how to improve self-directed learning of senior people?
DESCRIPTION
Project : 502217-LLP-1-2009-1-PT-GRUNDTVIG-GMP. Albertina L. Oliveira. How to improve self-directed learning of senior people?. EP – Public Conference Brussels, 16 Nov. 2010. Why self-directed learning?. need to be aware …. - PowerPoint PPT PresentationTRANSCRIPT
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How to improve self-directed learning of senior people?
EP
– P
ublic
Con
fere
nce
Bru
ssel
s, 1
6 N
ov.
2010
Project : 502217-LLP-1-2009-1-PT-GRUNDTVIG-GMP
Alb
ertin
a L.
Oliv
eira
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Life is un endless process of learning, change and adaptation to several challenges and conditions throughout the entire lifecourse.
As we become old we need to make many adjustments in work, education, family, health, etc.
Why self-directed learning?
need to be aware …
It is of crucial importance to cultivate and develop our ability to make the most of the
situations, so that we could feel empowered, learn more, and adapt better!
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Why self-directed learning?
need to be aware …
Individual differences increase as we become older
Each person arrives at old age vastly different because of the
varieties of paths each has undertake.
Education and training need to take in account individual
differences
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Self-directed learning is a potent force against premature decline and for empowerment.
Why self-directed learning?
need to be aware …
Dependence
Interdependency
Developing learner autonomy
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Is a learning process that is chiefly managed and controlled by the individual, who assumes responsibility and is the main driving force for its planning, accomplishment and evaluation.
It is also viewed as an individual attribute which individuals possess to varying degrees and which predispose them to involvement in self-directed learning activities.
What is self-directed learning?
(Oliveira, Silva, Guglielmino & Guglielino, 2010; Roberson, 2005)
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Highly engaging Variably structured Collaborative Goal oriented
The nature of SDL in older adults
How do older adults learn?
A qualitative study (Roberson, 2004)
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Enjoyment Excitement Fun
The nature of SDL in older adults
Highly engaging
“I can only go five days a week”
“So I was very much excited about computers, wanted to learn”
“You see they are closed on Saturday and Sunday”
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The nature of SDL in older adults
Variably structured
The SDL of the participants is structured in dialectical frames of new and old, serendipitous and deliberate.
There is also a structure of simple and complex topics.
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The nature of SDL in older adults
Collaborative
This personal learning was anchored in other people, embedded in the community.
Individuals are personally motivated to learn.
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Participants had some particular goals to accomplish.
Characterized by a systematic attention until the goal is accomplished.
Involves a great deal of energy, resources and time focused in a particular goal.
The nature of SDL in older adults
Goal-directed
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The higher the SDL readiness, the higher the : Levels of performance Levels of creativity Educational levels
Data from a study with the most profitable companies
Sample: 145 professionals from the business and industry sectors
in Portugal Oliveira, Silva, Guglielmino & Guglielmino, 2010
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What do we need to do to foster learner autonomy?
Reduce/eliminate barriers
•Self-efficacy•Self-esteem•Internal locus of causality•Self-discipline•Reflective thinking
• Age and life situation• Health condition• Educational level• Employment situation or other forms of being participative
Be attentive to
Increase
•Good accessibility•Warm & supportive•Rich resource centres•Supportive structures•Significant & useful learning plans•Educational offerings with the inputof learners, employees, citizens
Situatio
nal
Dispositional
Institutional
Env
ironm
ents
Create
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Include the participants in planning process of their activities. Avoid stereotypes and recognize that each elder is unique. Help each older adult to get involved in developing a set of
knowledge/competences. Programs should focus on collaboration and socialization with
others and in making meaning out of one’s life.
Promote the use of internet resources. Promote workshops of exercise and nutrition. Promote discussion groups Foster volunteerism Foster traveling (a way to enlarge one’s perspective on the
world)
What do we need to do to foster learner autonomy?
Strategies for facilitators
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Seniors differ in the areas in which they cultivate their efficacy for self-directed learning (health, activity, finances, citizenship and education) and in the levels to which they develop it.
Instruments for assessing self-efficacy for SDL
A PALADIN contribution
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Identify patterns of strengths and limitations in perceived capability
Need to develop assessment instruments
Instruments for assessing self-efficacy for SDL
A PALADIN contribution
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Professional situation
Voluntary and associative activities
Cultural activities
Leisure time occupation
Personal and social development
Instruments for assessing self-efficacy for SDL
ACTIVITY Relevant domain of functioning
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Instruments for assessing self-efficacy for SDL
EDUCATION Relevant domain of functioning
Formal paths of education/training
Non formal experiences of education/training
General understanding of education/training
Motivations for involvement in education/training
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Instruments for assessing self-efficacy for SDL
HEALTH Relevant domain of functioning
Physical exercise
Healthy food
Life higyene
Visits to health professionals
Learn about health
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Instruments for assessing self-efficacy for SDL
CITIZENSHIP Relevant domain of functioning
At an individual level
Interpersonal relationships
Social and intercultural relationships
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Instruments for assessing self-efficacy for SDL
FINANCES Relevant domain of functioning
Managing the budget
Income & spending sources
Prioritizing
Medium & long term budgeting
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PALADIN: Promoting Active Learning and Aging of Aging of Disadvantage Seniors
http://projectpaladin.eu/http://projectpaladin.eu/