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Suomeksi
Helmin haihatukset
Sisältöalue
case2
Miten motivaatio vaikuttaa teknologioiden oppimiseen ikääntyvillä?
OTTO-kirjassa kiteytettiin se mitä on oppimismotivaatio
-laajasti ottaen oppimismotivaatiossa on kyse oppijan omien vaihtoehtojen punnitsemisesta omien kokemusten mieltymysten ja tulkintojen valossa sekä tavoitteiden asettaminen näiden perusteella (Ford 1992)
-oppija pyrkii muokkaamaan tavoitteitaan, toimintaansa, sisäistä tilaansa ympäristön vaatimuksiin tai ympäristöään niin että se tukisi hänen omia tavoitteitaan. (Keinot vastata tilanteen asettamiin vaatimukssin ja ylläpitää motivaatiota= oppimisen itsesäätely.)
Artikkelissa
Gillian M. Boulton-Lewis, EDUCATION AND LEARNING FOR THE ELDERLY:
WHY, HOW, WHAT, Educational Gerontology, 36: 213228, 2010
kerrotaan siitä mitä, miksi ja miten ikääntyneet haluavat oppia.
Yhteenvetona:
Ikääntyneiden oppimiselle on erityisen tärkeää motivaatio ja itseluottamus.
Ikääntyneet eivät pidä itselleen tärkeänä oppia teknologioita, sen sijaan tärkeämpi on oppia asioita jotka liittyvät liikkumiseen, terveyteen ja turvallisuuteen. Näitä he myös uskovat pystyvänsä oppimaan. Teknologia mainitaan asiaksi jota haluttaisiin oppia, mutta he eivät luottaneet pystyvänsä oppimaan sitä.
Muiden negatiivinen suhtautuminen ikääntyneiden oppimiskykyyn vaikeuttaa heidän oppimistaan.
Aikuiset tietävät mitä he haluavat oppia ja ovat vastuullisia omasta oppimisestaan. He ovat halukkaista oppimaan sitä mitä he uskovat tarvitsevansa. Oppiminen on ongelmasuuntautunutta.
Muut näkevät teknologioiden oppimisen tärkeäksi ikääntyneille esim. siksi että sen avulla voi saada palveluita ja informaatiota kotoa käsin (kauppa, pankki, terveystieto, yhteydenpito, huvitukset).
Ikääntyneet myöntävät yleisesti tarpeen oppia mm. teknologiaa ja panostaa sen oppimiseen.
Kuitenkin, vaikka he eivät varsinaisesti vastusta teknologioiden oppimista, ei-käyttäjien mukaan ICT:llä ei ole merkitystä heidän elämälleen. He eivät ole kiinnostuneita eivätkä tarvitse sitä. Syynä on todennäköisesti se että heillä ei ole aikaisempia positiivisia kokemuksia teknologioista. Haasteena on siis vakuuttaa ikääntyneitä siitä että he voivat hyötyä ja oppia käyttämään teknologioita.
Lisää tutkimustietoa tarvitaan aikuisten asenteista oppimiseen, miksi, miten ja mitä he haluavat oppia, sekä tietoa onko oppimisella positiivisia vaikutuksia.
Alkuperäistekstiä artikkelista:
WHY DO OLDER ADULTS LEARN?
Motivation and confidence are critical to learning at any age, and
they are particularly so as people become older. Purdie and
Boulton-Lewis (2001) found that the least important learning needs
identified by older people were those associated with technology.
The elderly stated that their most important learning needs were associated
with transportation, health, and safety. However, in earlier
interview data in the same study, participants had suggested that
use of technology was something that they wanted to learn. The
strongest barriers to their learning were those associated with physical
disabilities; the weakest barriers were those associated with interaction
with other people. In general participants were confident that
they could successfully address the learning needs related to health,
safety, leisure, and transportationbut not those associated with
technology.
Technology
e-mail 3
Internet 3
computer 3
graphic programs
photography
mobile phone
Negative attitudes held by others about learning by older people
also need to be examined. It should be generally acknowledged that
older people are active and useful citizens who want to keep living
their lives as full as possible. If, indeed, learning keeps peoples minds
active and helps them in problem solving, then it should also make
them less dependent and actually save governments money. As
Stine-Morrow, Parisi, Morrow, Greene, and Park (2007) stated, the
social construction of old age as a time when intellectual challenge
is restricted (often implicitly and sometimes explicitly) encourages
the very conditions that may not be favorable to cognitive and intellectual
growth; although, opportunities for educational experiences in
late life are becoming more available.
HOW DO THEY WANT TO LEARN?
Worth considering here is the concept of andragogy proposed
by Knowles (1990). The unique features of adult learning, as he
220 G. M. Boulton-Lewis
perceived them, were the following: adults know what they need to
learn and believe themselves responsible for their own learning; have
a great deal of experience (good and bad); are ready to learn what
they believe they need to know; and are life=task=problem centered.
OPPORTUNITIES FOR LEARNING AND EDUCATION
Education provisions for the elderly should include use of technology.
However, some people who are currently ageing have not
had such preparation and probably need (even if they do not want)
to learn how to use computers to access e-mail and information on
the Web. As Willis (2006) notes, this need might be a short-term
phenomenon as elders in 10 years will have had much more exposure
to Internet use. Such access, in theory, becomes more important if
people have poor health and mobility. It allows them to obtain a wide
range of services and information from home (Stadler & Teaster,
2002). They can, for example, shop, bank, find out about health
issues, entertainment, and communicate with a wide range of others
if they are computer literate.
WHAT DO THEY WANT TO LEARN?
There is little research that describes what older people themselves
say they want and need to learn. There are statements about what
others believe is necessary. Health professionals are concerned about
how and why it is necessary to learn about health management
(Kerschner & Pegues, 1998; Crane, 2001) and various studies suggest
that health behavior affects cognition in ageing. Others are concerned
with elders learning about finance (Gregg, 1993) and use of ICT
(Stadler & Teaster, 2002). Suggestions are made about their need to
learn about technology if older people are to maintain their connections
with its development and to take advantage of the benefits
technology offers as described above.
Boulton-Lewis, Buys, Lovie-Kitchin, Courtney, Edwards,
Anderson, Nayak, and Zlobicki (2005) found that older adults generally
agree that they need and want to learn about things such as technology,
new activities and leisure interests; however, respondents
aged 5064 are more likely to be interested, need and want to learn
to keep up to date with new technology, and make an effort to learn
new things. Table 1 summarizes open ended choices by older adults
about learning. This included, in particular, new things, new talents,
new skills, vocations, and aspects of technology.
A study of older adults in South England and Wales showed that,
rather than resisting new computer technology, some older peoples
nonuse is rather the perceived irrelevance of ICT in their lives, with
78% of nonusers stating they have no need for, and no interest in,
using computers (Selwyn, Gorard, Furlong, & Madden
case1 Miten opettaja voi käyttää scaffolding menetelmää opetuksessa
Iiskala T ja Hurme T R. Metakognitio teknologisissa oppimisympäristöissä. Kirjassa OTTO, Järvelä, Häkkinen Lehtinen (toim.) s 48 (Sama teksti on Wikipediassa)
-Scaffolding ja lähikehityksen vyöhyke...määritelmä
-Teknologisissa oppimisympäristöissä scaffolding voidaan rakentaa siten että se autta oppijaa suuntautumaan tehtävään, organisoi tehtävän rakennetta, kiinnittää oppijan huomion tehtävän kannalta kriittisiin vaiheisiin esimerkiksi apukysymysten avulla tai tekee ajattelua enemmän näkyväksi visualisoimalla oppimisen eri vaiheita, mallintamalla eksperttien ajattelua sekä tukemalla oppijoiden välistä keskustellua ja vuorovaikutusta (Lin ym. 1999, Puntambekar ja Hübscher 2005). Lisäksi tietokoneohjelmiin rakennettu scaffolding saattaa toimia opettajan apuvälineenä luokkahuoneessa jossa opettaja ei pysty auttamaan kaikkia yhtä aikaa.
-Oppimisen ohjattua tukemista (scaffoldingia) voidaan lähikehityksen vyöhykkeellä auttaa kognitiivisten tukien (cognitive tools) avulla. Niiden avulla voidaan esimerkiksi tukea muistia ja metakognitiota, jakaa kognitiivista kuormitusta siten että tietokone kantaa alemman tason kognitiivista kuormitusta, jolloin oppijalle jää enemmän energiaa ylemmän tason ajatteluun, sallia oppijaa osallistumaan kognitiivisiin toimintoihin, joita muten ei olisi mahdollista saavuttaa sekä auttaa oppijaa luomaan ja testaamaan hypoteeseja ogemanratkaisun tilanteissa (Lajoie 1993)
Esimerkkeinä mainitaan
1)lentoelektroniikan tietokonesimulaatio, jonka avulla oppijat etsivät lentoelektroniikan vikoja eri ongelmatilanteissa, ja heillä oli mahdollisuus pyytää apua tietokoneohjelmalta;
2)Lasten matemaattisten taitojen kehittäminen pelien avulla.
Emotionaalinen scaffolding
Tästä löytyi vain Rosiekin artikkeleita, joista sain auki vain abstraktin.
Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter.
by Jerry RosiekJournal of Teacher Education, Vol. 54, 2003
However, even among teacher education researchers who appreciate the complexity of the work of teaching, little systematic attention has been given to the way teachers make specific subject matter content come emotionally alive for their students.
Particularly absent is an analysis of how teachers help students make emotional connections to specific subject matter concepts.
An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter
Jerry Rosiek, 2003, Journal of Teacher Education vol. 54: 399-412
The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. ..One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students emotional response to some specific aspect of the subject matter being taught. This practice was named emotional scaffolding.
Wikipedia:
Levels and types of scaffolding in the educational setting
According to Saye and Brush, there are two levels of scaffolding: soft and hard (2002). An example of soft scaffolding in the classroom would be when a teacher circulates the room and converses with his or her students (Simon and Klein, 2007). The teacher may question their approach to a difficult problem and provide constructive feedback. According to Van Lier, this type of scaffolding can also be referred to as contingent scaffolding. The type and amount of support needed is dependent on the needs of the students during the time of instruction (Van Lier, 1996). Unfortunately, scaffolding can be difficult when the classroom is large and students have various needs (Gallagher, 1997).
On the other hand, hard scaffolds are developed in order to assist students with a difficult task (Saye and Brush, 2002). The key is that the assistance is planned in advance. For example, when students are discovering the formula for the Pythagorean Theorem in math class, the teacher may identify hints or cues to help the student reach an even higher level of thinking. In both situations, the idea of "expert scaffolding" is being implemented (Holton and Clarke, 2006). In the example given above, the teacher in the classroom is considered as the expert and responsible for the scaffolding of his or her students.
Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a group of two or more collaboratively working together. In this situation, the group can learn from each other's experiences and knowledge. The scaffolding is shared by each member and changes constantly as the group works on a task (Holton and Clarke, 2006). According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities (Stone, 1998). Conversely, Piaget believes that students discard their ideas when paired with an adult or student of more expertise (Piaget, 1928). Instead, students should be paired with others who have different perspectives. Conflicts would then take place between students allowing them to think constructively at a higher level.
Technical scaffolding is a newer approach in which computers replace the teachers as the experts or guides, and students can be guided with web links, online tutorials, or help pages (Yelland and Masters, 2007). Educational software can help students follow a clear structure and allows students to plan properly (Lai and Law, 2006).
Scaffolding and problem-based learning in the educational setting
Scaffolding is often used in order to support problem-based learning (PBL). Learners in the classroom become researchers and often work in small groups to analyze problems, determine solutions, and evaluate problems when utilizing PBL (Hoffman and Ritchie, 1997). In one study, PBL with medical students was proven to develop a deeper understanding, improve retention of material, and increase overall attitude when compared to other students who did not receive PBL (Albanese and Mitchell, 1993). Many educators incorporate PBL in their classrooms in order to engage students and help them become better problem solvers. Scaffolding may help the success of PBL in the classroom. Teachers must identify the content that needs scaffolding (support), the appropriate time to implement the support, a method to follow, and determine when the scaffold can be removed (Lajoie, 2005).
