Increasing social

opportunities for older

adults using Skype
software.
Analysis Document #1

Judy Black, Heather Horsley, Teju Shearer, Karen Staudacher

10-7-2014

Table of Contents
I. GENERAL DESCRIPTION .............................................................................................................................. 2
The problem .............................................................................................................................................. 2
The need ................................................................................................................................................... 2
The purpose and goal for training ............................................................................................................ 2
The instructional domain .......................................................................................................................... 2
Training area ............................................................................................................................................. 3
Front-End analysis ..................................................................................................................................... 3
1. Performance analysis ....................................................................................................................... 3
2. Needs assessment ............................................................................................................................. 3
Prioritize the Need. ............................................................................................................................... 3
3. Define the goal ..................................................................................................................................... 3
Diagram to accomplish the goal ........................................................................................................... 4
4. Learner Analysis: ................................................................................................................................... 5
5. Learning context................................................................................................................................... 6
II. CONCLUSION ............................................................................................................................................. 6
Appendix 1 .................................................................................................................................................... 7
Appendix 2 ..................................................................................................... Error! Bookmark not defined.
References .................................................................................................................................................... 8

I. GENERAL DESCRIPTION
The problem
Seniors comprise an enlarging demographic group, as well as, the average length of the lifespan is
increasing (Wood, Lanuza, Baciu, MacKenzie, & Nosko, 2010) within the United States. Furthermore,
computer technology is integral to information retrieval, social communication, and social interaction
(Sanders, O'Sullivan, DeBurra, & Fedner, 2013). Agencies such as Medicare and the Social Security
Administration, as well as, medical and pharmaceutical facilities are moving towards an electronic
system of delivery of information and interaction. This delivery method as opposed to human direct
contact has established environmental barriers to the aging population to acquire needed services.
Additionally, approximately 40 percent of elderly persons are lonely (Cohen-Mansfield, et al., 2008).
Social isolation and lack of reinforcing social interactions can lead to deficits in social skills. There are
many reasons for targeting loneliness and social activities among elderly persons, as loneliness and lack
of social contact have been associated with depression.
Also, existing computer training program activities are not always meaningful to the older adult and do
not tap into their motivations. Mixed classrooms of young and old learners can lead to anxiety and the
older adult learner not participating in the training.
In order for seniors to function effectively, efficiently, and fully in the technological world, they need
more than just tools, they require opportunities to learn about and to engage technology (Wood,
Lanuza, Baciu, MacKenzie, & Nosko, 2010).

The need
Aging is often associated with declining abilities, for example older adults make more errors, are slower,
and require more time and assistance to acquire new computer and Internet skills (Wood, Lanuza, Baciu,
MacKenzie, & Nosko, 2010). In a survey conducted by AARP in 2009, found that nearly 60% of older
adults ages 50-64 use the computer regularly to email friends, find information, purchase items, and
make travel arrangements. The survey revealed in the age group of 65 and over only 48% go online
(Sanders, O'Sullivan, DeBurra, & Fedner, 2013).
Computers and application software can serve as a means for connecting seniors with their families,
friends, and peers, which would enhance their social and emotional lives (Wood, Lanuza, Baciu,
MacKenzie, & Nosko, 2010)Additionally, 77% senior adults say they would use digital devices if they had
someone to walk them through the process of learning to use the device (Smith A. , 2014) and software.
Researchers have acknowledged the unique learning needs of older adults particularly relevant to
computer technology. Older learners require simpler instruction presented at a slower pace, and
minimization of distracting information. Also, in a study by Hollis-Sawyer and Sterns, 1999, they found
that personal goal setting and feedback, when combined with praise promoted high levels of selfefficacy (Hollis-Sawyer & Sterns, 1999). Along with verbal instruction written materials need to be
presented in an easy to read format, allow for not-taking and opportunity to practice new concepts
(Sanders, O'Sullivan, DeBurra, & Fedner, 2013).

The purpose and goal for training

The purpose of the instructional design is to increase social opportunities and reduce environmental
barriers for older adults using digital technology. The goal is through direct instruction, scaffolding and
peer groups, the older adult will successfully complete a video chat/voice call using Skype application.

The instructional domain

The goal has been categorized as a psychomotor skill according to Gagnes domains of learning (Dick,
Carey, & Carey, 2009). Psychomotor skills involve the coordination of mental and physical activities.

The instructional design requires the learner to remember or follow the steps to access and engage the
Skype application. Furthermore, the learner must manipulate the hardware by using either a mouse or
touch pad.

Training area
Front-End analysis
1. Performance analysis
The team conducted a survey regarding Skype and computer use. The seniors survey indicated that
(see appendix 1):

Comfortable using computers

Have heard of Skype
Would be interested in video conferencing
Would attend a training session.

2. Needs assessment
Team conducted meta-analysis of literature and survey (see appendix 1 and reference page). The
results indicated:
Seniors require age specific training
Seniors would need training on Skype application.
Seniors would use Skype to increase interpersonal relationships with family and friends.

Level 1

Level 2
Level 3

What should be
Seniors should be able to
connect with family and
friends using current
technology.
Not applicable
Adequate access to
technology.
Require Skype

What is
Seniors have the technology,
but dont know how to use it,
and would attend a training
session
Not applicable
Adequate access to
technology.
More than 40% lack
Skype application

Prioritize the Need.

Priority
20
20
4

Needs
Training for seniors
Require Skype application
Access to technology

3. Define the goal

Learners will learn how to download Skype application onto a computer, set-up a Skype user name and
password, search for contacts, make an individual video call, and make a group call.

Diagram to accomplish the goal

4. Learner Analysis:
Target: Older adults

Entry behaviors

Prior knowledge of topic area

Attitudes toward content

Attitudes and skills regarding potential

delivery system

Motivation for instruction

Educational and ability levels

General learning preferences

Attitudes toward training organization

General group characteristics

Learner characteristics

have access to desk-top computer, laptop, tablet

use software applications
basic knowledge of digital devices

awareness of video calling, conference calling, webinars

function

excited
anxious
some apprehension

anxiety about ability to access the software

want to interact with their family members face to face

already using email and cell phones to communicate

being able to see their family and friends
relieve social isolation, loneliness

entry level
basic computer skills with experience in downloading
applications
understand how to create username and password

hands on
visual
small group instruction
direct instruction
scaffolding
short-sessions
self-paced
simplified written materials

Peer-to-peer would be helpful

small group work
Positive, if successful in making contact with family or
friends

65 years and older

comfortable with computer use
desire to improve social access

5. Learning context
Learning Site Characteristics
Number/nature of sites

Facilities where older adults live and frequent

Site compatibility with instructional needs

Require internet access

Approval to download Skype application to equipment
Access projector, screen, wipe board
Access to computers

ADA compliant room with access to ergonomic hardware.

computers with internet access
Approval to download Skype on computer
Wi-Fi

Use of multiple types of hardware, computer, tablet,

smartphone.

Site compatibility with learner needs

Feasibility for simulating at home

environment

II. CONCLUSION

Appendix 1
Insert survey here

References
Cohen-Mansfield, J., Parpura-Gill, A., Kotler, M., Vass, J., MacLennan, B., & Rosenberg, F. (2008, October
17). Shared interest groups (SHIGs) in low-income independent living facilities. Clinical
Gerontologist, 31(1), 101-112. doi:10.1300/J018v31n01_08
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction (7th ed.). Upper Saddle
River, New Jersey, United States: Pearson.
Hollis-Sawyer, L. A., & Sterns, H. L. (1999, November 11). A novel goal-oriented approach for training
oplder adult computer novices: Beyond the effects of individual-difference factors. Educational
Gerentology(25), 661-684. doi:10.1080/036012799267521
Sanders, M. J., O'Sullivan, B., DeBurra, K., & Fedner, A. (2013). Computer Training for seniors: an
Academic-Community Partnership. Educational Gerontology(3), 179-193.
doi:10.1080/03601277.2012.700816
Smith, A. (2014, April 3). Attitudes, Impacts, and Barriers to Adoption. PewResearch Internet Project.
Retrieved October 1, 2014, from http://www.pewinternet.org/2014/04/03/attitudes-impactsand-barriers-to-adoption/
Smith, A. (2014, April 3). Older Adults and Technology Use. PEWResearch Internet Project. Retrieved
October 3, 2014, from http://www.pewinternet.org/2014/04/03/older-adults-and-technologyuse/
Wagner, N., Hassanein, K., & Head, M. (2010, September). Computer use by older adults: A multidisciplinary review. Computers in Human Behavior, 870-882. Retrieved October 1, 2014, from
http://www.sciencedirect.com.ezproxy.lib.utah.edu/science/article/pii/S0747563210000695#
Wood, E., Lanuza, C., Baciu, I., MacKenzie, M., & Nosko, A. (2010, September 8). Instructional styles,
attitudes and experiences of seniors in computer workshops. Educational Gerontology, 36, 1011. doi:10.1080/03601271003723552