Learning and support of ‘older adults’ in the use of Information and Communications Technologies: a framework to enhance technology engagement

This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. In terms of contribution to knowledge, the research delivers previously unreported knowledge and understanding of substantial significance on the learning and support of ‘older adults’ and ICTs with respect to the new dynamics of ageing

The eLIDA CAMEL model of collaborative partnership: a community of practice in design for learning

Using a communities of practice (CoP) e-learning model for collaborative partnership in Design for Learning (D4L) can facilitate successful innovation while enabling ongoing 'critical friend' appraisals of effective practice. This paper reports on 21 e-learning case studies collected by the JISC-funded UK eLIDA CAMEL Design for Learning Project. The project implemented and evaluated learning design (LD) tools in higher and further education within the JISC Design for Learning pedagogic e-learning programme in 2006-07. Project partners carried out user evaluations on innovative tools with a learning design functionality, collecting design for learning case studies and LD sequences in a range of post-16/HE contexts using LAMS and Moodle. The project brought together learning activity sequences from post-16/HE partners into a collaborative e-learning community of practice based on the CAMEL (Collaborative Approaches to the Management of e-Learning) model, contributing to international developments in design for learning. This paper briefly provides an overview of the key project outputs in terms of their contribution to e-learning innovations, including evaluation results from teachers and students using online surveys. The paper explores intentionality in the development of a community of practice in design for learning, reporting on trials of learning design and social software in bridging tensions between formalised intra-institutional e-learning relationships and inter-institutional project team dynamic D4L practitioner development. Following a brief report of practitioner D4L e-learning case studies and student feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice in the management of e-learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FE/Sixth Form Colleges. Results reported to the UK JISC Experts' Pedagogy Group demonstrated e-learning innovations by practitioners in D4L case studies, illuminated by the role of the 'critical friend', Professor Mark Stiles of Staffordshire University. The project also benefited from case study evaluations by Dr Liz Masterman of Oxford University Learning Technologies Group and the leading work of ALT and JISC infoNet in the development of the CAMEL model

Survey on virtual coaching for older adults

Virtual coaching has emerged as a promising solution to extend independent living for older adults. A virtual coach system is an always-attentive personalized system that continuously monitors user's activity and surroundings and delivers interventions - that is, intentional messages - in the appropriate moment. This article presents a survey of different approaches in virtual coaching for older adults, from the less technically supported tools to the latest developments and future avenues for research. It focuses on the technical aspects, especially on software architectures, user interaction and coaching personalization. Nevertheless, some aspects from the fields of personality/social psychology are also presented in the context of coaching strategies. Coaching is considered holistically, including matters such as physical and cognitive training, nutrition, social interaction and mood.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No. 769830

Learning as Leisure: Motivation, Outcome, Value

Thesis (Ph.D.) - Indiana University, School of Health, Physical Education and Recreation, 2009The purpose of this study was to determine the motivational orientations of leisure learning participants and to determine what the perceived outcomes and ascribed value associated with learner participation in various leisure learning activities. To achieve this a multi-method design was used to collect and analyze both quantitative and qualitative data. A questionnaire was used to collect quantitative data on participant motivational orientations. Demographic items were also included on the questionnaire to generate independent variables for analysis. A follow-up telephone interview with volunteers who completed questionnaires provided for qualitative data. Results of the questionnaire indicated three emergent primary motivational orientations: Social Contact, Cognitive Interest, and Social Stimulation. These orientations were different between younger and older adults, as well as between people who were taking courses which tended to be taken multiple times and people took classes which tended to be taken only once. The most salient outcome themes related to interpersonal ideas about interacting with others such as meeting new people and contact with social groups, and more individual intrapersonal outcomes such as pursing interests, enrichment, health, and enjoyment. Learners indicated a general sense of good feeling, especially about themselves. Course experiences were also described as activating or relaxing processes. Opportunity to try new things was important to many interviewees for both outcome and value. Findings from the study contribute to the idea that learning as leisure is perceived by participants to be good for them and were valued by them. Findings also offer some understanding about the nature of leisure learning behavior

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

Implementation of Virtual Learning Community and Web 2.0 Technologies under COVID-19 Pandemic in High Education: Opportunities and Challenges

Educational systems worldwide are facing unprecedented challenges that have arisen due to the COVID-19 pandemic. In response to the pandemic, many higher education institutions suspended face-to-face courses and shifted to distance teaching and learning. This major paper reviews the challenges higher education institutions faced after the COVID-19 outbreak, the necessity of implementation of virtual learning communities, and the use of Web 2.0 technologies in teaching and learning. The findings indicate the implementation of virtual learning communities in higher education can reduce the sense of isolation, encourage interactions, and build a support network during the pandemic

Intercultural learning on the Web Steps to the “cultures in-between”

This article presents a process of creation of a professional learning-community within a project of international cooperation among Turkey, Slovenia and Italy, which main goal was to promote teachers collaboration across frontiers for implementing innovation in class to promote intercultural dialogue. The creation, strategies and use of a virtual working/learning space (VWLS) to promote this process are hereby described. Furthermore, in this article I attempt to show how the VWLS can give support to intercultural dialogue, from motivation to participate and share the own cultural identity,to the process of working and learning together. In fact, the VWLS becomes meaningful, exposing teachers and students to an enlarged cultural context, diverse, but also comprehensive of the own original cultural context, because built semantically bythemselves. This sense making process could impact on a new dimension of intercultural learning in a new place without frontiers, that is represented by “virtual” reality.Questions addressing this explorative and qualitative research work where: can the web spaces become place to promote intercultural learning? How these online spaces should be featured in terms of representation of cultural differences? How can they promoteintercultural dialogue? And the most exciting: how can they allow processes of construction of new culturally hybrid meanings?Questo articolo presenta un processo di creazione di una comunità di apprendimento informale attraverso un progetto di cooperazione internazionale fra Turchia, Slovenia e Italia, cui scopo principale è stato il promuovere la professionalità di un gruppo di insegnanti coinvolti in un processo di collaborazione internazionale con impatto sul dialogo interculturale. Vengono quindi descritte la creazione, strategie e uso dello spazio virtuale di apprendimento e collaborazione (VWLS) per supportare il suddetto processo.Inoltre, in questo articolo si tenta di mostrare come l’ambiente virtuale di apprendimento può dare supporto al dialogo interculturale, dalla motivazione a partecipare e condividerela propria identità culturale, al processo di collaborazione ed apprendimento congiunto. Inoltre, si tenta di mostrare come il VWLS diventa significativo, in quanto espone gli insegnanti e studenti a un contesto culturale allargato, diverso, ma anche comprensivo del proprio e originale contesto culturale, poiché creato semanticamente dagli utenti. Questo processo di costruzione di senso potrebbe avere impatto su una nuova dimensionedell’apprendimento interculturale in un nuovo spazio “senza frontiere”, rappresentato dalla “realtà” virtuale.Le domande poste inizialmente in questo processo di ricerca esplorativa, di natura qualitativa, sono state: possono gli spazi nel Web diventare un luogo per promuovere l’apprendimento interculturale? Che forma dovrebbero acquisire gli stessi in termini di rappresentazione della differenza culturale ? E l’aspetto più interessante: come potrebbero tali spazi consentire processi di costruzione di nuovo senso, culturalmente ibrido