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.

‘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.

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.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

EARTH SCIENCE FAIR AT THE UNIVERSITY OF CONNECTICUT: HANDS-ON EARTH EDUCATION AND COMMUNITY OUTREACH

2020 ◽  
Author(s):  
Elena Robakiewicz ◽  
◽  
Dawn Beamer ◽  
Dawn Beamer ◽  
Jennifer Cooper Boemmels ◽  
...  
Keyword(s):  
Earth Science ◽  
Community Outreach ◽  
Science Fair ◽  
Hands On ◽  
The University ◽  
University Of Connecticut

The Jay Healey Technique: Teaching Law and Ethics to Medical and Dental Students

1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams
Keyword(s):  
Dental Students ◽  
First Year ◽  
Health Law ◽  
Ethical Aspects ◽  
School Settings ◽  
Law And Ethics ◽  
The University ◽  
University Of Connecticut ◽  
Case Based ◽  
Medical And Dental Students

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.

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