JMIR Publications

ABSTRACT

Background:

"Digital Partners" is an intergenerational learning project involving digital competences carried out in the municipalities of Vic and Centelles (Catalonia). Within the framework of the introduction of community service as a subject in compulsory secondary education, the ICT Health Chair and the University of Vic’s Centre for Health and Social Studies created a training space with intergenerational partners (14-15 year-olds and those aged over 65) with the aim of improving the senior users digital skills in respect to the use of mobile devices (smartphones and tablets) and raising awareness among young people as to the positive effects of carrying out community service, helping to reduce the digital divide in the territory and fostering a committed, participative attitude within society.

Objective:

The project forms intergenerational partners with a double objective: on the one hand, to improve digital skills in the use of mobile devices (smartphones and tablets) in the over-65s (henceforth, seniors), thus improving their quality of life and preventing isolation and exclusion, and on the other hand, raising awareness among young people as to the positive effects of participating in voluntary work by providing them with a community service experience, thus contributing to reducing the digital divide in the territory and fostering a committed and participative attitude towards society.

Methods:

The intervention proposed in the "UVIC-UCC Digital Partners" project is based on Collaborative Learning methodology defined as "an educational approach to teaching and learning which involves groups of students working together to solve a problem, complete a task or create a product".

Results:

The project’s strengths include the format of working in pairs, pairing individuals by operating system, the ability to practice with the device itself, individuals free to decide what they wish to learn, develop or practice, and the availability of voluntary practice material that facilitates communication and learning. With regard to aspects which could be improved, there is a need to review the timetabling of meetings and the possibility of extending the project’s duration. The paper highlights the broad satisfaction of both its junior and senior users and providing evidence in favour of the effectiveness of the intervention.

Conclusions:

It has been shown that the activity can serve to create mutual learning through the use of mobile devices and generate security and motivation on the part of the seniors, thus reducing the digital divide and improving social inclusion