scholarly journals Critical geragogy: A framework for facilitating older learners in community music

2015 ◽  
Author(s):  
Andrea Creech ◽  
Susan Hallam
Keyword(s):  
Older Adults ◽  
Teaching And Learning ◽  
Good Practice ◽  
Later Life ◽  
Second Phase ◽  
Learning Context ◽  
Older Learners ◽  
Life Project ◽  
Potential Applications ◽  
The Uk

The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later life. Critical geragogy retains the focus on older adults, but challenges the beliefs, practices, and structures related to ageing, supports older learners in overcoming alienation and developing a sense of powerful agency, and offers resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical-geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework that was structured around person-centred, fellow-centred, and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants' prior experiences as a resource, and guiding their groups towards creative expression as well as progression.

Immersive Education Spaces using Open Wonderland From Pedagogy through to Practice

2011 ◽  
pp. 190-205 ◽  
Author(s):  
Michael Gardner ◽  
Adela Gánem-Gutiérrez ◽  
John Scott ◽  
Bernard Horan ◽  
Vic Callaghan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Good Practice ◽  
Background Information ◽  
The Uk ◽  
Uk Higher Education

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education.

scholarly journals Age-Friendly Teaching and Learning: New Roles for Older Adults Across the Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 547-547
Author(s):  
Kimberly Farah ◽  
Joann Montepare
Keyword(s):  
Older Adults ◽  
Student Learning ◽  
Teaching And Learning ◽  
Healthy Aging ◽  
Oral Communication ◽  
Learning Goals ◽  
Educational Goals ◽  
Educational Activities ◽  
Older Learners ◽  
Enhance Student Learning

Abstract The pioneering Age-Friendly University (AFU) framework, with its set of ten guiding principles, advocates for enabling older adults to participate fully in educational activities that promote positive and healthy aging. In addition, the AFU principles call attention to bringing younger and older learners together around educational goals, and engaging learners in collaborative classroom experiences that facilitate the reciprocal sharing of expertise between learners of all ages. Implied, but not articulated, in these principles is the idea that older adults’ expertise, skills, and talents can also be tapped to support classroom learning goals and extend teaching strategies. This presentation will show how older adults can serve as valuable educational allies in classrooms across the curriculum with examples of crime scenario developers in a forensics class, conversation partners in an international oral communication class, and professional interviewers in an internship skills class. Evidence will argue that these roles enhance student learning.

scholarly journals Older Adults’ Engagement in Senior University Lectures and the Effect of Individual Motivations

2021 ◽  
Vol 6 ◽  
Author(s):  
Tobias Peter Ackermann ◽  
Alexander Seifert
Keyword(s):  
Older Adults ◽  
Later Life ◽  
Well Being ◽  
Intention To Use ◽  
Older Learners ◽  
Positive Effects ◽  
Life Circumstances ◽  
University Of Zurich ◽  
The University

Among older adults, engagement in education can potentially have positive effects on cognition and psychological well-being and can prevent social isolation. The aim of this study is to investigate the role of individual motivations specific to older learners that underlie the frequency of participation at a senior university and how health or socioeconomic dimensions may affect the possibilities for participation. With data on participants from the senior university program at the University of Zurich (N = 811), we show that greater individual motivations regarding different aspects of learning have an effect on the frequency of lecture attendance, while other life circumstances do not. However, the findings show that when different forms of motivation are compared, instrumental motivation—meaning that the intention to use the gained knowledge now or in the future is responsible for the participant’s learning aspirations—is the only motivation that significantly increases lecture attendance. Hence, we conclude that to increase people’s engagement in this specific form of education in later life and to intensify lecture attendance, these programs should meet participants expectations.

scholarly journals Scholarship in Mathematics Support Services

2010 ◽  
Author(s):  
Peter Samuels ◽  
Chetna Patel
Keyword(s):  
Community Of Practice ◽  
Support Services ◽  
Teaching And Learning ◽  
Good Practice ◽  
Electronic Record ◽  
Support Provision ◽  
Record Keeping ◽  
Scholarly Practice ◽  
The Uk ◽  
Uk Higher Education

Mathematics Support is a recognised collective term for a variety of extracurricular mathematics and statistics teaching and learning services and resources provided by many Tertiary Educational Institutions. Typical services currently provided in the UK are described. Even with scholarly Mathematics teaching, the authors argue that, in the current UK Tertiary Educational climate, there is still a need for Mathematics Support services. This paper provides evidence of maturity and scholarly practice within the UK Higher Education Mathematics Support community of practice. Three areas where scholarship can be demonstrated in mathematics support services are explored. Firstly, scholarship in the Mathematics Support community of practice in the UK since the early 1990s is demonstrated through surveys of the extent of Mathematics Support provision. Secondly, scholarly practice in Mathematics Support is explored through case studies of good practice. In particular, a detailed case study of the use of electronic record-keeping in Mathematics Support tutoring to improve support effectiveness is provided. Thirdly, the Mathematics Support excellence rewarded by the Centre for Excellence in Teaching and Learning status given to Coventry and Loughborough Universities is investigated. Evidence is provided of scholarship both leading to this award and in developments in Mathematics Support services provided after it was made. This paper concludes by evaluating how far scholarship has gone within the discipline of Mathematics Support and anticipating how the community of practice will develop in the future.

scholarly journals A Review of Nutritional Requirements of Adults Aged ≥65 Years in the UK

2020 ◽  
Vol 150 (9) ◽  
pp. 2245-2256 ◽  
Author(s):  
Nicole Dorrington ◽  
Rosalind Fallaize ◽  
Ditte A Hobbs ◽  
Michelle Weech ◽  
Julie A Lovegrove
Keyword(s):  
Older Adults ◽  
Healthy Aging ◽  
Functional Decline ◽  
Later Life ◽  
Nutritional Recommendations ◽  
Nutritional Guidance ◽  
Dietary Choices ◽  
Nutritional Advice ◽  
Vitamin B 12 ◽  
The Uk

ABSTRACT Appropriate dietary choices in later life may reduce the risk of chronic diseases and rate of functional decline, however, there is little well-evidenced age-specific nutritional guidance in the UK for older adults, making it challenging to provide nutritional advice. Therefore, the aim of this critical review was to propose evidence-based nutritional recommendations for older adults (aged ≥65 y). Nutrients with important physiological functions in older adults were selected for inclusion in the recommendations. For these nutrients: 1) recommendations from the UK Scientific Advisory Committee for Nutrition (SACN) reports were reviewed and guidance retained if recent and age-specific, and 2) a literature search conducted where SACN guidance was not sufficient to set or confirm recommendations for older adults, searching Web of Science up to March 2020. Data extracted from a total of 190 selected publications provided evidence to support age-specific UK recommendations for protein (1.2 g·kg−1·d−1), calcium (1000 mg·d−1), folate (400 μg·d−1), vitamin B-12 (2.4 μg·d−1), and fluid (1.6 L·d−1 women, 2.0 L·d−1 men) for those ≥65 y. UK recommendations for carbohydrates, free sugars, dietary fiber, dietary fat and fatty acids, sodium, and alcohol for the general population are likely appropriate for older adults. Insufficient evidence was identified to confirm or change recommendations for all other selected nutrients. In general, significant gaps in current nutritional research among older adults existed, which should be addressed to support delivery of tailored nutritional guidance to this age group to promote healthy aging.

scholarly journals Bane or Boon? The Role of Spirituality, Religion, and Well-Being in Later Life Across Diverse Older Populations

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 677-678
Author(s):  
Holly Nelson-Becker
Keyword(s):  
Older Adults ◽  
Life Course ◽  
Religious Faith ◽  
Later Life ◽  
Well Being ◽  
Religious Practice ◽  
Religion And Spirituality ◽  
Religiously Affiliated ◽  
The Uk

Abstract Older adults tend to be religiously-affiliated to a greater extent than any other generational cohort (ARDA,2018; Koenig, King & Carson,2012; George et al.,2013; Nelson-Becker,2018). However, their level of engagement varies across cultural and national contexts. Complex life course trajectories related to spirituality and religion mean that these domains often interface with both challenges and a search for well-being. Individuals may align with spiritual and/or religious values to a greater or lesser extent at different periods in their lives becoming more spiritual/religious, less spiritual/religious, or differently so. These papers address diverse perspectives on spirituality, religion, and well-being using samples primarily from the UK, Europe, the US, and Canada. The first paper by Christina Victor sets context by comparing the role of religion, and spirituality in well-being across three separate older adult data sets, touching on loneliness and dementia. Holly Nelson-Becker discusses results from an online international survey of older persons who walked the ancient Camino de Santiago pilgrimage regarding their motivations and learning from the experience. Michael Thomas considers the complex role of spirituality and sexuality for older LGB couples who may choose to remain in or leave their religious faith as they integrate expanding views. Keith Anderson explores perceptions of belief changes among religious and spiritual older adults across the life course. Together, these papers will address benefit and harm from formal religious practice and the advancing roles of spirituality as well as nonspirituality (the “nones”) in global societies.

scholarly journals Religion, Spirituality, and Well-Being: An Underexplored Aspect of Growing Older in the United Kingdom?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 678-678
Author(s):  
Christina Victor ◽  
Ruth Lamont ◽  
Isla Rippon ◽  
Linda Clare
Keyword(s):  
Older Adults ◽  
Later Life ◽  
Well Being ◽  
Religious Practice ◽  
The United States ◽  
European Social Survey ◽  
Data Sets ◽  
Religion And Spirituality ◽  
People With Dementia ◽  
The Uk

Abstract There is a rich literature from The United States looking at the importance of religion and spirituality in the lives of older adults where it is positively linked with wellbeing. Despite the increased interest in wellbeing in the UK comparatively little interest has been show in the role of religion and spirituality in promoting wellbeing including quality of life, life satisfaction and loneliness. In this paper we explore these issues using three data sets: the European Social Survey (ESS), the English Longitudinal Study of Ageing (ELSA) and the IDEAL cohort of people with dementia and their carers to examine (a) the variation in religious practice by older adults, those aged 50+, across Europe; (b) the epidemiology of religious practice among older adults within England and (c) using both ELSA and IDEAL consider the relationship between religion and wellbeing in later life.

scholarly journals Relationships between non-communicable disease, social isolation and frailty in community dwelling adults in later life: findings from the Hertfordshire Cohort Study

2021 ◽  
Author(s):  
Gregorio Bevilacqua ◽  
Karen A. Jameson ◽  
Jean Zhang ◽  
Ilse Bloom ◽  
Nicholas R. Fuggle ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Isolation ◽  
Communicable Disease ◽  
Later Life ◽  
Community Dwelling ◽  
Frailty Status ◽  
Socially Isolated ◽  
Hertfordshire Cohort Study ◽  
The Uk ◽  
Community Dwelling Older Adults

Abstract Background Social relationships play a fundamental role in individuals’ lives and health, and social isolation is prevalent among older people. Chronic non-communicable diseases (NCDs) and frailty are also common in older adults. Aims To examine the association between number of NCDs and social isolation in a cohort of community-dwelling older adults in the UK, and to consider whether any potential association is mediated by frailty. Methods NCDs were self-reported by 176 older community-dwelling UK adults via questionnaire. Social isolation was assessed using the six-item Lubben Social Network Scale. Frailty was assessed by the Fried phenotype of physical frailty. Results The median (IQR) age of participants in this study was 83.1 (81.5–85.5) years for men and 83.8 (81.5–85.9) years for women. The proportion of socially isolated individuals was 19% in men and 20% in women. More women (18%) than men (13%) were identified as frail. The number of NCDs was associated with higher odds of being isolated in women (unadjusted odds ratio per additional NCD: 1.65, 95% CI 1.08, 2.52, p = 0.021), but not in men, and the association remained robust to adjustment, even when accounting for frailty (OR 1.85, 95% CI 1.06, 3.22, p = 0.031). Discussion Number of self-reported NCDs was associated with higher odds of social isolation in women but not in men, and the association remained after considering frailty status. Conclusions Our observations may be considered by healthcare professionals caring for community-dwelling older adults with multiple NCDs, where enquiring about social isolation as part of a comprehensive assessment may be important.

scholarly journals Introduction

2021 ◽  
pp. 1-7
Author(s):  
Alessia Plutino ◽  
Elena Polisca
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Learning Context ◽  
Job Market ◽  
Language Students ◽  
The Uk

The title of this book, Languages at work, competent multilinguals and the pedagogical challenges of COVID-19, explores two issues that have become increasingly prominent in 2020. The first one reflects on the language skills which are in demand in the UK, where much-needed multilinguals are sought after in the job market. It challenges the link between employability and the global graduate concept, highlighting the need for language students to be able to sell their skills. The second issue, which resulted in the delayed publication of our book, focuses on COVID-19 and illustrates the challenge to which the education establishment stood up. It reports on practical examples of how educators and digital technologists reframed the whole teaching and learning context without compromising staff and students’ experience.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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