Tecnologia negli scambi intergenerazionali: Giovani e anziani migliorano assieme i loro Ambienti di Apprendimento Individuali
DOI:
https://doi.org/10.7346/-fei-X-03-12_10Palavras-chave:
Scambio intergenerazionale, Ambiente di Apprendimento Individuale, PLE, Discenti maturi, Formazione continuaResumo
La tecnologia gioca un ruolo importante nella società moderna, specialmente per ciò che concerne la formazione continua e la partecipazione sociale. La ricerca riguardante l’uso della tecnologia da parte di discenti più anziani ha evidenziato: un minore utilizzo (se comparati ai giovani), l’esistenza di barriere legate alla mancanza di accessibilità, unite a un atteggiamento positivo da parte dell’utenza. La tecnologia è inclusa come materia di studio nei corsi della Open University for Seniors, afferente alla Balearic Islands University con sede a Ibiza. L’approccio alla tecnologia si basa sul concetto di Ambiente di Apprendimento Individuale (PLE) pensato per la formazione continua. In tale approccio è incluso uno scambio intergenerazionale basato sulla tecnologia come tema fondante. Gli adulti e i bambini si incontrano per condividere le loro esperienze nell’ambito della tecnologia e della formazione. I dati raccolti in questo case study espongono l’uso della tecnologia da parte dei discenti maturi e le loro percezioni positive dell’uso che ne fanno i più piccoli.
Referências
Adell, J., & Castañeda, L. (2010) Los Entornos Personales de Aprendizaje (PLEs): una nueva manera de entender el aprendizaje. In R. Roig Vila, M. Fiorucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad en las aulas. Stumenti di ricerca per l’innovaziones e la qualità in ámbito educativo. La Tecnologie dell’informazione e della Comunicaziones e l’interculturalità nella scuola. Alcoy: Marfil – Roma TRE Università degli studi.
Attwell, G. (2007). The Personal Learning Environments - the future of eLearning? eLearning Papers, 2(1). Retrieved October 1, 2012, from www.elearningeuropa.info/files/media/media11561.pdf
Attwell, G. (2012). Where are we going with Personal Learning Environments? Pontydysgu – bridge to learning – educational research. Retrieved October 1, 2012, from http://www.pontydysgu.org/2012/11/where-are-we-going-with-peronal-learning-environments/
Auvinen, A.-M. (2012). Generational Differences in Using Social Media in Politics. EDEN Annual Conference 2012 - Open Learning Generations-Closing the Gap from “Generation Y” to the Mature Lifelong Learners.
Baschiera, B. (2012). The blog as a generative environment for intergenerational learning. EDEN Annual Conference 2012 - Open Learning Generations-Closing the Gap from “Generation Y” to the Mature Lifelong Learners.
Bostrum, A., Hatton-Yeo, A., Ohsako, T., & Sawano, Y. (2000). A general assessment of IP initiatives in the countries involved. In A. Hatton-Yeo, T. Ohsako (Eds.), Intergenerational programmes: Public policy and research implication and international perspectives. Hamburg, Germany: UNESCO Institute for Education. Retrieved October 1, 2012, from http://www.unesco.org/education/uie/pdf/intergen.pdf
Camacho, M., & Guilana, S. (2011). From personal to social: Learning environments that work. Digital Education Review, 20, 24–3. https://doi.org/10.1344/der.2011.20.24-36
Cassany, D. (2011). En línia: llegir i escriure a la xarxa. Barcelona: Graó.
Conci, M., Pianesi, F., & Zancanaro, M. (2009). Useful, Social and Enjoyable: Mobile Phone Adoption by Older People. In T. Gross, J. Gulliksen, P. Kotzé, L. Oestreicher, P. Palanque, R. O. Prates, & M. Winckler (Eds.), Human-Computer Interaction – INTERACT 2009 (Vol. 5726, pp. 63–76). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-03655-2_7
Conole, G. (2012). The VLE vs. PLE debate. e4innovation.com. Retrieved October 1, 2012, from http://e4innovation.com/?p=590
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.00
Dickinson, A., & Gregor, P. (2006). Computer has no demonstrated impact on the well-being of older adults. In International Journal of Human-Computer Studies, 64(8), 744–753. https://doi.org/10.1016/j.ijhcs.2006.03.001
European Parliament and Council of Europe (2011). Decision No. 940/2011/EU of the European Parliament and of the Council of 14 September 2011 on the European Year for Active Ageing and Solidarity between Generations (2012). Retrieved October 1, 2012, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2011:246:0005:01:EN:HTML
Futurage (2011) A Road Map for European Ageing Research. The University of Sheffield. Sociological Studies. Retrieved October 1, 2012, from http://www.futurage.group.shef.ac.uk/assets/files/Final%20road%20map/FUTURAGE%20A%20Road%20Map%20for%20European%20Ageing%20Research%20-%20October%202011.pdf
Hyvönen, M., Romero, P., & Barberà, E. (2012). Technology-enhanced learning for creative collaboration in older adults. EDEN Annual Conference 2012 - Open Learning Generations-Closing the Gap from “Generation Y” to the Mature Lifelong Learners.
(Boni) Li, Y., & Perkins, A. (2007). The impact of technological developments on the daily life of the elderly. Technology in Society, 29(3), 361–368. https://doi.org/10.1016/j.techsoc.2007.04.004
Macías, L., Alzina, P., & Tur, G. (2010). Relacions intergeneracionals a la Universitat Oberta per a Majors: tres exemples d’experiències. In C. Orte (Ed.) Anuari de l’envelliment. Illes Balears 2010. Palma de Mallorca: Balearic Islands Government and University of the Balearic Islands. Retrieved October 1, 2012, from http://www.uib.es/digitalAssets/151/151121_anuari_envelliment.pdf
Newman, S, & Sánchez, M. (2007). Los programas intergeneracionales: concepto, historia y modelos. In M. Sánchez (Ed.) (2007), Programas intergeneracionales. Hacia una sociedad para todas las edades. Barcelona: Social Foundation of “La Caixa”, Social Studies collection, 23. Retrieved October 1, 2012, from http://obrasocial.lacaixa.es/StaticFiles/StaticFiles/b1d9d404d98e6110VgnVCM1000000e8cf10aRCRD/es/Llibre23_es.pdf
Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of Mobile Cultural Resources for Learning: International Journal of Mobile and Blended Learning, 2(1), 1–21. https://doi.org/10.4018/jmbl.2010010101
Prieto, G., & Leahy, D. (2012). Online Social Networks and Older People. In K. Miesenberger, A. Karshmer, P. Penaz, & W. Zagler (Eds.), Computers Helping People with Special Needs (Vol. 7382, pp. 666–672). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-31522-0_100
Torres-Kompen, R., Edirisingha, P., & Mobbs, R. (2008). Building Web 2.0.-based Personal Learning Environments. A conceptual framework. In EDEN conference. Paris.
Tsai, T.-H., Chang, H.-T., Wong, A. M.-K., & Wu, T.-F. (2011). Connecting Communities: Designing a Social Media Platform for Older Adults Living in a Senior Village. In C. Stephanidis (Ed.), Universal Access in Human-Computer Interaction. Users Diversity (Vol. 6766, pp. 224–233). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-21663-3_24
Tur, G. (2011). Las herramientas de la Web 2.0 para potenciar el PLE del futuro docente. In J. Hernández, M. Penesi, D. Sobrino, & A. Vázquez (Eds.), Experiencias Educativas en las aulas del siglo XXI. Innovación y TIC (pp. 257–260). Madrid: Editorial Ariel-Fundación Telefónica. Retrieved October 1, 2012, from http://www.fundacion.telefonica.com/es/debateyconocimiento/publicaciones/index.htm
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2012 Gemma Tur
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
