Towards a framework for the design of socio-technical environments for intergenerational learning in community settings

Abstract

This article introduces a reflection and practical insights for the design of intergenerational learning environments for community settings or spaces of border learning: spaces standing mid-way between the formal structures of scholarly institutions and the informal and fluid spaces of interaction characteristic of local communities. The paper is written from a theoretical
standpoint informed by experiential education and critical pedagogy, drawing in particular on the insights of John Dewey and Paulo Freire. It focuses on the potential of cyclic models of inquiry for informing the design of socio-technical environments in which intergenerational groups are involved in bi-directional learning practices. A framework for the design of intergenerational
learning environments is introduced, and its application is exemplified with data from a participatory content creation project involving two rural communities.