‘Our members are growing up!’: contradictions in ageing talk within a lifelong learning institute

2019 ◽  
pp. 1-18
Author(s):  
Summer C. Roberts
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
United States Of America ◽  
Southeastern United States ◽  
Senior Citizen ◽  
Growing Up ◽  
Daily Lives ◽  
Protective Environment ◽  
Osher Lifelong Learning Institute ◽  
Lifelong Learning Institute

AbstractWhether encouraging successful ageing or labelling one as a stereotypical senior citizen, messages surrounding ageing pervade the daily lives of older adults. However, as a social status, age remains primarily in the background of older adults’ conversations, only being drawn into the focus when one is identified as older. This paper draws on interviews with members and staff of an Osher Lifelong Learning Institute (OLLI) in the southeastern United States of America in order to examine the ways that they discuss age and ageing. These older adults’ ageing talk often focused on navigating away from negative ideas about age and avoiding labels deemed pejorative. Humour was occasionally used in identifying age, which carried potential for reinforcing as well as subverting ageism. Yet, members highlighted positive value in being older, particularly as demonstrated through participation in age-segregated education. Overall, these findings reflect the conflicting influences of deeply embedded ageist beliefs and personal desires to age successfully among this group of white, upper-middle-class, educated older adults. Ultimately, OLLI served as a protective environment for these privileged individuals, shielding the self from stereotypes otherwise present in ageing talk.

scholarly journals Using Technology to Connect the Generations and Understand Lifelong Learning

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 554-554
Author(s):  
Laura Donorfio ◽  
Brian Chapman
Keyword(s):  
Lifelong Learning ◽  
Older Learners ◽  
Regional Campuses ◽  
Successful Model ◽  
Affective Change ◽  
Osher Lifelong Learning Institute ◽  
Lifelong Learning Institute ◽  
The University ◽  
University Of Connecticut ◽  
Aging Class

Abstract The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.

scholarly journals Active subjects of passive monitoring: responses to a passive monitoring system in low-income independent living

2015 ◽  
Vol 37 (3) ◽  
pp. 537-560 ◽  
Author(s):  
CLARA BERRIDGE
Keyword(s):  
United States ◽  
Older Adults ◽  
Monitoring System ◽  
Low Income ◽  
United States Of America ◽  
Independent Living ◽  
The United States ◽  
Third Party ◽  
Passive Monitoring ◽  
Daily Lives

ABSTRACTPassive monitoring technology is beginning to be reimbursed by third-party payers in the United States of America. Given the low voluntary uptake of these technologies on the market, it is important to understand the concerns and perspectives of users, former users and non-users. In this paper, the range of ways older adults relate to passive monitoring in low-income independent-living residences is presented. This includes experiences of adoption, non-adoption, discontinuation and creative ‘misuse’. The analysis of interviews reveals three key insights. First, assumptions built into the technology about how older adults live present a problem for many users who experience unwanted disruptions and threats to their behavioural autonomy. Second, resident response is varied and challenges the dominant image of residents as passive subjects of a passive monitoring system. Third, the priorities of older adults (e.g. safety, autonomy, privacy, control, contact) are more diverse and multi-faceted than those of the housing organisation staff and family members (e.g. safety, efficiency) who drive the passive monitoring intervention. The tension between needs, desires and the daily lives of older adults and the technological solutions offered to them is made visible by their active responses, including resistance to them. This exposes the active and meaningful qualities of older adults’ decisions and practices.

Member Profile Differences Between Florida and National OLLI Institutes

2018 ◽  
Vol 29 (4) ◽  
pp. 141-149
Author(s):  
Jung Min Lee ◽  
Aracelis Rogers ◽  
William Young
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Technology Use ◽  
Demographic Factors ◽  
National Sample ◽  
Response Options ◽  
Technical Proficiency ◽  
Osher Lifelong Learning Institute ◽  
Lifelong Learning Institute ◽  
Education Field

The purpose of this study was to identify selected characteristics of current Osher Lifelong Learning Institute (OLLI) members in Florida and then compare the results between Florida and non-Florida institutes. This study was primarily quantitative and employed the Demographic and Behavioral Trends Survey (DBTS) with the addition of four open-ended response options. The data resulting from this comparison indicated that demographic factors, technology use, and time related to relocation after retirement were significantly different between a national sample and a sample of Florida OLLI members. These findings suggest that it is important for adult education field educators, administrators, and OLLI instructors to recognize the growing diversity and technical proficiency of current retirees to continue to promote effective lifelong learning practice.

scholarly journals THE INFLUENCE OF HUMOR AND SPIRITUALITY ON THE RESILIENCY OF COMMUNITY-DWELLING OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S940-S941
Author(s):  
Bonnie L Kenaley ◽  
Zvi D Gellis ◽  
Eun hae Kim ◽  
Kimberly Mclive-Reed
Keyword(s):  
Older Adults ◽  
The United States ◽  
Community Dwelling ◽  
Hierarchical Regression ◽  
Spiritual Support ◽  
Internal Resources ◽  
Osher Lifelong Learning Institute ◽  
Lifelong Learning Institute ◽  
Psychological Balance ◽  
Community Dwelling Older Adults

Abstract Older adults are confronted with many distinct challenges, which require the use of various coping mechanisms to maintain psychological balance, including humor and spirituality (Bonanno et al., 2012; Koenig, 2012). This study examined the influence of humor and spirituality on resiliency of 156 (age 60 years and older) community-dwelling members of an Osher Lifelong Learning Institute located in the western region of the United States who completed a pen and paper and electronic newsletter surveys. The majority of the sample used humor to cheer themselves when feeling depressed, were amused by the absurdities of life, used humor to feel better and to cope with problems, and believed their humorous outlook prevented them from being upset or depressed. Almost three-quarters of the sample looked to a spiritual force for strength, support, and guidance, 58% worked together with a spiritual force and less than 39% thought about how their lives were part of a larger spiritual force. In the final hierarchical regression model (F (5, 143, = 8.895, p .000), only spirituality (beta = -.238, p < .001) and humor (beta = .444, p < .000) were statistically significant; whereas age, gender and living with another were not statistically significant. The findings suggests that humor along with spirituality are two internal resources that promote resiliency in older adults. Humor infused in informal interactions and planned activities as well as spiritual support may contribute to the promotion and enhancement of resiliency in community-dwelling older adults.

scholarly journals Motor Adaptation to Cognitive Challenges and Destabilizing Treadmill Walking in Healthy Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 523-523
Author(s):  
Pei-Chun Kao ◽  
Michaela Pierro
Keyword(s):  
Older Adults ◽  
Cognitive Task ◽  
Daily Lives ◽  
Healthy Older Adults ◽  
Trunk Motion ◽  
Visual Color ◽  
Stability Data ◽  
Serial Addition ◽  
Task Conditions ◽  
Perturbed Walking

Abstract To develop effective fall prevention intervention, it is necessary to understand how older adults respond to challenges that demand cognitive-motor dual-tasking capability, an important capability in the daily lives. The purpose of this study is to investigate how older adults adjust their motor responses when encountering cognitive and walking perturbations simultaneously. We recorded kinematic data as subjects walked on a treadmill with or without 1) continuous random-amplitude treadmill platform sways (Perturbed vs. No-perturbed walking); and 2) each of the four cognitive tasks: Paced Auditory Serial Addition test (PASAT), clock test, visual color-word incongruent test (V-stroop), and auditory pitch-word incongruent test (A-stroop). We computed dynamic margins of stability (MOS), gait variability, and short-term local divergence exponent (LDE) of the trunk motion (local stability). Data of ten older subjects (age: 72.2±4.9) show that cognitive performance did not differ between standing, Perturbed or No-perturbed walking. Subjects demonstrated significantly greater local instability and variability in step measures, joint angle and MOS during Perturbed than No-perturbed walking (p<0.001). During dual-task conditions, subjects walked with significantly larger medio-lateral MOS (MOSML) compared to walking only, especially during early phase of the trial. During Perturbed walking, subjects had significantly larger MOSML during PASAT and Vstroop than walking only. Our data showed that subjects tried to increase their dynamic MOS during Perturbed walking or a cognitive task more difficult or taxing visual attention. However, the adjustments do not sustain throughout the trial. These findings suggest older adults tend to prioritize cognitive over walking tasks even when encountering walking perturbations.

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