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With life expectancy increasing, there is growing emphasis on encouraging older people to continue learning. This comes as part of a strategy to allow them to remain healthy, independent and vitally engaged in society for as long as possible. All the same, policymakers have barely begun to address the issues involved and the perspectives of these learners. This book presents insightful research that will help shift the focus of debate onto the learning experiences of older people themselves. It offers a critical overview of the development of theoretical and philosophical approaches to later life learning that have developed over the last three decades, drawing on published work from the USA, the UK, Australia and other countries. It documents the individual experiences of older people through a variety of methods, including focus group discussions, learning diaries kept by older people, questionnaires considering, among other issues, older people's definition on what learning is, interviews and commentary. This material gives a sense of the breadth and diversity of older people's experiences, as well as the enormous range of learning activities, both informal and formal, in which they are engaged in retirement. (DIPF/Orig.).

The over-riding issue for many teachers and trainees working in Further Education is learner disengagement, leading to behavioural issues and a lack of motivation in the classroom. This new edition is your guide to tackling the problem head on. Susan Wallace draws on her years of experience as a teacher and professor in FE to provide a completely up-to-date selection of tailored strategies and scenarios to help manage behaviour and motivate unwilling learners. Containing all-new case studies, techniques inspired by technological advances, and tips for supporting learners and meeting the criteria of the curriculum, Motivating Unwilling Learners in Further Education is an exhaustive toolkit of ideas and advice for ensuring your students, from young learners to mature students, reach their full potential.

Learning cities call for a connection of adult education to elementary, secondary, and postsecondary institutions along with vocational and corporate workspaces. This volume considers how \"learning cities for adult learners\" could be created in America that promote lifelong learning and education. Encouraging a widespread approach to educate and learn across disciplines, within communities, and inside the minds of all people, topics covered include: workplace and organizational learning, community engagement and service learning, public libraries and cooperative extension, and leisure, recreation, and public health education. This is the 145th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

One of the key reflective aspects of modern society is the application of information communication technologies. According to SEB Bank and the information and communication technology company TEO [1] more people aged 65 and over are discovering the Internet and smart technology services to manage finances, communicate and spend their leisure time. Technological development has a large group of supporters even among seniors; however, many older adults have no skills and neither the intention nor the possibility to use digital devices which are critical for successful functioning in society. Escape from technological innovations in no way makes life easier. Modern smartphones can make life more enjoyable for seniors and to benefit society. The aim of this paper is to investigate seniors' opinions about the importance of increasing competence in smartphone usage in their daily lives. The investigation was conducted in two stages: 2018 April and 2018 September/October. During stage two, groups were former of 10–12 seniors. During and after the training, the participants were interviewed in focus groups about their opinions. The study revealed that older people's interest in new technologies activates their participation in the learning process, promotes interest in innovations and creates conditions for wellbeing in society.

La alfabetización mediática de las personas mayores es una prioridad en el contexto social actual, que combina el envejecimiento poblacional con la omnipresencia tecnológica de los medios en sus más diversas manifestaciones. Esta obra analiza uno de los aspectos vinculados a este gran desafío: la inclusión digital de las personas mayores; la cual debemos asociarla con los retos del envejecimiento activo y con el empoderamiento, tanto personal como social, para facilitar así la participación de las personas mayores en las oportunidades que ofrece la Sociedad de la Información rompiendo la denominada brecha digital generacional. Ello requiere de iniciativas formativas efectivas y convenientes en el ámbito de las TIC, que logren una verdadera e-inclusión de las personas mayores, evitando situarlas en situaciones de desventaja o vulnerabilidad tecnológica. Como se desarrolla en los capítulos finales de este trabajo, dichas propuestas deben tener en consideración las peculiaridades personales y sociales de este segmento poblacional, lo que implica la necesidad de modificaciones y adaptaciones en los cursos formativos en TIC dirigidos a este grupo social. Se analizan aspectos tales como el envejecimiento demográfico de las sociedades contemporáneas, la brecha digital generacional, los conceptos tanto de e-inclusión como de alfabetización mediática y digital, las peculiaridades en los procesos de aprendizaje de las personas mayores, especialmente respecto a las TIC; entre otros. Este libro se enmarca dentro de los resultados del proyecto de investigación “Brecha digital y personas mayores: alfabetización digital y e-inclusión\" (CSO2012-36872). Se trata de una novedosa contribución que pretende aportar diferentes elementos de reflexión al necesario debate sobre esta realidad social. Leopoldo Abad Alcalá, licenciado en Periodismo (CEU/Complutense) y Derecho (UNED) y doctor en Ciencias de la Información por la Universidad Complutense de Madrid (UCM). Investigador Principal (IP) del proyecto “Brecha digital y personas mayores: alfabetización mediática y e-inclusión\" (CSO2012-36872) y actualmente del proyecto “Personas mayores, E-commerce y administracion electronica: hacia la ruptura de la tercera brecha digital\" (CSO2015-66746-R), ambos del Plan Nacional de I+D+i. También es IP del grupo “Brecha digital y personas mayores\" del Proyecto sobre Vulnerabilidad Digital (HUM2015/HUM-3434 -PROVULDIG-CM) de la Comunidad de Madrid. Es autor de más de 20 publicaciones y ha sido profesor invitado en universidad europeas, estadounidenses e iberoamericanas. Fue Vicerrector de Alumnos de la Universidad CEU San Pablo donde compagina labores docentes e investigadoras como Profesor Titular acreditado.

Bridge the generation gap and achieve outstanding results!You might expect the occasional age-related misunderstanding to find its way into the classroom—after all, if today's kids aren't exactly from another planet, they're definitely from another generation. At least you and your colleagues are all on the same page…right? Not necessarily. In some schools, as many as four generations work side by side, and that means countless chances for crossed wires, miscommunication, and perhaps even mistrust.Authors Jennifer Abrams and Valerie von Frank are attuned to these generational differences. In this book, based on Abrams' popular workshop, the authors demonstrate how educators can look past their own generational filters to reap the benefits of seeing through a new lens. Focusing on the major contexts in which generational differences play out—including recruitment, coaching, professional learning, and succession planning—this book offers: Tools, checklists, and recommendations for collaborating, evaluating, and engaging in professional learning that meets multigenerational needs; Professional development activities that cultivate an understanding of generational differences and strengthen workplace culture; Real-life stories and case studies that bring the topic to lifeWith this honest, practical, and often amusing look at generations at work, you'll learn to improve communication, retain staff, and look toward succession—a multigenerational plan for school success.“Few people today are taking on this topic, particularly in the U.S. One of the greatest leadership challenges of this age is how to work across generations. Newer generations are not flawed versions of previous generations—each has its own compelling perspective to contribute. This is the best book to add to an issue that affects all educators and will open up many people's thinking about leadership.”— Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston College, MA

This book records the stories of doctoral study experiences of the twenty-two writers. These research degree experiences are embedded in the lives and careers of the writers and the twenty-two distinctive projects draw from those individual lives and careers.

\"As a new graduate of the University of Wisconsin more than 40 years ago, Sue Stone looked forward to coming back for football games and reunions. But returning to campus with grandchildren, to learn together and share a dorm room? What member of the Class of 1959 could have imagined that?\" (Christian Science Monitor) Find out how grandparents share the university experience with their grandchildren at the University of Wisconsin's annual Grandparents University program. The experience of grandparents and grandchildren sharing classroom lessons, living quarters and quality time together during the two-day \"degree\" program is discussed.