Older Adults and Information Communication Technologies: Learning Needs and Support Mechanisms Jatinder Sandhu, College of Art Design and Built Environment, Nottingham Trent University, Nottingham,Dr. Paula J Forbes, School of Computing, Dundee University, Dundee, UK Overview: This paper, drawing on findings derived from the Sus-IT project, discusses the learning needs and challenges older adults face in learning to use ICTs. Stream: Adult, Vocational, Tertiary and Professional Learning

This talk was focused on a study undertaken looking at older adults and ICT. Older adults were those over 50 but the age range was 50 – 94 and this study was part of a larger overall study. This age group were used because they had not usually been digitally connected at school, college or university.

The literature review showed that methods of teaching had an impact on acquisition of skills (Czaja 1997), intergenerational learning from those younger was used mostly family (Selwyn 2004 and Kenner 2008), different classes (Gatto & Tak 2008 & Dickenson 2005)and through self directed (Gatto & Tak 2008). Barriers to learning were found to include lack of confidence and fear (Anderson 2008 & Sandhu, Damodran & Ramondt 2010), an absence of support with varied provision of training and cost, not understanding jargon and complexity of the technology (Goodman, syme & Eisma 2003), Changing capabilities and circumstances such as physical changes, eyes, mobility, cognitive changes and social changes (Hawthorn 2008).

The method used for the study was focus groups with 28 participants, individual interviews with 6 participants, 14 one hour observations of classes and some case studies.

The findings found that this learning was a journey which was ongoing, baffling, confusing and non-intuitive and specifically included:

• Classes needed to be slower in pace, allow for repetition, have a social element and include pictures in the handouts
• Intergenerational learning is not always there when needed and often if there is help they take over and do the task so no learning takes place
• Self-directed is full of technical problems where again on line help takes over and does it for you so no learning but also learning through trial and error
• Peer to peer most effective with someone who understands, you gain confidence and new friends

The conclusions were that training needs to be through a range of approaches but with better trainers who understand the need to go slower and help learn not do and aids that have pictures.