Fourth Social Digital Symposium
24 January 2013
Age UK, Tavistock Square, London WC1H 9NA
Learning to use and sustaining use of
ICTs by older people
Professor Leela Damodaran and Dr Jatinder Sandhu
Loughborough University

The Sus-IT project
• Funded by the New Dynamics of Ageing
Programme
• Sponsored by all five UK research councils:
ESRC, EPSRC, BBSRC, MRC, AHRC
• c£1.5 million funding received for 3.25 years
of research
• Involved a multidisciplinary team of academics
from 8 UK universities, with participation of
older people and research users

Background to the Sus-IT project
• Computers and the internet offer significant
potential to sustain and improve the quality of
life and independence of older people
• Many older people are already regular and
enthusiastic users of ICTs. Over 65s are the
fastest growing sector of internet users (Office of
National Statistics, 2004)
BUT…

“there is a real risk that in the medium to long
term, significantly more citizens will migrate
from being digitally engaged to being
unengaged than the other way round, as their
capabilities change”
(UK Digital Inclusion Panel Report 2004 p. 79)

Changes that can affect ICT use
 Physical changes, e.g. eyesight, hand
dexterity, mobility
 Psychological and cognitive
changes, e.g. confidence, memory
 Social changes, e.g. family members
moving away
 Technology changes, e.g. new versions
of familiar things

Sus-IT Project:
Research Questions
• What are the problems and
support needs of older ICT
users?
• What potential solutions are
available or could be
developed?
• How can a wide range of
stakeholders, including older
people, work together on this?
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Methodology
A mixed-methods approach to data collection:
• Digital Engagement Survey
• Pictorial questionnaire
• Story telling
• Case studies
• Interactive theatre
• Computer Clubhouses and drop-in centres
• Co-design/sandpits
• Participatory problem-solving (PPS) workshops
2 staged process (i) knowledge sharing (ii) problem-solving
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The ICT Learning Journey
• Challenging
• Frustrating
• Baffling
• Tiring
• Non-intuitive
• Costly
“When I first started, a message used to come up, saying you have just done
an illegal entry and the computer needs to close down. I shut the windows
because I thought the police were coming”.
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(i) Entry Barriers
There is no My grandchildren try to Lack of awareness/
one to help me help – but they are too fast information
if it all goes
wrong
I learn it in
I don‟t class and I feel
understand I get it. I go
the technical home and I
language the have forgotten
trainers use it all
Learning by
trial and error Insufficient
frustrates me „adequate‟ learning
Cost of training I might break it! provisions
and technology I am scared of
the mouse
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Barriers to Sustaining Use of Technology
“The software that came with “It‟s all gone wrong. I don‟t
the computer does not work know how to put it right”
properly”
“I don‟t
understand
“Seeing the screen the technical
is a problem and jargon”
the keyboard is
difficult to use”
“I did it a while ago.
Now I don‟t know
“I don‟t know how to do it. My mind
how to deal has gone blank – I‟ve
with viruses” forgotten!”
“I don‟t know how to deal “Support is not available when I
with pop-ups and spam” need help”

Success factors in sustaining ICT use
• The availability of support is • Support to increase competence
crucial: and confidence in problem
– Children and peers solving
– ‘Coupledom’
– availability and provision of
help in classes/drop in • Improvements in the design of
centres. ICT-based products and services
to make them easier to use,
• Support to cope with technology more accessible and avoiding
changes, updates and upgrades unnecessary complexity.
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Findings: How would you feel if you had to give up the
computer?
Based on words used by 248 participants who described how they would feel if
they abandoned use of the computer.

Current ICT learning and support provision
Individual learning
“Just give me a
manual, I’ll
work it out”
At home Public spaces
http://www.idf50.co.uk/
Group learning

Mapping ICT learning/support provision in
seven cities
Key findings from the Sus-IT research project:
1) the primary face-to-face support is available at
libraries, community centres and local agencies
2) the main focus is on supporting beginners/new entrants;
3) provision varies greatly from region to region - with pockets of
excellent/good practice
4) there is little provision for older people to pursue their interests or
trouble shoot
5) evaluation of the training is rarely collected or shared

What older people think of current ICT
learning and support provision
1. It is hard to find information about what learning and support is
available
2. Individual’s needs for ICT learning and support are very diverse, but
there is a widespread need for help and advice on hardware and
software issues
3. Individuals also differ widely in their learning styles and preferences
(e.g. ranging from self help, structured instruction, to learning from
peers and supportive others)
4. They rely heavily (but sometimes reluctantly) on family members and
friends for ICT support.
5. There is strong preference for provision in a relaxed, informal social
setting without pressure to learn/seek formal or vocational
qualifications
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Where are we now?
• Research confirms the magnitude of the challenge of (i) the
learning journey and (ii) sustaining ICT use as we age.
• Good practice in delivery of learning opportunities exists
but is not adequately disseminated
• We have a growing body of knowledge about the complex
and varied relationship older people have with technology
• Support to enable older people to sustain use of technology
is vital.
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Thank you for listening!
Any questions?

Acknowledgements
Sus-IT (“Sustaining IT use by older people to promote
autonomy and independence”). A New Dynamics of Ageing
(NDA) project, funded by the five UK Research Councils -
AHRC, BBSRC, EPSRC, ESRC and MRC
(Grant No. RES-353-25-0008).
KT-EQUAL (“Knowledge Transfer for Extending Quality Life”)
funded by the EPSRC (Grant No. EP/G030898/2).
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