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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)
Isabel Varregoso | Luísa Pimentel | Filipe Santos |Carina Rodrigues | Paula Cainço| Sandra Leal
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Topics
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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
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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
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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
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Methology
• Principles of adult education• Non formal learning• Role of experience
How adults learn?
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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)
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ICT Courses
1. ICT Initiation2. ICT Intermediate3. Trad’Inovações
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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
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ICT Courses
2. ICT Intermediate
• Improve basic skills• Develop new learning, communicate, share,
interact and collaborate
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Tools Online• Google Docs• Skype, Messenger• Facebook• Gmail• Youtube• Blogs• (..)
Tools Offline• Ms. Word • Ms. PowerPoint• Picasa• Moviemaker
Examples of contents
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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.
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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.
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work photos with Picasa
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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)
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Sharing of presentations (Slidesahare), images..
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Creating and sharing videos (slideshow, youtube, blog, facebook..)
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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
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Conclusion
• The sessions are based on principles of adult education and non-formal educational practices, to meet the interests and needs of seniors.
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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
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• Isabel Varregoso| [email protected]• Luísa Pimentel| [email protected]• Filipe Santos| [email protected]• Carina Rodrigues| [email protected]• Paula Cainço| [email protected]• Sandra Leal| [email protected]
Instituto Politécnico de Leiria| www.ipleiria.pt Programa IPL 60+| http://web.esecs.ipleiria.pt/60mais/
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Authors
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