How to improve self-directed learning of senior people?

EP

– P

ublic

Con

fere

nce

Bru

ssel

s, 1

6 N

ov.

2010

Project : 502217-LLP-1-2009-1-PT-GRUNDTVIG-GMP

Alb

ertin

a L.

Oliv

eira

Life is un endless process of learning, change and adaptation to several challenges and conditions throughout the entire lifecourse.

As we become old we need to make many adjustments in work, education, family, health, etc.

Why self-directed learning?

need to be aware …

It is of crucial importance to cultivate and develop our ability to make the most of the

situations, so that we could feel empowered, learn more, and adapt better!

Why self-directed learning?

need to be aware …

Individual differences increase as we become older

Each person arrives at old age vastly different because of the

varieties of paths each has undertake.

Education and training need to take in account individual

differences

Self-directed learning is a potent force against premature decline and for empowerment.

Why self-directed learning?

need to be aware …

Dependence

Interdependency

Developing learner autonomy

Is a learning process that is chiefly managed and controlled by the individual, who assumes responsibility and is the main driving force for its planning, accomplishment and evaluation.

It is also viewed as an individual attribute which individuals possess to varying degrees and which predispose them to involvement in self-directed learning activities.

What is self-directed learning?

(Oliveira, Silva, Guglielmino & Guglielino, 2010; Roberson, 2005)

Highly engaging Variably structured Collaborative Goal oriented

The nature of SDL in older adults

How do older adults learn?

A qualitative study (Roberson, 2004)

Enjoyment Excitement Fun

The nature of SDL in older adults

Highly engaging

“I can only go five days a week”

“So I was very much excited about computers, wanted to learn”

“You see they are closed on Saturday and Sunday”

The nature of SDL in older adults

Variably structured

The SDL of the participants is structured in dialectical frames of new and old, serendipitous and deliberate.

There is also a structure of simple and complex topics.

The nature of SDL in older adults

Collaborative

This personal learning was anchored in other people, embedded in the community.

Individuals are personally motivated to learn.

Participants had some particular goals to accomplish.

Characterized by a systematic attention until the goal is accomplished.

Involves a great deal of energy, resources and time focused in a particular goal.

The nature of SDL in older adults

Goal-directed

The higher the SDL readiness, the higher the : Levels of performance Levels of creativity Educational levels

Data from a study with the most profitable companies

Sample: 145 professionals from the business and industry sectors

in Portugal Oliveira, Silva, Guglielmino & Guglielmino, 2010

What do we need to do to foster learner autonomy?

Reduce/eliminate barriers

•Self-efficacy•Self-esteem•Internal locus of causality•Self-discipline•Reflective thinking

• Age and life situation• Health condition• Educational level• Employment situation or other forms of being participative

Be attentive to

Increase

•Good accessibility•Warm & supportive•Rich resource centres•Supportive structures•Significant & useful learning plans•Educational offerings with the inputof learners, employees, citizens

Situatio

nal

Dispositional

Institutional

Env

ironm

ents

Create

Include the participants in planning process of their activities. Avoid stereotypes and recognize that each elder is unique. Help each older adult to get involved in developing a set of

knowledge/competences. Programs should focus on collaboration and socialization with

others and in making meaning out of one’s life.

Promote the use of internet resources. Promote workshops of exercise and nutrition. Promote discussion groups Foster volunteerism Foster traveling (a way to enlarge one’s perspective on the

world)

What do we need to do to foster learner autonomy?

Strategies for facilitators

Seniors differ in the areas in which they cultivate their efficacy for self-directed learning (health, activity, finances, citizenship and education) and in the levels to which they develop it.

Instruments for assessing self-efficacy for SDL

A PALADIN contribution

Identify patterns of strengths and limitations in perceived capability

Need to develop assessment instruments

Instruments for assessing self-efficacy for SDL

A PALADIN contribution

Professional situation

Voluntary and associative activities

Cultural activities

Leisure time occupation

Personal and social development

Instruments for assessing self-efficacy for SDL

ACTIVITY Relevant domain of functioning

Instruments for assessing self-efficacy for SDL

EDUCATION Relevant domain of functioning

Formal paths of education/training

Non formal experiences of education/training

General understanding of education/training

Motivations for involvement in education/training

Instruments for assessing self-efficacy for SDL

HEALTH Relevant domain of functioning

Physical exercise

Healthy food

Life higyene

Visits to health professionals

Learn about health

Instruments for assessing self-efficacy for SDL

CITIZENSHIP Relevant domain of functioning

At an individual level

Interpersonal relationships

Social and intercultural relationships

Instruments for assessing self-efficacy for SDL

FINANCES Relevant domain of functioning

Managing the budget

Income & spending sources

Prioritizing

Medium & long term budgeting

PALADIN: Promoting Active Learning and Aging of Aging of Disadvantage Seniors

http://projectpaladin.eu/http://projectpaladin.eu/