Participative Learning Design was prepared within the

the duration of the course is 64 hours.

Participants in the module described must satisfy the following entry

Content of the module includes:

In contact time, tutor will provide:

Module 3 Andragogy / Learning for Older People

Andragogy / Learning for Older People

Module study hours:

systematic, active participation, development of skills, combining

The principles of adult learning

At the end of the work of the module participants will receive an

Czerniawska O. (2007), Szkice z andragogiki i gerontologii,, wyd. WSHE w odzi .

Gehring, T. (2000). A compendium of material on the pedagogy-andragogy issue.

Reischmann, J. (2004), Andragogy. A Manuscript Prepared for Publication in an

Module 4 Social Learning

The classical theory of learning is based on learning through

This module is part of the methodological bases for the construction of

Training objectives based on this module include the acquisition of

The module contains the following contents:

Read materials about social learning theory

Play scenes depicting the use of the material gained

Converted the substantive merits of the material

Module 5 Constructivist Learning

The module presents the constructivist learning approach, its possible

learning experience and to reconsider their previous practises.

The participants should be able:

In contact time, tutor will provide:

Module is self-sufficient; it is the fourth of six modules in Theme 1 Methodology

Brent Gayle Wilson: Constructivist learning environments: case studies in

Module 6 Interactionism / Community of Learners

Interactionism / Community of Learners

Module study hours:

This module is one of the six modules in Theme 1 - Methodology.

The module Interactionism / Community of Learners will enable

problem solving, role playing, cooperative learning, games, etc.

The participants should be able:

Content of the module includes:

In contact time, tutor will provide:

Imel, S. Inclusive Adult Learning Environments, ERIC Digest

Theme 2 ICT Support

Theme Description and Justification

Module 7 ICT for Older People

ICT for Older People

Module study hours:

Total course hours:

This module identifies problems that older people have in