2008 Hawaii Library Association Conference at the Grand Wailea, Maui

1. Teaching Older Adults to Search for Reliable Health Information on theInternet An Introduction to the National Institute on Aging’s Toolkit for Trainers

2. Name Affiliation Any experience working with older adults? Any experience providing computer training? Introduce yourself

4. Learn how to customize the training for different skill levels

5. Get tips on setting up a senior-friendly learning environment

6. Leave with specific ideas for starting the training with your patronsGoals for today

7. www.nihseniorhealth.gov/toolkit Watch Video: “Introducing the Toolkit”(About 5 minutes)

8. What struck you most about the video?

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 What is the Toolkit for Trainers?

10. Introduce older adults to high quality health information on the Internet Build older adults’ Internet skills at the same time. Help older adults learn how to tell if health information is reliable or not Three overall goals of the Toolkit:

11. NIHSeniorHealth www.nihseniorhealth.gov MedlinePlus www.medlineplus.gov National Institute on Aging www.nia.nih.gov The training is centered around NIH websites and other federal health websites

13. There is a vast amount of health information online – some reliable, some not

14. As people live longer, they will see more health management functions occur online

15. Being web savyy about online health resources is becoming a must.Why is this training important?

16. The toolkit materials were developed based on NIA’s cognitive aging and vision research The toolkit materials were tested with older adults and trainers over a two year period. How was the Toolkit developed?

17. To get the free, downloadable Toolkit materials, go to the Toolkit page on the NIHSeniorHealth website www.nihseniorhealth.gov/toolkit

20. Lesson Review Sheet Let’s browse the materialsEach module contains:

21. Pages1 & 2 pertain to current lesson Rest of Introduction is the same for all lessons. Introduction

22. Type of Activity Script Box Steps Icons Trainer Tips Lesson Plan

23. Clearly labeled Large type White space Step by step activities Student Handouts

24. Basic computer and Internet terms Large type Illustrations (Also, there is a stand –alone glossary with all terms) Illustrated Glossaries

25. Lesson Review Handout Screen shots of web pages visited in class to help students with at home review of the lesson:

26. A separate, stand-alone , illustrated glossary with 37 basic terms…

27. Illustrated Glossary Terms

28. A flyer to recruit students…

29. A flyer to interest prospsective trainers…

30. Quick Tips for a Senior-friendly Computer Classroom

31. Questions for “students” to ponder: What did you learn? What did you like about the lesson? How do you think your students would respond to this lesson? Teach Participants a Sample Lesson – 10-15 minutesModule 2 pp. 15 – 16*

32. Pair participants up Select Person A and Person B Go to Lesson 2, page 19 Person A teaches Person B pages 19 and 21 (Skip page 20) Then, Person B teaches Person A pages 22 and 23 Discuss using same questions as before Participants teach a sample lesson 15 minutes

33. How to create a senior-friendly computer classroom(Refer participants to online “Quick Tips” document on Toolkit page) Create an environment for learning -- Ask about using first names -- Make it easy to ask for help -- Remind them of mastering ATMs, microwaves, message machines, cell phones, remote controls, CD players

34. Present information clearly -- Pause after delivering a short segment of information to make sure students are following you -- Use priming, a preview of upcoming activities, learning points, etc. to prepare students for what they will learn -- Use active rather than passive voice How to create a senior-friendly computer classroom

35. Help students stay focused -- Provide one way to perform a task, not a multitude of ways -- Keep discussions on track. Distinguish “need to know” from “nice to know” info -- Make clear verbal transitions between parts of the lesson How to create a senior-friendly computer classroom

36. Help students retain information -- Be willing and ready to repeat info -- Summarize frequently -- Use visual and written information to reinforce what is taught -- Provide immediate hands-on practice of skills taught How to create a senior-friendly computer classroom

37. Accommodate physical changes -- Vision -- Hearing -- Motor Skills -- Other changes How to create a senior-friendly computer classroom

39. Have Help – An classroom assistant, or another (older) person who knows the InternetHow to approach the training

40. For beginners, START here: Module 1  Internet Basics Module 2  Introduction to NIHSeniorHealth For Intermediate Students: START here Module 6  Introduction to MedlinePlus Module 9  Evaluating Health Websites For advanced beginners and intermediate students, you can use Module 5  Exercise on NIHSeniorHealth Module 9  Evaluating Health Websites Customizing the training

41. How to form a class Print out this flyer from www.nihseniorhealth.gov/toolkit Fill in the pertinent information Make copies and distribute

42. Training Checklist Locate a classroom with computers and a computer projector. Identify a trainer. Setaside a time for the training. Identify a classroom aide to provide one-on-one assistance . Recruit students. You can download and distribute the recruitment flyer from www.nihseniorhealth.gov/toolkit Goto www.nihseniorhealth.gov/toolkit Select a module based on students’ skill levels. Readthe Introduction and Lesson Plan. Print outthe Lesson Plan and place it in a 3-ring binder. Print outand make copies of the handouts for students. Decidehow much of the lesson to cover in the first class session. Re-readthe Lesson Plan. Use highlighting if you need it. Hold the first class session. Confer with your classroom aide afterwards to assess how it went. Make adjustments for the next class.

43. Fill out the sheet individually (see next slide) and then and pair participants up. Each person in the pair should mention one easy task and one hard task. Each pair jointly discusses how to deal with the hard tasks. Each pair reports out. What Looks Easy/Hard to Do?

44. Finding a computer classroom with the right equipment? Finding a trainer? Finding an assistant? Finding the time to teach? Getting the authorization to do the training? Recruiting students? Printing out materials ( lesson plan, handouts)? Making copies of handouts? Finding time to prepare the lesson? Using the lesson plan to teach? Giving students one-on-one attention? What Looks Easy/Hard to Do?1 = Very Hard 5 = Very Easy

45. What is the first step you will take toward using the Toolkit for Trainers? Next steps…

46. www.nihseniorhealth.gov/toolkit Find the Toolkit for Trainers at