Teaching Older Adults to Search for Reliable Health Information on the Internet by Sheryl Lynch


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2008 Hawaii Library Association Conference at the Grand Wailea, Maui

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Teaching Older Adults to Search for Reliable Health Information on the Internet by Sheryl Lynch

  1. 1. Teaching Older Adults to Search for Reliable Health Information on theInternet<br />An Introduction to the <br />National Institute on Aging’s Toolkit for Trainers<br />
  2. 2. Name<br />Affiliation<br />Any experience working with older adults?<br />Any experience providing computer training?<br />Introduce yourself<br />
  3. 3. <ul><li>Become familiar and comfortable with the Toolkit materials
  4. 4. Learn how to customize the training for different skill levels
  5. 5. Get tips on setting up a senior-friendly learning environment
  6. 6. Leave with specific ideas for starting the training with your patrons</li></ul>Goals for today<br />
  7. 7. www.nihseniorhealth.gov/toolkit<br />Watch Video: “Introducing the Toolkit”(About 5 minutes)<br />
  8. 8. What struck you most about the video?<br />
  9. 9. A free set of 9 modules, including lesson plans, handouts, and training tools, which you can download to teach older adults how to access reliable health information on the Internet<br />What is the Toolkit for Trainers?<br />
  10. 10. Introduce older adults to high quality health information on the Internet<br />Build older adults’ Internet skills at the same time.<br />Help older adults learn how to tell if health information is reliable or not<br />Three overall goals of the Toolkit:<br />
  11. 11. NIHSeniorHealth www.nihseniorhealth.gov<br />MedlinePlus www.medlineplus.gov<br />National Institute on Aging www.nia.nih.gov<br />The training is centered around NIH websites and other federal health websites<br />
  12. 12. <ul><li>34% of older adults are online, but 66% are not
  13. 13. There is a vast amount of health information online – some reliable, some not
  14. 14. As people live longer, they will see more health management functions occur online
  15. 15. Being web savyy about online health resources is becoming a must.</li></ul>Why is this training important?<br />
  16. 16. The toolkit materials were developed based on NIA’s cognitive aging and vision research<br />The toolkit materials were tested with older adults and trainers over a two year period.<br />How was the Toolkit developed?<br />
  17. 17. To get the free, downloadable Toolkit materials, go to the Toolkit page on the NIHSeniorHealth website www.nihseniorhealth.gov/toolkit<br />
  18. 18. <ul><li>Introduction
  19. 19. Lesson Plan</li></ul>Set-up activities<br /> Core Activities<br /> Practice Activities<br /> Reinforcement Activities<br /><ul><li>Student Handouts (including a glossary)
  20. 20. Lesson Review Sheet </li></ul>Let’s browse the materialsEach module contains:<br />
  21. 21. Pages1 & 2 pertain to current lesson<br />Rest of Introduction is the same for all lessons.<br />Introduction<br />
  22. 22. Type of Activity<br />Script Box<br />Steps<br />Icons<br />Trainer Tips<br />Lesson Plan <br />
  23. 23. Clearly labeled<br />Large type<br />White space<br />Step by step <br /> activities<br />Student Handouts<br />
  24. 24. Basic computer and<br /> Internet terms<br />Large type<br />Illustrations<br />(Also, there is a <br /> stand –alone <br />glossary with all terms)<br />Illustrated Glossaries<br />
  25. 25. Lesson Review Handout<br />Screen shots of web pages visited in class to help students with at home review of the lesson:<br />
  26. 26. A separate, stand-alone , illustrated glossary with 37 basic terms…<br />
  27. 27. Illustrated Glossary Terms<br />
  28. 28. A flyer to recruit students…<br />
  29. 29. A flyer to interest prospsective trainers… <br />
  30. 30. Quick Tips for a Senior-friendly Computer Classroom<br />
  31. 31. Questions for “students” to ponder:<br />What did you learn?<br />What did you like about the lesson?<br />How do you think your students would respond to this lesson?<br />Teach Participants a Sample Lesson – 10-15 minutesModule 2 pp. 15 – 16*<br />
  32. 32. Pair participants up<br />Select Person A and Person B<br />Go to Lesson 2, page 19<br /> Person A teaches Person B pages 19 and 21 (Skip page 20)<br />Then, Person B teaches Person A pages 22 and 23<br />Discuss using same questions as before<br />Participants teach a sample lesson 15 minutes<br />
  33. 33. How to create a senior-friendly computer classroom(Refer participants to online “Quick Tips” document on Toolkit page)<br />Create an environment for learning<br /> -- Ask about using first names<br /> -- Make it easy to ask for help<br /> -- Remind them of mastering ATMs,<br /> microwaves, message machines, cell phones, remote controls, CD players<br />
  34. 34. Present information clearly<br />-- Pause after delivering a short segment <br /> of information to make sure students <br /> are following you<br /> -- Use priming, a preview of upcoming <br /> activities, learning points, etc. to <br /> prepare students for what they will learn<br /> -- Use active rather than passive voice<br />How to create a senior-friendly computer classroom<br />
  35. 35. Help students stay focused<br /> -- Provide one way to perform a task, not a <br /> multitude of ways<br /> -- Keep discussions on track. Distinguish <br /> “need to know” from “nice to know” info<br /> -- Make clear verbal transitions between<br /> parts of the lesson<br />How to create a senior-friendly computer classroom<br />
  36. 36. Help students retain information<br /> -- Be willing and ready to repeat info<br /> -- Summarize frequently<br /> -- Use visual and written information<br />to reinforce what is taught<br /> -- Provide immediate hands-on practice<br /> of skills taught<br />How to create a senior-friendly computer classroom<br />
  37. 37. Accommodate physical changes<br /> -- Vision<br /> -- Hearing<br /> -- Motor Skills<br /> -- Other changes<br />How to create a senior-friendly computer classroom<br />
  38. 38. <ul><li>Start small – Try one lesson, or part of one lesson
  39. 39. Have Help – An classroom assistant, or another (older) person who knows the Internet</li></ul>How to approach the training<br />
  40. 40. For beginners, START here: <br />Module 1  Internet Basics<br />Module 2  Introduction to NIHSeniorHealth<br />For Intermediate Students: START here<br />Module 6  Introduction to MedlinePlus<br />Module 9  Evaluating Health Websites<br />For advanced beginners and intermediate students, you can use<br />Module 5  Exercise on NIHSeniorHealth<br /> Module 9  Evaluating Health Websites<br />Customizing the training<br />
  41. 41. How to form a class<br />Print out this flyer from www.nihseniorhealth.gov/toolkit<br />Fill in the pertinent information<br />Make copies and distribute<br />
  42. 42. Training Checklist<br />Locate a classroom with computers and a computer projector. <br />Identify a trainer.<br />Setaside a time for the training.<br />Identify a classroom aide to provide one-on-one assistance .<br />Recruit students. You can download and distribute the recruitment flyer from www.nihseniorhealth.gov/toolkit<br />Goto www.nihseniorhealth.gov/toolkit<br />Select a module based on students’ skill levels.<br />Readthe Introduction and Lesson Plan.<br />Print outthe Lesson Plan and place it in a 3-ring binder.<br />Print outand make copies of the handouts for students.<br />Decidehow much of the lesson to cover in the first class session.<br />Re-readthe Lesson Plan. Use highlighting if you need it. <br />Hold the first class session.<br />Confer with your classroom aide afterwards to assess how it went.<br />Make adjustments for the next class.<br />
  43. 43. Fill out the sheet individually (see next slide) and then and pair participants up. <br />Each person in the pair should mention one easy task and one hard task. <br />Each pair jointly discusses how to deal with the hard tasks. <br />Each pair reports out.<br />What Looks Easy/Hard to Do?<br />
  44. 44. Finding a computer classroom with the right equipment? <br />Finding a trainer?<br />Finding an assistant?<br />Finding the time to teach?<br />Getting the authorization to do the training?<br />Recruiting students?<br />Printing out materials ( lesson plan, handouts)?<br />Making copies of handouts? <br />Finding time to prepare the lesson?<br />Using the lesson plan to teach?<br />Giving students one-on-one attention?<br />What Looks Easy/Hard to Do?1 = Very Hard 5 = Very Easy<br />
  45. 45. What is the first step you will take toward using the Toolkit for Trainers?<br />Next steps…<br />
  46. 46. www.nihseniorhealth.gov/toolkit<br />Find the Toolkit for Trainers at<br />