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.

‘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 Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

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