GERONTECHNOLOGY

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GERONTECHNOLOGY
To propose a course of instruction in
Gerontechnology within the University of North
Texas Gerontology Program.
Gerontologist tweaking the aging
with technology.
David E. Comeau
Welcome to ComeauZONE!
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I. ABSTRACT
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II. STATEMENT OF THE PROBLEM
Why Gerontechnology?
Many of the problems facing our aging population
are addressed by Gerontechnology which is rooted
in the demographics of our aging population, and
our societys ability to meet their needs and
wants through technology.
There is a gap separating young designers and
older users of products and services.
Gerontechnology can bridge a generational
technological design/interface gap.
--- Societal changes lead the way
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III. SPECIFIC GOALS OF THE PROJECT
1. Develop a course of instruction in
Gerontechnology to serve the Gerontology
curriculum of the University. Specifically, an
online class/seminar Intro to Gerontechnology
Aging with Technology. The online course will
make full use of UNTs multimedia capabilities
including streaming and on-demand video, live
interactive discussion, virtual tours of
technology projects and videotaped guest
speakers.   2. Expose (Market) the new course to
other university disciplines (Examples include
Anthropology, Communications, Economics,
Engineering, Nursing, Occupational Therapy,
Political Science, Psychology, Sociology, and
etcetera.) for Undergraduate, Graduate and
Doctoral students who can benefit from the course
and better serve the interest of the elderly
within their respective disciplines.   3.
Provide a means of introduction to gerontology to
non-gerontology students who may be interested in
the technological applications associated with
gerontechnology, while providing technological
tools and information to current and future
Gerontology students.   4. View, review and
catalog current products and projects of
technology applications that serve or can serve
the elderly.
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IV. REVIEW OF THE LITERATURE
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V. DESCRIPTION OF THE PROGRAM
Gerontechnology is applying technology to aging
based on a knowledge base provided by
Gerontological theory and practice.
Blocks
A conceptual model for a course in
Gerontechnology is constructed with a
multidisciplinary and consumer directed soul, in
a Project oriented Block and Module format.
Projects
Modules
Multidisciplinary, consumer directed soul
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--- Conceptual Model
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--- Blocks, Modules Projects
Blocks build knowledge about Gerontechnology one
upon the next. Four Blocks are suggested by
Rietsema et al., 1994 and Rietsema et al., 1995
as cited by Rietsema (1998) in a description of
the design for the educational program on
Gerontechnology at Eindhoven University of
Technology (TUE) started in 1994, and for a
design for international courses proposed by the
Institute for Gerontechnology that began in 1993.
Modules fit into one or more Blocks. Modules
include background information and "Cases"
(Projects) from real life. Project oriented
class design forces students to collaborate,
research and report. As opposed to
Problem-Based, Project Based methods are real
life oriented and suitable for a
multidisciplinary course in Gerontechnology.
(Rietsema 1998). Projects (Case Studies) Modules
include background information and Cases from
real life. Project oriented class design forces
students to collaborate, research and report. As
opposed to Problem-Based, Project Based methods
are real life oriented and suitable for a
multidisciplinary course in Gerontechnology.
(Rietsema 1998).
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--- Four Blocks
Block 1 Basic concepts, describe elements of
Gerontechnology, history and definitions,
theoretical foundation, and objectives of
Gerontechnology. Block 2 The people
Gerontechnology serves, their needs, interest,
abilities. Block 3 Technology, what it is and
what it can do for the elderly, and what it
cannot do, and why, and how. Includes
Communication, transportation, work, housing,
robotics and automation. Block 4
Macro-Gerontechnology, including Ethics,
Economics, Assessment and what User-Centered or
Consumer-Oriented Technology means in
Gerontechnology. The overall picture is that
there is a large, latent market for such
technology and for service providers who base
their development on the real, every day needs of
seniors. (Elderly People and Design Program,
2005)
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--- Five Modules
As a representation of the proposal, five of
these modularized areas are presented, in a raw
form, in this paper. At this time, in this paper,
Modules are not assigned to Blocks here, needing
a committee review. Keeping in mind that each of
these areas are worthy of a class in themselves,
the Modules would fit into one or more of the
Blocks. An appropriate amount of class time would
be devoted to each. I feel compelled to note here
that this writer is somewhat biased towards
certain topics, likely those most familiar,
weaker areas include the Engineering, Medical and
Psychology areas, which are just as important as
topics in Gerontechnology and Gerontology as any
other.
Description of the five teaching Modules
described in this paper . Module 1 Introduction
to Gerontechnology . Module 2 Universal and
Accessible Design . Module 3 Assistive, Adaptive
and Accessible Technology . Module 4
Telehealth . Module 5 Smart Homes
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------ Module 1 Introduction to Gerontechnology
International Society for  Gerontechnology http
//www.gerontechnology.info/index.htm
--- The ISG
Gerontechnology Foundation
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------ Module 2 Universal and Accessible Design
Description This diagram shows a pie chart with
the circular "pie" cut into five pieces. The
majority section, 79.4, represents the
"Nondisabled" population. The other four sections
represent the population of people who are
"Disabled" Age less than 15 is 2.1, Age 15 to
44 is 6.6, Age 45 to 64 is 5.7, and Age 65 and
over is 6.3.
http//www.udeducation.org/resources/readings/muel
ler_mace.asp
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------ Module 3 Assistive, Adaptive Accessible
Technology
"Project AGE" Understanding Assistive Technology
Assistive Technology in Daily Life Factors
affecting acceptance and use of assistive devices
by the elderly Finding Information about
Assistive Technology Devices Assistive
Technology Legislation Case Studies
Recommending Assistive Technology Simple Food
Preparation and Personal Care Tasks Complex Food
Service and Dining Activities Factors Affecting
an Elder's Ability to Eat When Elders Cannot
Swallow Card and Board Games Reading
Conversing Distance Viewing and Writing Using a
Computer Use of the Telephone Paying Bills
Wheelchair Mobility Potential Hazards in the
Living Environment
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------ Module 4 Telehealth
http//telehealth.hrsa.gov/
Health Resources and Services Administration /
Office for the Advancement of Telehealth
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------ Module 5 Smart Homes
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--- Projects Case Studies
Case Studies
Case Study List The case studies are examples of
services, products and research projects that
have considered the issues of gerontechnology.
They are grouped under eight broad headings and
within each of these you will find a variety of
student and professional work.
http//www.gerontechnology.info/genie/
It's called the INDEPENDENCE iBOT 3000 Mobility
System, and it is probably unlike anything you've
seen before. It can safely climb up and down
stairs, as well as curbs. In what is called the
"Balance Function," users can talk and travel
with others at eye level. A user can travel over
grass, gravel, sand on a beach and other forms of
uneven terrain.
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VI. PROCESS EVALUATION OF THE PROGRAM
Timeline
Budget
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VII. OUTCOME EVALUATION OF THE PROGRAM

• The systematic collection of information to
  assess the impact of a program, present
  conclusions about the merit or worth of a
  program, and make recommendations about future
  program direction or improvement.http//www.cdc.
  gov/tobacco/evaluation_manual/glossary.html
• 4/14/2005

Expected effects of the program
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VIII. CONCLUSIONS
IX. REFERENCES
Appendices
Tweaking the Aging With Technology
Figure 2. Conceptual Model for a Course in
Gerontechnology