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ICT4T ICT Training for Trainers Meeting Senior Learner Needs

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  1. ICT4T ICT Training for TrainersMeeting Senior Learner Needs 1

  2. ICT4T – THE PROJECT • 24 month Socrates Grundtvig project funded by the European Commission • 6 partner institutions • Institute for Future Studies (Coordinator) – AT • Vilnius Business College / Vilniaus Verslo Kolegija – LT • Foundation for Research and Technology (FORTH IACM) – GR • Institut für virtuelles und reales Lernen in der Erwachsenenbildung an der Universität Ulm (ILEU) – DE • Zentrum für Allgemeine Wissenschaftliche Weiterbildung der Universität Ulm (ZAWiW) – DE • Florida Centre de Formació, CA – ES • Project Website http://www.ict4t.net 2

  3. OVERALL AIMS • to contribute to improvements in the integratiion of ICT in society, • to better respond to senior citizens’ needs in terms of use of ICT and eLearning, • to provide more accessible solutions and • to contribute to the inclusion of the elderly so that they can benefit from ICT services according to their specific needs 3

  4. TARGET GROUP SPECIFIC AIMS • Main target group: trainers and training institutions • Indirect target group: older learners, senior citizens • Main aims: • provide support to trainers and training organisations to design specific programs for ICT-supported training of senior citizens and • develop their eLearning design competence according to design-for-all principles 4

  5. OBJECTIVES • Assess the state-of-the-art and course design needs in relation to media and ICT-based information presentation competence and design-for-all principles; • Develop new pedagogical models and lesson plans that use the eLearning state of the art; • Develop training material; • Provide teacher training; • Discuss and disseminate the pedagogical models, lesson plans and course material in Europe among training institutions, trainers and senior learners. 5

  6. MAIN OUTCOME • Course on “Teaching and Learning with ICT according to the Needs of Elderly” • Up to 40 teaching hours (8 modules) • Oriented towards public from all over Europe • Adapted to the needs of the target group, enhanced usability etc. • 5 courses: • 1 Pilot course • 2 Online courses  European audience • 2 courses will be offered to Grundtvig 3 applicants 6

  7. PEDAGOGICAL APPROACH • The insights derived from the needs analysis process and state-of-the-art work indicate a series of elements that are successful in learning for the elderly: • Self-guided learning: Elderly learners should be able to set their own agenda within the framework of the course; trainers support this process. • Flexible approaches: Heterogeneity of target group  wide range of abilities, prior learning histories, attitudes and aims to be taken into account. • Participatory: paricipatory approach to design that involves the learners in the process. 7

  8. PEDAGOGICAL APPROACH II • Informal learning: learning that has not been planned for in advance, and the kinds of processes involved in that can be more welcome and effective than courses with highly structured and rigid programmes. • Reflection activities and those involving conversation and interaction are highly welcome and effective for many elderly learners. • Active learnign or learning by doing is similarly highly welcome. The use of project-based and problem-solving activities, particularly is seen as positive. 8

  9. MODULES OVERVIEW • Module 1: Introduction : Special needs of the elderly with regard to learning • Module 2: The elderly and ICT – ICT in daily life • Module 3: General Internet Skills • Module 4: Accessibility issues in the context of ICT- based teaching of senior citizens • Module 5: Pedagogical Design – General Considerations • Module 6: Face-to-Face Course Design • Module 7: Setting up a course: Practical pedagogical design for online courses • Module 8: The Trainer 9

  10. MODULES 1 - 3 • Module 1: Introduction: Special needs of the elderly with regard to learningThis module focuses on the heterogeneity of the target group of senior citizens and their needs with regard to ICT-based learning. The module aims at raising awareness for the target group’s needs and the benefits and barriers of their use of ICT in general and in learning. • Module 2: The elderly and ICT – ICT in daily lifeThis module gives an overview about common ICT applications, tools and practices which can be used in daily life by elderly people. The focus is on activities and tasks, which elderly people have to face by using ICT. • Module 3: General Internet SkillsThe main focus here is on ways of acquiring general internet skills for the target group of older adults. 10

  11. MODULES 4 - 6 • Module 4: Accessibility issues in the context of ICT-based teaching of senior citizensThis module provides an overview of issues of accessibility, design for all and usability in the context of ICT-based teaching of senior citizens by taking into account disabilities and special needs of senior citizens. • Module 5: Pedagogical Design–General ConsiderationsThe aim of this module is to provide sufficient know-how about which methods and teaching resources are suitable for which target group in which situation. • Module 6: Face-to-Face Course DesignIssues arising from the training of elderly learners in face-to-face courses. Preferences, incentives and barriers of the target group will be considered as well as the skills, methods and tools the trainers will need in order to create a favourable face-to-face learning environment. 11

  12. MODULES 7 - 8 • Module 7: Setting up a course: Practical pedagogical design for online coursesGives an introduction on teaching concepts and practical pedagogical design in the context of teaching elderly people within online environments. • Module 8: The TrainerThis final module is concerned with the role of the trainer in face-to-face- and online courses. Furthermore it serves as a space for reflecting and putting into practice what has been done in the other modules. 12

  13. Website: http://www.futurestudies.org ICT4T Website: http://www.ict4t.net 13