Comunicação - IPL 60+

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SENIOR STUDENTS IN THE KNOWLEDGE SOCIETY

A Curricular Program Of Digital Literacy

PALADIN, 20 de Outubro, 2011FPCE - UC

Instituto Politécnico de Leiria (IPL)

Topics

Project IPL 60+

“(..) help to change the aging paradigm, stimulating and promoting educational and sociocultural that involve individuals in their journey of learning and development throughout life (…)”

blogs.esecs.ipleiria.pt/60mais

Knowledge Society & Digital Literacy

• Seniors are na integrating part of the so called “knowledge society”. They must, therefore, to know and learn the “new literacies” to be and feel part of this society

• Project IPL 60+ includes “Digital literacy” as part of the project’s curricula.

ROLE OF TECHNOLOGY

Challenges for a Curricular Programme

• Choose methodological options adequate to this age group

• Adapt the teaching of Information and Communication Technologies (ICT) to the needs and interests of each student (for an adequate appropriation of technology).

LEARNING WITH MEANING

Methology

• Principles of adult education• Non formal learning• Role of experience

How adults learn?

Methology

Assumptions• Learning in the interests and motivations• Active participation in activities• The relationship between learning and

experience• Application of learning immediately• Flexibility

(Canário, 2000)

ICT Courses

1. ICT Initiation2. ICT Intermediate3. Trad’Inovações

ICT Courses

1. ICT Initiation

• Write, print and save text• Search for information on the Internet• Receive and send e-mail

Diplom of Basics Skills in ICT

ICT Courses

2. ICT Intermediate

• Improve basic skills• Develop new learning, communicate, share,

interact and collaborate

Tools Online• Google Docs• Skype, Messenger• Facebook• Gmail• Youtube• Blogs• (..)

Tools Offline• Ms. Word • Ms. PowerPoint• Picasa• Moviemaker

Examples of contents

Activities & ProductsThe students researched in Internet the places they wanted to visit.

They created a PowerPoint (with animations, music, etc...) where they presented their proposals.

The PowerPoint was sent by e- mail to classmates showing their work.

The students brought to class their cameras and learned how to copy their pictures to the computer.

Slide shows were created in Windows Movie Maker using their photos

They learned to compress the movie to be able to send it by e-mail to their family.

work photos with Picasa

ICT Courses

3. Trad’Inovations (traditions + innovation)

Traditions and folklore through the use of ICT• Active users of a blog where they

share work (text, audio, video, presentation ..), comment and interact with each other

• Creation of online course (Moodle)

www.tradinovacoes.blogspot.com 16

Sharing of presentations (Slidesahare), images..

Creating and sharing videos (slideshow, youtube, blog, facebook..)

Platform Moodle

www.ead.ipleiria.pt/ 19

Good Practice

Experience shows..• Exploration of roles with the appropriation of

ICT• Integrated use of ICT through thematic

significance• Systematization of concepts covered• Repetition of exercises / reviews• Monitoring of oral statements to support

writing and video tutorials20

Conclusion

• Internet offers several ways of communicating with others (emails, forums, social networks)

• Parts of this communication is done by other ways that “text messaging” (photos, videos, audio)

Web 2.0: created to respond to this paradigm

Conclusion

• The sessions are based on principles of adult education and non-formal educational practices, to meet the interests and needs of seniors.

References

• Canário, R. (2000). Educação de Adultos. Um campo e uma problemática. Lisboa: Educa• Diário da República (2001). Decreto Lei n.º 140/2001, Diário da República I série-A,.

Consultado em Junho, 20, 2011, de http://www.umic.pt/images/stories/publicacoes/DL%20140%202001.pdf

• Diário da República nº 190 Série I de 02/10/2007, Resolução do Conselho de Ministros nº 155/2007 de 02-10-2007

• Brescia, W.F.J. & Miller, M.T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education. 5, 44-52.

• Farmer, J. (2004). Communication dynamics: discussion boards, weblogs and the development of communities of inquiry in online learning environments. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.). Beyond the confort zone: proceedings of the 21st ascilite conference (pp. 274-283), Perth.

• Jonassen, D. (1999). Designing construtivistic learning environments. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigma of instructional theory (p. 215-239). Mahwah, NJ: Lawrence Eribaum Associates.

• Rodrigues, C. (2009). Animação de Séniores: Uma iniciativa educativa numa Universidade Sénior. Tese de Mestrado da Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. Disponível em: http://repositorio.ul.pt/handle/10451/921

Instituto Politécnico de Leiria| www.ipleiria.pt Programa IPL 60+| http://web.esecs.ipleiria.pt/60mais/

Authors