The pilots of the careNET project started in November 2013. They implemented and validated the careNET learning architecture, pathways and resources previously produced. The Spanish and French partners carried out trainings through a specific ICT tool, a digital tablet, involving 120 care workers and care recipients. During these trainings the participants used a Virtual Learning Environment (VLE) consisting of three tools: a social network, a learning platform and a competency wiki. Through the VLE and the related “Learning Relay Centers” provided by the project partners, the trainees learn in an innovative surrounding.
In Spain, the pilot takes place in the city of Burgos. There are 29 carers involved, all women, most of them Latin American immigrants and their respective clients. The pilot began on 12th November 2013 and ended on 19th December. About 77% of participants are aged between 40 and 60 years and almost all care recipients are above 85. Most of the participants, especially those who are between 50 and 60 years old, i.e. 57% of them, have had very little contact with new technologies. This makes the learning curve very slow and fast-tracks the face-to- face sessions. The VLE is complicated to use in short deadlines for people with such a time-consuming job as elderly care. However they are enthusiastic for learning and show strong commitment and a growing curiosity to find daily and professional situations where their newly learned skills are useful. The most appreciated newly acquired competences are related to communication and information. These allow them to maintain or recover contact with their families abroad. This enthusiasm, related to new ways of communications, is shared by the people receiving care.
In France, IPERIA implements the pilot in 4 territories since 18th November 2013 and will end the process in February. The experiment involves 31 care workers and their care recipients constituting mainly women. The care workers are aged between 50 and 59 years and have various levels of digital skill proficiency. At this stage of the pilot, we observe the needs for collective face-to-face sessions dedicated to the fundamental use of the tablet and internet and to the resolution of technical problems. The French care workers are also strongly committed to the training using every tool of the VLE and putting a lot of pressure on them in order to succeed in helping their care recipients to develop digital skills. Some first testimonials highlight the benefits of learning to use digital tools on the area of social life, leisure and professional representation of French care workers. In the next weeks the care workers will begin to learn with older people becoming thus the mediator of their daily digital skills.
In the post-pilot phase we evaluate the results of the pilots and organize validation seminars in Spain and France. We will soon report the final results on the careNET website.
A great number of elderly people are marked by loneliness, mainly because of their children living in distant places. In this case, telephone has always been a consolation for them in order to communicate directly with their beloving ones. The advancement of digital technologies has brought a new dimension in the communication of the seniors, since they can combine voice and video calls with digital tools that can be easily used by them.
Even thought that sounds as a magnificent idea for older people to keep in touch with their family and friends, the problem is that most of them are unfamiliar with new technologies and are afraid of using them. Furthermore, many of the senior houses or hospitals are lacking an internet access, which is necessary for making a voice and video call. Setting up a video call station for the elderly is very easy and requires a computer and a webcamera, either a tablet or a smartphone, and an internet connection. Skype or Google Hangout are nice and very easy digital tools to use, combining voice and video calls. In the market there are a lot of free applications that support voice and video calls.
But why seniors need the video to contact with their family? Apart from a more direct way of communication, video is considered as an extremely useful application especially for elderly that face hearing problems. Video calls benefit, as they can utilize the facial expressions and body language – lost in a basic phone call – to enhance communication. For instance reading lips can help improve understanding among seniors, when they can’t hear well.
In voice and video calls, seniors can watch their grandchildren to snuff off the candles in the birthday cake, sing christmas carols with all the family, and generally share a special moment with loved ones. Video calls also give the chance for communication and peer learning among the elderly, who have the opportunity to exercise their digital skills and feel active.
In conclusion, technology should be considered as a helpmate rather than as an enemy for seniors. Particularly, the voice and video applications is the easiest way to keep the elderly updated and activated in digital world.
In a world where information and communications technology (ICT), and in particular the internet, are transforming the way we communicate, learn and work, thousands of independent sector social care services for adults in England – many of them small, private or voluntary sector organisations – do not have access to high-quality internet or digital technology. This means their users and staff are at a disadvantage in terms of access to training and development, knowledge gathering and full participation in the support networks available online. In 2010, the Social Care Institute for Excellence (SCIE) commissioned the National Institute of Adult Continuing Education (NIACE) and the Institute for Employment Studies (IES) to undertake a study into the impact of the Get Connected Investment Project. It was established by the Department of Health aimed to enable care providers to improve access for service users, carers, visitors and staff to ICT so they can use the power of the internet to communicate, learn and train.
The evaluation included two rounds of surveys, conducted online, with emails being sent to the main contacts. These were mainly managers or owner/managers, but in some cases were individuals in roles such as activities co-ordinators or administrators. In addition, these lead contacts were asked to forward emails containing survey links to their staff and, where they felt it appropriate, to their service users. The evaluation also included in-depth research at twenty case study sites, each of which was contacted twice by members of the evaluation team, with each round of interviews taking place following each of the two survey rounds. To read more on the survey, please, visit NIACE’s website.
One of the good practices providers presented is Social Care Institute of Excellence with a vast collection of easily understandable good practices that are transferable sustainable and accessible. Such a practice is ‘Carer Aware: Online training course and information resource for carers’, an e-learning course designed to meet the needs of carers. Dudley MBC has designated local libraries as Carer information points and developed free online training for staff and carers. Dudley consulted with carers and staff to develop these resources which have widespread approval.
This is an online resource available to all carers of people with a long term illness or a disability or who are older and frail, staff, employers and members of the public who wish to know about carers and how they can be supported in the Borough. The online course has also been used to train staff in the 13 libraries across the Borough. Carers were included from the start in the development of the material. Carers were sceptical about the fact that this is an e-resource and not everyone has a PC but it was emphasized that this material can be accessed in public access computers, by other people on their behalf and can be delivered as face to face (blended) learning. The online course was developed, trialled and is now live which is linked to a Carer Aware accreditation scheme.
Carers and staff were involved at each stage of development through being given access to an e-demonstration site. They commented on style, format, ease of use, accessibility and usefulness of information.
To read more, please visit: UK Good Practice Collection
Kirsti Ala-Mutka: Mapping Digital Competence:Towards a Conceptual Understanding; JRC67075 – 2011
UK Good Practice Collection
Developing Skills for Carers
Alistair Lockhart-Smith, Fiona Aldridge, Helen Plant, Helen Stevens, Joy Oakley, Linda Miller, Ljaja Sterland, Lorraine Casey, Tom Higgins: : Get Connected – Impact Evaluation
Author: Eva Suba
Social networks and online discussion forums can be used to engage in social contact with people everywhere, regardless of their age or state of health. The opportunity to maintain social relationships is especially important for the elderly and when done extensively is one of the key elements of aging well. However, many older adults in Europe are not spending their time online, let alone using social networks. For example, in the UK only 33% of adults aged 75 years and over had ever used the Internet. In the same country, Ofcom (Independent regulator and competition authority for the UK communications industries) estimates that while 92% of online 16-24 year olds have created a profile on a social networking site, only 25% of online adults over 65 have done the same.
So why don’t the elderly engage in social networks? It is due only to the attitudes and perceptions that they have about these networks (e.g. “I am too old” and “It is too complicated”) or do actual existing barriers (e.g. related to declining health or a lack of resources) keep them at bay? This is a difficult question to answer and more research needs to be done into the real causes, and how these barriers can be removed.
In this article we will tackle the possibilities that social media and online discussion forums can offer to the elderly and how they can actively engage in social networking.
Connect with others, keep in touch and feel empowered
One benefit of social media for the elderly population is the possibility to keep in touch with friends and family through yet another medium, and one that is increasingly popular. Another benefit is that they can join groups and discussions with others interested in the same topics and hobbies. More importantly, they can share their problems with others, from the comfort and privacy of their own home. Author Anja K. Leist summarises well the disinhibiting effect of online communities: in revealing otherwise painful or embarrassing information, self-disclosure is perceived easier via ICT than via eye-to-eye contact. Social media can, when used effectively, provide older adults with empowerment- a concept that refers to a global sense of connectedness and increased control and self-efficacy. It is interesting to point out that the benefit of empowerment is not limited to the elderly person, but also extends to others around e.g. the formal and informal care-givers. In a study investigating an online forum of care-givers, the number of messages posted per week reduced the negative feelings of strain in the care-giver and improved well-being for both care-giver and patient.
What about the dangers?
Not much is known about potentially negative consequences of social media use of older adults although the subject has been well studied in reference to children and teenagers. It is clear that negative outcomes need to be communicated as well if one wants the elderly person to use social media in a responsible and safe way. One threat that is always present is the misuse of personal information with criminal intent e.g. uploading holiday pictures after providing information on the home address could lead to a theft in one0s home. Not so common but still plausible is the threat from identity theft (as it is relatively easy on some networks to set up a fake account in the name of someone else). Cyberbulling could also be a threat in the future. These issues can be eased by providing the elderly with clear information on how to deal with personal data online. This information is best provided by a family member or e-facilitator who knows how to handle privacy settings on a given network.
To get the most out of social media, one needs to be active on the sites. A family member, a care-giver or a facilitator can be the right person to explain concepts such as photo uploading, content sharing and similar. The older person who starts using the network will only feel empowered if they know how to find a friend, contribute to a discussion, upload media content and share this content on their profiles. There are also available specific guides on social media for the elderly.
Communication on social networks and the benefits of joining should always address the perceived attitudes among the elderly, and come up with solutions to overcome actual barriers. An excellent starting point is the home environment: using the knowledge of the informal and formal caregivers or persons who visit the elderly regularly. Another resource is the local telecentre or library where an e-facilitator is aware of the issues at hand and can help the elderly get connected onto social media sites and extend their networks.
Let us not forget that social networking sites themselves need to be more inclusive. Barriers need to be researched better so that developers can adapt their usability and user friendliness. For example, older users could be made more comfortable using social networks if privacy settings are closed-off by default, so that their information is not automatically broadcasted.
Social networks may play a key role in getting the elderly to enjoy the benefits of digital empowerment. Social networks alone cannot fulfill the important need for social contact but are a valid and increasingly used tool to complement other ways of social interaction. In order to get older people to use social networks family members, care-givers, community facilitators and trainers should step in and provide assistance. In the same time design and user friendliness need to be addressed by social network developers.
Social Media Use of Older Adults: A Mini-Review
Author: Anja K. Leist
Found on web: November, 6 2013
Adults media use and attitudes report
Published: April 2013
Found on web: November, 6 2013
Silver surfers forgotten in social media boom
Author: Chris Norval, The Conversation
Published: Sep 18, 2013
Found on web: November, 7 2013
Author: Masha Tarle
The careNET consortium is happy to announce that based on a careful analysis, the Map of domains for common and specific digital competences for domiciliary care workers and care recipients aged 65+ years is now publicly available. The result of an analysis and description is to be published after collaborative exercises in the development process in two workshops, respectively outlining the methodological bottom up approach in relation to study the common and specific competences for the two target groups and elaborating on the map of domains of competence working with grouping and wording of the areas of competences.
The digital competences are defined by an analysis of ‘day-to-day’ activities in real context of work and life, against a background of affordances of available technology. The identified competences are described in the Map of domains of competence. Data has been collected in the careNET partnership, respectively in France, United Kingdom, Italy, Greece, Spain, Denmark and Hungary to provide the content for the descriptions of the competence areas and interrelated competences in the Map of domains of competence. A survey with self-administered questionnaires has provided quantitative data from 130 care recipients’ and 108 care worker in domiciliary about their use of computer, the Internet and mobile phones for analysis concerning common digital competences. Focus group interviews and individual interviews have provided qualitative data from 27 older people and 20 care workers as first movers for analysis regarding specific digital competences for both target groups. In relation to the identification of the Foundational Competences, the research on Digital Competence from the DIGCOMP project (Ferrari, 2012) at the Institute for Prospective Technological Studies (IPTS), Joint Research Centre has been used initially in relation to define areas the common competences. In the analysis of the data in the CareNET project there has been elaborated collaboratively in the partnership on grouping and wording the common and specific areas of competence for care recipients and care workers. The analysis of the data are validated in reviews from national stakeholders i.e. associations active in the field or experts.
The common digital competences for care recipients and care workers are the foundational areas of competence:
1. Technological orientation,
2. Information seeking and management,
3. Communication, collaboration and participation,
4. Creation of content and knowledge,
5. Privacy and security
6. Informed decision making and problem-solving.
The specific digital competences for the care recipients are the day-to-day areas of competences:
1. Online transactions,
2. Social connections,
5. Community participation
The specific digital competences for the care workers are the vocational areas of competence:
1. Care management and administration,
2. Peer learning,
4. Enabling the ICT use by others.
The Map of domains of competence is used in the careNET project to the design and develop learning paths and resources for the identified ICT competences for care recipients and care workers. These are tested in the pilot phase in Spain and France as the validation of the work.
The full report will be available publicly on the careNET project’s website.
Ferrari, Anusca (2012): Digital Competence in Practice: An Analysis of Frameworks. JRC Technical Reports. Report EUR25351 EN
This conference, taking place on 25 November in Brussels, is the annual event of the European Innovation Partnership on Active and Healthy Ageing (EIP-AHA). The main aim of this year’s event is to show evidence and opportunities on two key issues, namely, how the current commitments and targets of EIP AHA can contribute to social and economic growth and jobs, and, how to scale up innovation within the care systems in response to the demographic challenge.
A major input to this high level debate will be the evidence collected from the Reference Sites and the first outcomes of the EIP-AHA where six large scale actions have been launched last year in November.
500+ participants are expected who will include national and regional authorities, health and social care professionals, industry, insurers and NGOs. The conference is by invitation.
The CARER+ consortium finished its research for its Carer+ Digital Competence Framework. The purpose of a competence framework is to give a clear, systematic picture of what knowledge, skills and attitudes will make a person competent in certain area of work or study. The CARER+ Digital Competence Framework will provide care workers and caregivers with a reference tool that will help them assess their digital competence and plan their further development in an organised and outcome-oriented way. Using the framework, the caregiver will be able to tell what knowledge and skills he/she currently possesses, on what levels of mastery, and where best to aim further learning. Schools, teachers and trainer can make good use of the framework as well by structuring and facilitating their courses’ plans and objectives. It can also help employers to plan their staff’s professional development.
The Executive Summary of the publication is available now.
Several experiments assess the introduction of new information technology in seniors’ daily life. As the Austrian project “MyTablet” or the Georgian service of the Blue Hair Technology Group, CareNET decided to experiment tablets offering a training support as prerequisite to develop its numerous uses.
These projects identify tablet as the appropriate device to introduce new technology to seniors. The easy use of tablets is the first argument for this choice. The touch screens are considered as an intuitive interface that people at every age can handle, especially older people who may live with challenges. The tablet is adapted to frail people as an easy tool to use. These also have wireless access to the Internet everywhere, with broadband support. A third quality is the visual appearance of tablets that distinguishes them from computers.
While he device appears elderly-friendly, it requires a support when introduced in older people’s life. Older people may first be frightened by this technology. The existence of experiments refers indeed to seniors’ needs of tutoring and learning to use tablets. To teach older people the Blue Hair Technology Group offers classes lasting an hour and half and online training videos like “Check out the weather on your Kindle Fire“. The MyTablet project proposes a lesson of two hours on the use of the tablet and a contact person for their questions and needs during the project’s lifetime.
Thanks to this support, seniors are empowered to incorporate technology to their daily life. Tablets mainly allow them to have a mobile connection to the Internet. They can contact their families and friends online through several applications like FaceTime, Skype and e-mail accounts. They may also change habits in their hobbies online like reading books thanks to adjustable font size. The CareNET Map of competences identifies some other benefits of tablets like self-expression, online transactions or well-being.
To support your relatives on how to use a tablet, read the UK Older People’s Day instructions: Get older people using iPads & Apps!
Studies show that the online activities of the elderly suggest that they do more or less the same online as most other age groups – that is, communication and searching for information as well as using online services. E-mailing and keeping in touch with their children are the main reasons why many seniors started to learn using computers.
However, these studies also show, that many elderly people resist technology through the lack of security associated with the web, and they are very concerned about unpleasant experiences. Another very common fear is that a computer and the internet is just “too difficult”.
Finerday is a solution developed as a free, safe, easy to use, online communication web service for families to keep in touch with each other. It has been designed to look as cool to a ten-year-old as it is easy and intuitive to use for a ninety-five-year old. At the same time Finerday.com can be an inspiration of nurses and care workers who wanted the recipients to be more connected to their families, especially the grandchildren.
This social network allows you to share photos, send and receive messages, see special dates for birthdays and anniversaries, write and share memories and even use simple links to useful websites, at the touch of a button. The first steps are supported by several instructional videos, and all the buttons and texts are presented in large and contrasted make them easy to use for old people as well.
This secure platform has been successfully piloted in care homes and is being used by several leading digital inclusion organisation in the UK and Australia.
Author: Barbara Lázár
One of the great assets in the CareNET project that while its focus is specific, the results and the methodology used is highly interesting for other organisations and collaborations in the vocational training world or digital competence development in care. To ignite synergies and collaborations and exchange experiences, the project was recently presented at EDEN’s SYNERGY Workshop in October in Budapest.
The Workshop gathered over 40 projects and more than 100 participants from around Europe on site and online. The event took place over a long week-end and was a combined face-to-face and online event. The unusual programme allowed flash presentations of the projects present and supported deep conversations in the working groups around several themes. CareNET was presented in the Project Fairground and contributed to discussions around digital competences in vocational education and training. A short presentation is included in the Book of Projects of the workshop as well.
We are looking forward to further collaborations.