How to improve self-directed learning of senior people?

1. Project : 502217-LLP-1-2009-1-PT-GRUNDTVIG-GMP Albertina L. Oliveira How to improve self-directed learning of senior people? EP – Public Conference Brussels, 16 Nov. 2010

2. Why self-directed learning? need to be aware … • 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. It is of crucial importance to cultivate and develop our ability to make the most of thesituations, so that we could feel empowered, learn more, and adapt better!

3. 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

4. Why self-directed learning? need to be aware … • Self-directed learning is a potent force against premature decline and for empowerment. Interdependency Developing learner autonomy Dependence

5. What is self-directed learning? • 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 attributewhich individuals possess to varying degrees and which predispose them to involvement in self-directed learning activities. (Oliveira, Silva, Guglielmino & Guglielino, 2010; Roberson, 2005)

6. The nature of SDL in older adults How do older adults learn? A qualitative study(Roberson, 2004) • Highly engaging • Variably structured • Collaborative • Goal oriented

7. The nature of SDL in older adults Highly engaging • Enjoyment • Excitement • Fun “I can only go five days a week” “You see they are closed on Saturday and Sunday” “So I was very much excited about computers, wanted to learn”

8. 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.

9. 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.

10. The nature of SDL in older adults Goal-directed • Participants had some particular goalsto 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.

11. Data from a study with the most profitable companies in Portugal Oliveira, Silva, Guglielmino & Guglielmino, 2010 Sample:145 professionals from the business and industry sectors • The higher the SDL readiness, the higher the : • Levels of performance • Levels of creativity • Educational levels

12. What do we need to do to foster learner autonomy? Reduce/eliminate barriers • Age and life situation • Health condition • Educational level • Employment situation or other forms of being participative Situational Be attentive to • Self-efficacy • Self-esteem • Internal locus of causality • Self-discipline • Reflective thinking Dispositional Increase Environments • Good accessibility • Warm & supportive • Rich resource centres • Supportive structures • Significant & useful learning plans • Educational offerings with the input • of learners, employees, citizens Institutional Create

13. What do we need to do to foster learner autonomy? Strategies for facilitators • 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)

14. Instruments for assessing self-efficacy for SDL A PALADIN contribution • 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.

15. Instruments for assessing self-efficacy for SDL A PALADIN contribution • Identify patterns of strengths and limitations in perceived capability • Need to develop assessment instruments

16. Instruments for assessing self-efficacy for SDL ACTIVITY Relevant domain of functioning • Professional situation • Voluntary and associative activities • Cultural activities • Leisure time occupation • Personal and social development

17. 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

18. 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

19. Instruments for assessing self-efficacy for SDL CITIZENSHIP Relevant domain of functioning • At an individual level • Interpersonal relationships • Social and intercultural relationships

20. Instruments for assessing self-efficacy for SDL FINANCES Relevant domain of functioning • Managing the budget • Income & spending sources • Prioritizing • Medium & long term budgeting

21. PALADIN: Promoting Active Learning and Aging of Aging of Disadvantage Seniors http://projectpaladin.eu/