Trainer's Teaching Guide for Mentors

Transcription

1 Trainer's Teaching Guide for Mentors Made possible in part through the generous support of: Version: 5.0 Summer 2014 Cyber-Seniors TM 1

2 Preface The idea for the Cyber-Seniors Program came from a high school project that was launched by two sisters, Macaulee (16) and Kascha Cassaday (18) in The sisters had witnessed first hand how the Internet had transformed their grandparents lives. After learning some basic skills, their grandparents were able to communicate with them several times a week via the Internet, despite the fact that they lived in different cities and had very busy lives. Inspired by this realization, the sisters started the Cyber-Seniors Program to help other seniors get online. They began by recruiting several of their friends to visit a local retirement home twice a week to teach interested seniors how to use the Internet. The program really caught on and before they knew it the seniors were able to send and receive s, talk to and see their friends and family using Skype, and even friend their grandchildren on Facebook. The highlight of the Program was the creation of the Cyber- Seniors Corner (youtube.com/cyberseniorscorner), a YouTube Channel where student-senior teams posted short videos featuring the senior sharing their wisdom and/or humour. Saffron Cassaday, a filmmaker and Macaulee and Kascha s older sister, began filming some of the early Cyber-Senior sessions and decided to make a documentary film about these remarkable Cyber-Seniors. Over the next ten months, Saffron and her film crew captured over 120 hours of footage and many memorable moments. To everyone s disbelief, half way through filming Macaulee and her grandfather were both diagnosed with cancer. During this challenging time, the Internet became an ever-important lifeline for the family. Macaulee and her grandfather grew even closer while undergoing cancer treatment, often Skyping with one another during chemotherapy sessions. The Cyber-Seniors program and documentary film are inspiring examples of the wonderful things that can happen when generation gaps are bridged, and new ways of connecting are explored. Saffron, Kascha and Macaulee hope their film will inspire more seniors to get online, and that the Cyber-Seniors program will expand around the world. To find out more about the Cyber-Seniors documentary and director Saffron Cassaday go to: Version: 5.0 Fall 2014 Cyber-Seniors TM 2

3 Before You Get Started Working With Senior Citizens If you walked into a room and wanted to listen to the radio, you would first have to plug it in to a power source. Similarly, when you walk into a room to communicate with a senior citizen the first thing you have to do is plug in, that is, make a connection with them. Once you ve made that connection, you can then begin to communicate necessary information and instructions. It is important to understand that age-related decline in physical abilities can make communication more challenging, and some illnesses make communication more difficult. A hearing loss makes you harder to understand, so be patient and speak more clearly. Be sure you face the person when you talk, and avoid talking while you eat. Vision loss makes it harder for an elderly person to recognize you, so keep this in mind. Some elderly people experience changes in speaking ability, and their voices become weaker, or harder to understand. Be patient when listening, and be aware of when the elderly person gets tired and wants the visit to end. Some age-related memory loss is normal as people grow older, although people experience different degrees of memory loss. Most often, short-term memory is affected, making it harder for an elderly person to remember recent events. Keep this in mind, and practice patience. Be aware that when someone lives to be very old, it s impossible not to experience some feelings of significant loss. The deaths of relatives and friends, losing the ability to work and be independent, changes in health and finances, and being unable to make simple decisions can all affect an elderly person s self-esteem. These losses can create sadness, and grieving. Common responses to grieving are depression, social withdrawal, and irritability, so be aware of these behaviors and do not take it personally. Because an elderly person s life experience may be very different from yours, it s important to let the person express those thoughts and feelings, and to respect them even if you disagree. Below is a list of tips to help you when teaching senior citizens. 1. Allow extra time. Studies have shown that older people desire more information from people who are interacting with them then younger individuals. Because of their increased need for information, and their likelihood to communicate poorly, to be nervous and to lack focus, older individuals require additional time. Plan for it, and do not appear rushed or uninterested. The senior citizen will sense it and shut down, making effective communication nearly impossible. 2. Avoid distractions. The seniors you are working with will want to feel that you have spent quality time with them and that they are important. When possible, reduce the amount of visual and auditory distractions, such as other people, background noise, and keep your cell phone on vibrate or silent. 3. Sit face to face. Some older individuals have vision and hearing loss, and reading your lips may be crucial for them to receive the information correctly. Sitting in front of them may also reduce distractions. This simple act sends the message that what you have to say to them, and what they have to say to you, is important. 4. Maintain eye contact. Eye contact is one of the most direct and powerful forms of nonverbal communication. It tells people that you are interested in them and they can trust you. Maintaining eye contact creates a more positive, comfortable atmosphere that will result in more effective learning. 5. Listen. Good communication depends on good listening, so be conscious of whether you are really listening to what the senior is telling you. Many of the problems associated with an inability to learn new skills can be reduced or eliminated simply by taking time to listen to what the senior has to say. 6. Speak slowly, clearly and loudly. The rate at which an older person learns is often much slower than that of a younger person. Therefore, the rate at which you provide information can greatly affect how much they can take in, learn and commit to memory. Don t rush through your instructions to them. Speak clearly and loudly enough for them to hear you, but do not shout. 7. Use short, simple words and sentences. Simplifying information and speaking in a manner that can be easily Version: 5.0 Fall 2014 Cyber-Seniors TM 3

4 Before You Get Started understood is one of the best ways to ensure that the senior citizen can follow your instructions. Do not use jargon or technical terms that are difficult for them to understand. In addition, do not assume that they will understand even basic computer terminology. Instead, make sure you use words that are familiar and comfortable to them. 8. Stick to one topic at a time. Information overload can confuse senior citizens. To avoid confusion, use the instruction outline provided in this Teaching Guide. This will allow you to explain things in a more comprehensible series of steps. 9. Simplify and write down your instructions. When giving seniors instructions, avoid making them overly complicated or confusing. Instead, write down your instructions using the templates provided in this manual. Writing is a more permanent form of communication than speaking and provides the opportunity to later review what you have said in a less stressful environment. Version: 5.0 Fall 2014 Cyber-Seniors TM 4

5 Cyber-Senior s Policy Guidelines The Cyber-Seniors Program depends on youth volunteers for its success. By signing up for this Program you are expected to fully commit and to take your responsibilities seriously. The following policies must be adhered to at all times. Cancellation and Punctuality We understand that everyone has days in which they fall ill and are not able to meet their obligations. We also know that there are times when personal issues or obligations are unavoidable. However, absenteeism is disruptive to the learning process and therefore threatens the success of the Cyber-Seniors Program. We therefore highly discourage the cancellation of any scheduled training sessions, unless absolutely necessary. If you must cancel a session please try to give the Participant as much notice as possible. It goes without saying that punctuality is imperative. However, if you know you are going to be late, make sure to let the Participant know. Using Computers for Personal Use At all times you must refrain from using a Participant s computer for you own personal use during a training session. This includes checking personal and surfing the net for your own interest. In addition, if you are providing training within a Retirement or Nursing Home on computers provided by the Home, you must abide by the policies set by the Home, which may include avoiding certain websites. Dress Code/Name Tags We expect all volunteers who are participating in the Cyber-Seniors Program to dress according to their school s dress code guidelines. Clothing should be clean and tidy, and halter-tops and tops showing midriff are to be avoided. Also please refrain from wearing clothing that displays offensive wording or pictures. If provided with a name tag by a Retirement or Nursing Home, it must be worn at all times during training. Privacy and Confidentiality Personal information about the Participant must never be released to any one on the Internet without their informed consent. Informed consent means the Participant must fully understand the implications and consequences of sharing the information. For the protection of our volunteers and Participants we strongly discourage providing training in online banking. If a Participant is interested in learning how to carry out online banking they should be encouraged to contact their bank or a close family member for assistance. Infection Control Prevention is the first step in avoiding the spread of infections and illness. Hand washing and frequent use of hand sanitizer is crucial to this process. If you are volunteering at a Retirement or Nursing Home and the Home is in Outbreak (ie. some residents have been diagnosed with the flu or any other infectious disease), you will be notified and most likely will be asked not to enter the Home until Outbreak is declared over. Version: 5.0 Fall 2014 Cyber-Seniors TM 5

6 Cyber-Senior s Policy Guidelines continued... Safety In order to prevent injury to yourself and Participants in the Program, refrain from lifting or assisting a Senior in a transfer. If you are asked, notify the staff at the Home or a family member. If a Participant is in a wheelchair always let them know if you are going to move them. Check that clothing and arms are tucked in. Walk slowly! Some people use footrests, while others prefer not to because they use their feet for mobility. Always put the brakes on a wheelchair before leaving them. If a Participant confides in you about an unreported medical problem, encourage him/her to report the problem to the staff at the Home or their family. You may also want to let the staff and family know that the Participant has confided in you about an unreported medical problem (without giving them details) so they can speak to them about it. Reporting Incidents or Accidents An incident is any event, outside of normal activity, that could be or is disruptive or harmful to volunteers, Home staff or Participants. If you are witness to any incident, you are required to report the incident immediately to the staff at the Home or family members. If you witness an accident or fall, call for help, stay with the person and reassure them. Never assist someone up from the floor, as they need to be assessed for injuries first by trained personnel. Gifts/Tips Gifts from Participants of the Program must not be accepted. If a gift is offered, it is important to convey gratitude and appreciation for the offering, but that your interest in helping them is not dependent upon receipt of gifts. Professional Relationship It is not appropriate to discuss detailed personal or financial information with Participants in the program. Harassment Any abusive conduct, comment, gesture or contact, whether physical, verbal or emotional, discriminatory and/or sexual in nature, that might reasonably be expected to cause offence, embarrassment or humiliation to any Participant, volunteer, or staff at a Home can not be tolerated. It is the responsibility of any individual witnessing such behaviour to report it to the management staff at the Home or to Cyber-Seniors. Language Vulgar language and curse words are not permitted at anytime. Slang should also be avoided. Smoking Smoking is not permitted during volunteer hours. Use of the Telephone Use of a Participant s telephone is strictly prohibited, unless it is an emergency. Retirement and Nursing Homes generally have policies on the use of telephones for personal use and it is important to adhere to these policies. Version: 5.0 Fall 2014 Cyber-Seniors TM 6

7 Goal of the Program Let s Get Started The goal of the Cyber-Seniors Program is to enable a Senior Citizen (Participant) to be able to use a computer independently, or with minimal assistance, to carry out functions such as , Google searches, Skype, Facebook and any other applications which are of interest to them. Once they are able to independently carry out the functions that are important to them, training may stop. However, most Participant s will require some continued support, and our hope is that Trainers will provide this ongoing support, as needed. Scheduling Lessons On average, most Participants will require at least 16 hours of training. We suggest scheduling at least 2 one-hour sessions over a period of 8 weeks. Of course all Trainers and Participants will have different scheduling preferences and availability. The important thing is to create a schedule that allows you and the Participant to meet the goals of the Program. The Lessons Although this guide is broken into 6 lessons this does not mean that each lesson will be completed during one training session. Depending on the Participant s prior knowledge and ability to absorb the information being taught at each session, it may take several sessions to complete one lesson. This is no reflection of the Participant s level of intelligence or the Trainer s ability to teach. We all have different learning styles and abilities, and each Participant should be allowed to move through the lessons at their own pace. Regardless of the level of computing knowledge the Participant reports to have, it is important to review each lesson with them. This will ensure that none of the basic building blocks are missed, as this may affect the Participant s ability to learn some of the higher-level concepts that will be taught in future lessons. Feel free to move quickly through lessons that the Participant is knowledgeable on, but be sure to review and test their knowledge before moving on to the next lesson. This Guide will direct you in what needs to be taught, with specific benchmarks to know when you can move on to the next topic. Each Participant should be provided with a Participant s Handbook which mirrors the Lessons outlined in this Guide. Trainers are encouraged to enter a report in the Learning Log and Progress Report in the Participant s Handbook at the end of each session. This reporting system ensures that the Participants progress through the Program, and that Trainers and other people who might be assisting the Participant, are aware of what has been covered in previous sessions. These reports may also be used to verify students community service hours. Participants should also be encouraged to enter notes into their Handbook, to help them in retaining what they are being taught. Feel free to add more specific instructions into the Handbook when needed, or if the Participant s computer setup varies from what is described in this Guide. 7

8 Goal of the Program continued... The First Training Session Before starting the first training session it is important to introduce yourself and let the Participant know a little about you. Things that might be of interest to them are: your age, where you go to school, what your interests are (e.g. what school and extracurricular activities you are involved in), and what kind of things you use a computer for. Next, get to know a little bit about the Participant. Ask them a little about themselves and their history. For example: Where are they from If they have children and grandchildren, if so, where do they live What did they do before they retired Their interests Ask them what they know about computers and the Internet, and what they would like to be able to use the computer for. Assist them in completing the Participant Profile Form on the first page of their personal Cyber-Seniors Participant s Handbook. Ongoing Training Sessions At the start of each training session make sure to re-introduce yourself to the Participant and refer to what they have been taught during previous sessions. This information should be documented in their Participant s Handbook in the Learning Log and Progress Report sections. It is always a good idea to review the information that was taught to the Participant during the previous session to ensure the Participant has a good grasp of the concepts, before starting a new lesson. Note: If it is your first time meeting the Participant but they have already completed the Cyber-Senior Participant Profile Form take the time to tell the senior about yourself while you review their Cyber-Senior Participant Profile Form. 8

9 Lesson 1 - Introduction To Computers Goal: To familiarize the Participant with parts and the use of a computer. Objectives: At the completion of this lesson the Participant will: Understand that the computer can be a friendly, helpful tool Be able to power on/off a computer Be able to identify parts of a computer Be able to identify parts of a keyboard Be familiar with the desktop of a computer Be able to maneuver a mouse Have a general understanding of the World Wide Web and NOTE: Before starting each lesson, ensure that the font size is sufficient for the Participant s eyesight. Also be sure that the screen and seat position are ergonomically correct and that the Participant is comfortable. Lesson Guidelines: Explain how the computer can be helpful to: Keep in touch with family and friends around the world via Get the latest news and current events locally and around the world Research interests, hobbies and be entertained (ie. games, YouTube) 1.1 Parts of a Computer Power Button: Screen: The Mouse: Keyboard: Explain the difference between hardware and software. Demonstrate how the computer is powered ON and OFF. Explain the screen area and its components. Demonstrate the correct use in mouse manipulation. Explain how the mouse works. Ask the participant to demonstrate how they would use the mouse to open an icon. Explain the keyboard and how it is used for the Internet and process. 9

10 The Keyboard Goal: To familiarize the Participant in the use of the keyboard and key functions. Objectives: At the completion of this lesson the Participant will: Understand the use and parts of a keyboard Understand the proper position of hands on the keyboard Understand what is meant by the home row Understand the punctuation keys and how they are used Understand the Space, Shift, Backspace, Enter, Escape, Caps and Num Lock and Tab keys. NOTE: For this Lesson you will need to open a word processing program. If possible, make the program accessible to the Participant so they can practice on their own following the Training Session. Lesson Guidelines: 2.1 Proper Hand Position Explain the proper hand position to use on the keyboard and why it is important Go over what is meant by the home row Go over what keys each fingers are to rest on (use diagram provided in the Participant s Handbook) 2.2 Capitalizing Letters Explain to the Participant how the Shift and Caps Lock keys are used to capitalize a letter and have them practice typing sentences containing capital letters using the exercises found in the Participant s Handbook. 2.3 Other Punctuation Keys Explain how to use the shift key to type various punctuation marks, and then practice typing these functions using the exercises found in the Participant s Handbook. Have the Participant continue to practice typing the exercises in the Participant s Handbook until they are able to complete them with ease and competency. 10

11 Lesson 3 Sending and Receiving Goal: To teach the Participant how to use . Objectives: At the completion of this lesson the Participant will: Be able to access their account Be able to identify navigational links in their account Be able to send and receive s Be able to send and open an attachment Be able to add contacts to their contact list Be able to sign out of their account NOTE: Instructions for sending and receiving in the Participant s Manual are for Hotmail. However, if the Participant chooses a different provider make sure to document the specific instructions for sending and receiving for that provider, in the Notes Section of their Handbook. Lesson Guidelines: Explain how to use Google search engine and address bar to get to their provider Explain the advantages of using an program and accessibility to their account Explain the purpose of a Username and Password If the Participant does not have an account, ask him/her to think of a Username and Password while you set one up for them 3.1 Signing into an System 1. Show them how to access the Internet by clicking on the Internet Icon. 2. Show them how to type hotmail.com, gmail.com, or their provider, in the address bar and to press enter on their keyboard. 3. Next show them how to sign in. 3.2 Exploring the system 1. Explain the side bar and top navigation bar on the home page. 2. Explain the following tabs, New, Inbox, Junk, Drafts, Sent and Deleted. 3. Explain what a drop-down menu is and explain the People/Contacts and Calendar Tab. 11

12 Lesson 3 Sending and Receiving continued Sending a New Message/ 1. Explain the various components of an the address, the subject and the body. 2. Have the Participant click the New link and walk them through constructing and sending an Encourage them to ask their family and friends to provide them with their s and to send them s that they may respond to. 3.4 Receiving/Replying to an 1. Show the Participant how to check for new messages. 2. If they do not have any new messages send them one using your own device. 3. Walk them through how to check for and read new messages. 4. Explain the general concept of replying to an message. 5. Walk them through how to Reply and Reply to All. 6. Show them how to return to their inbox after replying. 3.5 Forwarding an /Message 1. Explain the general concept of forwarding an and provide examples of situations in which you might want to forward an . Explain the options of forwarding an with or without a note. 2. Walk them through how to forward an Remind them how to return to their inbox after forwarding the Sending an Attachment 1. Explain what an Attachment is and the purpose of an attachment. 2. Have the participant write an (inserting the address, subject and message). 3. Next walk them through how to attach a file. If they don t have pictures or word documents on their computer you can show them how to attach a file from the Internet but that is probably too advanced at this point and you might consider coming back to this lesson once they are more advanced. 3.7 Opening an Attachment 1. First have them open their Inbox and show them how to identify a message that has an attachment. You may have to send them an with an attachment from your device. 2. Have them open the and click on the attachment. Point out that a new page will open which contains or is the attachment. 3. Walk them through how to close the attachment and get back to their Home Page. 12

13 Lesson 3 Sending and Receiving continued Adding a Contact 1. Explain how the Contact List works and its purpose. 2. If they have a list of addresses for their friends and family walk them through how to enter them in their contact list. 3. Explain to them that it is not necessary to enter all extra information that is asked of them, e.g. company, phone, address, etc. 4. Explain to them the option of sending an through their contact list vs. using the frequent contacts function to find an address. 5. Show them how to return to the Home Page when they are finished. 3.9 Signing Out 1. At the end of the session explain the importance of signing out. This is particularly important if they are using a communal computer. 2. Walk them through this process. Have the participant continue practicing signing into their account, sending and receiving messages, and signing out until they are able to do so on their own. 13

14 Lesson 4 Internet Browsing/Search (Google) Goal: To familiarize the Participant on how to use the Internet. Objectives: At the completion of this lesson, the Participant will: Be able to identify the Internet icon on their desktop Know the difference between using a URL and using a search bar Be able to go back to previously viewed pages Be able to return to the Home Page Be able to add a website to their Favorites List Lesson Guidelines: 4.1 Accessing the Internet Show the Participant where the Internet icon is and explain it is a software program that allows you to explore the World Wide Web or Internet. Ask the Participant to click on the Internet icon. 4.2 Internet Web Browsing URL Search Explain what a URL address is (eg. and how it is unique to each website, the same as their own address and that no two websites have the same URL address. Explain how to tell which country the URL is located in. Now, Demonstrate how to type a URL address in the Google search bar to find a website. Use and spend some time navigating through the site and showing them how to get back to the last page and how to return to the home page of their web browser. 4.3 Internet Web Browsing Google Search Bar Explain how to use Google to search for information using the search bar and have the Participant search Cute Dogs. When the list of websites appears have the Participant click on a few and help them to navigate the various websites that come up. Make sure to show them how to exist a website and return to their web browser. 4.4 Adding a Website to a Favorites List Demonstrate how to save a website in Favorites, starting with their provider. Then have them try it on their own by saving and Ask the Participant if there are any other websites they would like to save such as a news website. Once the favorites are saved have them practice retrieving them. 4.5 Other Important Buttons/Features Pull-Down Menus: Tool Bar Icons: Show the Participant how the pull-down menus along the top of their computer screen work. Encourage them to explore the functionality of the various menu items by clicking on them. Explain the Back button and the Reload/Refresh button and how they are used when surfing the web. Encourage the Participant to practice surfing the Web on their own. 14

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