Learning Module title:
Promoting ICT for the elderly at the telecentre
Entrance Profile of students:
Knowledge:
Minimum 6 months experience in a
job/volunteer engagement with
elderly people
and/or
Basic knowledge of ICT centres
environment
Minimum 6 months experience as efacilitator for social inclusion
Output Profile of students:
e-facilitator for elderly social
inclusion
Position within the curriculum:
Stage 2 (consolidation) / Category 2
(Methodological skills in working with groups of
participants)
Skills:
ICT standard skills (office,
multimedia)
Competences:
Basic target-oriented/intercultural
communication skills
Basic team-working skills
Capability to plan activities for
vulnerable groups
Basic knowledge of elderly-related
main issues
Knowledge:
Skills:
Competences:
Basic knowledge of elderly situation,
needs, resources, opportunities
Ability to identify and analyze digital
gaps/ICT barriers of elderly people
Basic knowledge on present data,
information, analysis related to
elderly people
Ability to perform e-facilitation tasks
focused on elderly-public
Critical analysis of the available
sources of information on elderlyrelated topics
Basic knowledge of the local context
and elderly-related
Ability to facilitate elderly access to
services and learning opportunities
Design, realization and promotion of
ICT activities/digital literacy
programmes addressed to elderly
people
actions/opportunities
through ICT
Knowledge of the potential role of an
ICT center in promoting elderly
integration and personal
development
Ability to use simple software
focused on elderly needs/interests
Teaching to elderly people how to
use ICT tools for personal
development and interests
Basic knowledge of ICT
devices/programmes/software
devoted to elderly people
Title of the
Learning
Units
Duration
Learning
Contents
(What is taught)
1 week
available
Introduction
Unit
Learning
aims/outcome
1 hour of
mandatory
minimum
dedication
- To familiarize with
the learning
environment:
- To familiarize with
the platform and
its functions;
- To understand the
overall objectives,
contents and
methodology of the
- use of the
platform
- how to complete
student personal
profile;
- management of
interactive tools;
- relational skills for
the communication
Pedagogies and
Educational Methods
(How)
Techniques, Instruments
and Materials
Learning Unit
Actors (Who)
Evaluation
We offer to the student the
opportunity to access to the
platform a few days before
the starting of the module, in
order to provide him/her
relevant information about
the functioning of the
platform and the structure of
the module. The Introduction
Unit is a start-up unit aimed
at facilitating the learning
process that starts with Unit
READINGS:
Students and
tutors
No evaluation is
foreseen.
Methodologic readings:
- Goals of the module
- Target of the module
- Tutorship of the Module
The Introduction
Unit is a start-up
unit aimed at
facilitating the
learning process
that starts with
Unit 1.
Overview of the learning
It is also an
- Module structure and
methodology
module;
- To understand
tutor's role;
with students and
tutor.
- To understand the
evaluation system
and criteria.
Unit 1
Our elderly:
a general
1 week
available
- To provide a
reference
framework on
elderly situation
1.
contents readings:
The only mandatory tasks of
the Introduction Unit are:
Introduce oneself in the
“Introduction Forum”;
Complete ones personal
profile; Consult the Bulletin
Board and the Introduction
forum to read the messages
from the tutor/other
students.
- Module plan
instrument to
verify students'
motivation in
order to prevent
drop-outs.
Therefore,
selected students
that don't access
the platform
during the
Introduction week
are substituted
with enrolled
students in the
waiting list.
- Contents of the module
Technical readings
- Platform users' guide
- Detailed instructions on
how to complete the profile
- Forums
Tutor's role: the tutor is
present in the platform and
has to introduce him/herself
in the Introduction forum and
to post a Welcome message
in the Bulletin Board.
Nonetheless, it is suggested to
avoid direct interactions with
the students in order to
encourage their spontaneous
participation (see also the
Evaluation column).
- Personal and technical
requirements
- Elderly people:
characteristics,
feelings and needs.
This Unit is built on a three
levels methodological
approach:
- Presentation of
1.Theoretical/Didactic: it
Reading: Gli anziani:
sentimenti e bisogni (The
elderly: feelings and needs)
Reading: Il contesto e le
COMMUNICATION AND
INTERACTIVE TOOLS:
- Bulletin board and news
- Presentation forum
Students and
tutors
Task 1: Il territorio
e il telecentro
(Your territory and
the telecentre):
individual work
overview
5 hours of
mandatory
minimum
commitme
nt
and needs
- To know better
the local context
and
actions/opportuniti
es devoted to the
elderly
- How to do a good
context analysis
the most relevant
information and
resources useful to
support old
population
- Basic elements on
telecentre’s
activities and
potential
- Present data on
Italian old
population
according to CENSIS
and IRP
- Basic elements on
the Third Age
Universities: aims
and concrete
examples
- Italian population
and ICT: main data
and general
overview
provides neutral contextbased information
2.Interpretational: it provides
oriented positions on the
phenomenon and elements to
deconstruct them
risorse disponibili (The
context and the resources
available)
Reading: Il telecentro e le
sue potenzialità (The
telecentre and its potential)
------------
3.Critical: it stimulates
context-based elaboration
Optional Article: Anziani,
una ricchezza trascurata
(The elderly: a careless
resource)
Optional Article: Anziani di
ieri e di oggi (Past and
present elderly)
Optional Reading: Per
vivere la terza età (To live
the third age)
Optional Article: Terza età:
da forza lavoro a forza
cultura (Third age: from
workfroce to
“cultureforce”)
Optional Reading: Indagine
ISTAT 2010: cittadini e
nuove tecnologie (ISTAT
survey 2010: citizens and
ICT)
aimed at
describing the
local context, as
related to the
elderly.
Forum: I bisogni
degli anziani nel
tuo territorio
(Elderly needs in
your territory):
sharing and
exchange of
experiences and
opinions.
Self Evaluation
Questionnaire Unit
1.
Unit 2
Personal
and digital
competence
s and skills
1 week
available
5 hours of
mandatory
minimum
commitme
nt
-To identify elderly
people digital
gap/barriers
- Examples and
ideas of ICT uses for
elderly people
- To identify
adaptation
procedures/opport
unities of ICT
devices/software/c
ontents/resources
for elderly people
- Main barriers
between elderly
people and ICT
- To develop
strategies and
actions to promote
ICT use to elderly
people
- To define
role/tasks of the efacilitator for social
inclusion in this
context
- Basic elements to
customize ICT
devices/software/c
ontents/resources
to elderly people
needs and
difficulties
- Overview on
facilitator’s
characteristics,
skills and tasks
- Examples on
elderly people
motivation to learn
and use ICT
- Examples of ICT
learning
opportunities for
elderly people
Unit 2 contents are closely
linked to practical work in
learning contexts with elderly
people.
The pedagogical approach is
practical-theoretical and
aimed at encouraging the use
of ICT to achieve personal
development.
Reading: Non è solo il
computer (It’s not only the
PC)
Reading: Superare i
pregiudizi (Overcoming
predjudices)
Video: PC e anziani: qualche
riflessione (PC and elderly
people: some refelctions)
Reading: Il ruolo del
facilitatore (Facilitator’s
role)
Reading: Semplificare i
materiali didattici (How to
simplify didactic resources)
-----------Optional Video: Ma ora si
che ho l’età...per il PC (It’s
the good age to learn ... the
PC)
Optional Reading: Gli
anziani e le opportunità di
apprendimento delle TIC
(Elderly people and ICT
learning opportunities)
Optional Reading: Gli
anziani e la banda larga
Students and
tutors
Task 1:
Incoraggiare gli
anziani
(Encouraging
elderly people):
individual work
aimed at define
strategies/ideas to
encourage elderly
people in using
ICT.
Forum: Pregiudizi
e soluzioni
(Prejudices and
solutions): sharing
and exchange of
experiences on
how to overcome
prejudices and
identify solutions.
Self Evaluation
Questionnaire Unit
2.
- Examples of
broadband use for
e-services access
Unit 3
1 week
available
Training on
ICTs
5 hours of
mandatory
minimum
commitme
nt
- To learn how to
adapt computer,
hardware and
software to elderly
people abilities and
needs
- To define a digital
literacy training
programme
- To use simple
software devoted
to elderly needs
(Elderly people and the
broadband)
- Basic controls and
functions to
customize
hardware and
software
Unit 3 provides a logical
scheme presenting the
process of designing targeted
activities starting from users'
needs.
- Basic elements of
field researches on
elderly training
needs and abilities
It encourages a customized
use of the resources available,
stimulating personal
elaboration.
- Basic elements
and criteria to
design a training
programme
- Practical elements
for PC use
- Examples of
software (ELDY and
Genealogia)
Reading: Adattare e
configurare hardware and
software (How to adapt
hardware and software)
Reading: L’apprendimento
delle TIC per gli anziani (ICT
learning for elderly people)
Reading: Progettare un
programma formativo (How
to design a training
programme)
-----------Optional Video: Eldy: il
computer diventa facile
(Eldy: PC becomes easy!)
Optional Reading: Guida
pratica al PC (Practical
guide to PC use)
Optional Link: Costruire un
albero genealogico
(Building a genealogical
tree): free software to build
genealogical trees
Students and
tutors
Mandatory tasks
Task 1: Progettare
un’attività
formativa per le
persone anziane
(To design a
training activity for
elderly people):
individual work
aimed at designing
a
workshop/training
programme on ICT
for elderly people
Task 2: Wiki:
materiali di
apprendimento
per persone
anziane (Wiki:
training materials
for elderly people):
find ICT learning
materials/resource
s, etc. and add
them to the Wiki,
in order to achieve
a group result
Forum: La
formazione nel tuo
telecentro
(Training in your
telecentre):
sharing and
exchange of good
practices of
training activities
in the telecentres
Self Evaluation
Questionnaire Unit
3
_______
Optional task:
Costruisci l’albero
genalogico della
tua famiglia! (Build
your family tree!):
individual work
using the software
“Genealogia”
Unit 4
ICT training
programme
s for elderly
people
1 week
available
5 hours of
mandatory
minimum
commitme
nt
- To learn how ICT
can become
resources for
elderly personal
development
- To design an ICT
programme for the
elderly
- Examples of ICT
workshops and
projects in the
Telecentres
- Guidelines of the
project
“Grandfathers online”
- Examples of
projects for elderly
digital literacy
Unit 4 moves a step forward
toward the process of
designing targeted activities
starting from users' needs
(practical and customized
application of the knowledge
acquired)
Reading: Progetti sulle TIC
per gli anziani (ICT training
programmes for the
elderly)
Reading: Nonni su Internet
(Grandfathers on-line)
-----------Optional Link:
InformaNonni.it
Optional Link: Apprendere
con le tecnologie (Learning
with technologies)
Students and
tutors
Mandatory tasks
Task 1: Il mio
progetto sulle TIC
per gli anziani (My
project on ICT for
elderly people):
individual work
aimed at designing
a training project
in your telecentre
for elderly people
Task 2: Wiki:
Progetti per gli
anziani (Wiki:
projects for elderly
people): share in
the Wiki your
experiences of ICT
projects devoted
to the elderly, in
order to achieve a
group result
Forum: Altri
progetti e
workshops (Other
projects and
workshops):
sharing and
exchange of ideas
on workshops and
activities in the
telecentres
Self Evaluation
Questionnaire Unit
4
Closing Unit
10 days
available
5 hours of
mandatory
minimum
commitme
nt
- To assess
knowledge/skills
acquired
- Final exam
- To apply in a
critical and
transversal way
knowledge/skills
acquired during the
whole learning
path
- Evaluation
Questionnaire
- To evaluate the
adequateness of
the learning
module according
to students
- Feedback Forum
The final exam consists in a
collaborative/cooperative
learning exercise allowing the
assessment of students'
capability to use skills and
competences acquired in each
learning unit in an integrated
and transversal way.
It is aimed at evaluating work
related skills (more than
theoretical knowledge).
The exercise has to be
realized in groups of 5.
The students themselves have
to select their "final exam
mates" during the 4 weeks of
training (to foster interchange
during the training and allow
the constitution of groups of
Final Exam: Imagine to
design "the ideal centre for
elderly people" and provide
its "business plan". In
particular, answer to the
following points: a. context
analysis; b. target
description and target's
expected needs; c. general
and specific objectives; d.
activities to develop; e.
methodologies to use; f.
equipment/human
resources/budget
requirements; g. expected
results and impact; h.
sustainability and
transferability.
Feedback Forum: Students
are invited to share their
final impressions on the
Students and
tutors
The final exam
counts for 50% of
the final note. This
50% has to be
attributed on the
bases of the
following criteria:
coherence with
the learning inputs
(15 points),
valorization of ICT
based
methodologies/to
ols (15 points),
innovativeness and
creativity (10
points), quality of
the presentation
(10 points).
The remaining 50%
is attributed on
people sharing the same
interests/ideas/projects/work
contexts).
module and say good-bye
to other students and to
the tutor.
After the deadline each group
has to present its product to
the virtual class and the tutor
in the framework of a face to
face session and/or online
interactive session.
Evaluation Questionnaire:
Students are asked to fill in
a semi-structured
questionnaire evaluating
the following dimensions of
the received training:
learning outcomes; role and
career development;
overall satisfaction with the
module.
Moreover, students will be
proposed to answer a
evaluation questionnaire on
the module and to participate
in a feedback forum.
CONTACT: [email protected]
the basis of
participation
during the training
(tasks submission
and forum
interventions).