Foundations of Gerontology in Education

One of the most rapidly developing areas within education is educational gerontology, the study and practice of education for and about older adults. Peterson (1983) identified three major components of educational gerontology -- education about aging, education for the aging, and education for people who work with the aging.

In the over two decades since Peterson wrote his award winning book, the number of elderly and retired in the United States has increased dramatically. In addition, there has been a tremendous growth in numbers of elderly participating in learning activities. Coinciding with this growth has been an increasing amount of research on older adults as learners. Just as an example, Adult Education Quarterly, Adult Learning, Educational Gerontology, the Gerontologist, the International Journal of Aging and Human Behavior, and the Journal of Gerontology are only some of the journals in the United States that regularly report on such research or related implications.

Some of this inquiry has focused on psychological and physiological problems adults face as they age, how information is processed, short and long term memory, types of intelligence, and the implications for learning or providing educational programs. Other research areas have included cognitive styles, learning to learn, learning needs and activities of older people, and life satisfaction.

In view of the above, this self-study effort's general purpose is to facilitate learners exploring some of the ways in which education (and educators or trainers of adults) can help many individuals to realize the potential of the later years. Through a variety of experiences, you will have an opportunity to develop new knowledge, skills, and attitudes relative to education and aging. Prior background in gerontology, while helpful, is not necessary since it will be possible to begin developing such a foundation throughout the learning effort.

Areas for Learning

The following topic areas suggest the range of content possible for in-depth personal study. There are many additional topics that may emerge based on your experience, need, and interests.

The scope of educational gerontology

Processes of aging

Philosophy of working with the elderly

Educational programming for the aging person

Methods and techniques for teaching older adults

Older adults as learners

Types of older adult learning needs

Developing policy for older adult learners

Retirement/pre-retirement education

Delivery services, approaches and programs in educational gerontology

Professional and media interest in aging

The theory of margin

Future trends and predictions

Competency Expectations

At the completion of this self-study effort, given active participation, you should be able to perform with excellence in the following ways:

1. To understand the scope of educational gerontology.

2. To be able to express a personal philosophy about aging and the role of education or training as it relates to the older adult.

3. To develop a familiarity with the literature on research, theory, and practice in educational gerontology.

4. To become aware of problems, processes, and potentials of aging, especially as they pertain to older learners.

5. To develop skills needed for educational programming with older adults.

6. To become familiar with various methods and techniques that facilitate older adult learning.

7. To become familiar with the various kinds of agencies and organizations that facilitate older adult learning.

8. To understand some of the current policy and policy needs pertaining to older adults as learners.

9. To be able to identify trends, future needs, and corresponding programming needs pertaining to older adult learning.

Textbook Suggestions

There are three suggestions (seek them in a nearby library, bookstore, or via the WWW):

1. Peterson, D. A. (1983). Facilitating education for older learners. San Francisco: Jossey-Bass.

2. Monk, A. (Ed.). (1994). Columbia retirement handbook. New York: Teachers College Press.

3. Fisher, J. C. & Wolf, M. A. (Eds.). (1998). Using learning to meet the challenges of older adulthood (New Directions for Adult and Continuing Education No. 77). San Francisco: Jossey-Bass Publishers.

In addition, various online readings can be found in the following:

4. Hiemstra, R. (2005). Educational gerontology, gerotontology, aging-related information. Retrieved January 15, 2005, from http://www-distance.syr.edu/agingsite.html

Suggested Self-Study Activities

1. Learning Activity #l - Learning Contract Design

Complete a self-diagnosis of needs relevant to this self-study area, design a learning contract (or plan) for meeting many of those needs, and carry out the planned activities.

Objective: To facilitate your ability to diagnose, articulate, and meet individual learning needs.

2. Learning Activity #2 - Readings

Complete those readings necessary to introduce you to basic information on older adult learning. The bibliography in this document, those bibliographies in the suggested texts, the suggested online readings, and your own literature searching activity should be the primary means or sources for obtaining this knowledge base. At a minimum to maximize what you obtain from this self-study effort, you should include at least one of the suggested textbooks, several articles from one or more journals central to the field, and some familiarity with at least eight of the sources listed in this document’s bibliography, the suggested online readings, or general educational gerontology sources that you can locate. (The development of an interactive reading log or some similar recording activity are common synthesizing tools).

Objective: To facilitate your acquisition of a broad-based comprehension of related literature and knowledge pertaining to older adults as learners.

3. Learning Activity #3 - Develop a Personal Philosophy Statement

Develop a personal statement of educational philosophy and professional style relative to working with older adults as learners. This could involve participating in some study efforts related to educational philosophies described later in this guide and then developing a statement that makes sense given requirements or constraints within your place of work, your own personality, and the ways you have developed for working with older adult learners. The product could be a 2-3 page paper in which you discuss your findings and conclusions in relation to the course readings and subsequent discussions. This could be then shared with friends, colleagues, etc. and you ask them for feedback as a way of reinforcing your learnings.

Objective: To facilitate your study of different philosophies related to working with older learners so that a personal statement of educational philosophy can be developed and described to others.

4. Learning Activity #4 - Analyze An Agency that Serves Older Adult Learners

Conduct a site visit and some agency, organization, or group in your local community that serves older adults. Interview one or more staff members, talk with older participants if possible, and review any available documentation. (Alternatively, if it is impossible to actually visit an agency then it is feasible to obtain appropriate information through correspondence, phone calls, search various data bases, etc.) . The product could be a 3-5 page paper in which you describe the agency and what you have learned regarding its adult education activities. This could be then shared with friends, colleagues, etc. and you ask them for feedback as a way of reinforcing your learnings.

Objective: To facilitate your initial understanding of at least one agency associated with or delivering programs to older adult learners.

5. Learning Activity #5 - Understand More About Older Adults As Learners

Interview two or more older people to gain further insights into the learning process as experienced by older adults. These interviews can be with elderly relatives, friends, or acquaintances (or people picked at random if you so desire). The setting can be in a home, institution, or other appropriate place. Determine what you can about what they learn, how they learn, why they learn, etc. The product could be a 3-5 page paper in which you discuss your findings and conclusions in relation to the course readings and subsequent discussions. This could be then shared with friends, colleagues, etc. and you ask them for feedback as a way of reinforcing your learnings.

Objective: To facilitate your understanding of older adults as learners.

6. Term Project (choose one of the following - the result typically will be a 5-25 page paper or product)

a. Complete an extensive paper on some topic related to the course content such as an elaboration, discussion, and/or analysis of some aspect of older adult learning.

b. Acquaint yourself with the literature related to educational gerontology and older adult learning by carrying out some reading activity that goes beyond that described in #2 above. This would include reading of a fairly broad, overview nature and would result in an interactive reading log, diary, journal, theory log, etc.

c. Plan and, if possible, conduct a research study related to older adult learning, motivation, and/or development -- or -- write a journal article related in some way to older adult learning, motivation, development, etc.

d. Plan (and implement, if possible) an educational program for older adult learners or design a training module related in to some aspect of aging and older adult learning.

e. Write your own personal life history or assist an older person in writing a personal life history including reflections on the corresponding learning processes that were involved.

f. Negotiate some activity of your own choosing as a means of acquiring some in-depth about the foundations of gerontology in education.

[Suggestions on the nature of a final product are described later in this document.]

Objectives: (1) To facilitate your carrying out in-depth study, acquisition, and comprehension of knowledge related to some course content area.

(2) To enhance your analytical skills in comparing, contrasting, and critically reflecting on various sources of information.

(Back to Table of Contents)

LEARNING ACTIVITY DESCRIPTIVE MATERIALS

LEARNING ACTIVITY #1 - LEARNING CONTRACT DESIGN

I. Preparation

A. Read through the material on learning contracts contained and/or referenced in this workbook (see Supplement A).

B. Determine personal learning needs (see Supplement B) as a means of determining where to concentrate some of your study efforts. Identify appropriate learning objectives, strategies, and resources, and design corresponding validation procedures.

C. Review examples of contract forms and completed contracts (as displayed in Supplements C-F) and/or talk with colleagues experienced in contracting to obtain an understanding of their value, nature, and form.

II. Presentation

A. Prepare a first version of your contract and share it with one or more friends and/or work colleagues to obtain their feedback.

B. After receiving feedback revise, if needed, and utilize this final document as a guide for your learning efforts.

III. Educational Goals

A. That you are able to diagnose, articulate, and meet individual learning needs.

B. That you obtain experience in utilizing learning contracts to guide your individualized, self-directed learning.

IV. Miscellaneous

A. Learning contracts may take on any form that makes personal sense and that describes individual learning plans.

B. Learning contracts are only initial guides and may be redesigned from time to time if your interests and/or goals change.

LEARNING ACTIVITY #1: SUPPLEMENT A - LEARNING CONTRACTS

INTRODUCTION

The use of learning contracts with adult learners has gained cogency during the past decade. Research on self-directed learning has resulted in the search for appropriate learning resources and guides and a need by many teachers of adults to provide some mechanism for learners to build on past experience and determine needs as they carry out learning activities. Finally, the emergence of non-traditional and online learning programs have mandated that some vehicle be available for learners to mix experience with actual learning endeavors. Thus, in response to these many needs the learning contract method is increasing in its use for adult learning.

An extended description of how to complete and utilize a learning contract is shown below. A blank form is provided for you to use if the described format is acceptable. In reality a learning contract can take on many shapes and forms ranging from audiotapes, to outlines, to descriptive statements, to elaborate explanations of process and product. The intent of utilizing learning contracts is to provide a vehicle whereby you can personalize the learning experience. Therefore, feel free to utilize whatever shape or form you develop or with which you feel comfortable. For supplemental reading on contracts, the following is recommended: http://www-distance.syr.edu/tlchap8.html.

LEARNING STYLE PREFERENCES

In developing your learning contract, it may be useful if you have a sense of your own learning and cognitive styles. As you begin to think about your learning contract, you may not yet have a thorough understanding of your own learning style, Thus, the following figure is provided as an initial tool to facilitate the learner who has never filled out a learning contract in obtaining some sense of what might be the best approach for this course.

Your Learning Style Preference

Cognitive Style	Self-Directed Learner	Other-Directed Learner
Learner Dependent	I. Standard Contract with suggested structure used as basic guide	II. Standard contract using suggestions from another person
Learner Independent	III. Create own contract in terms of content and procedure	IV. Develop own version of contract using suggestions from another person

Note that the range of possibilities is quite extensive.

SOME GUIDELINES FOR THE USE OF LEARNING CONTRACTS

Why Use Learning Contracts?

One of the most significant findings from research about adult learning is the following: When adults go about learning something naturally (as contrasted with being taught something), they are highly self-directing. Evidence has accumulated, too, that what adults learn on their own initiative they learn more deeply and permanently than what they learn by being taught (Brockett & Hiemstra, 1991 – see http://home.twcny.rr.com/hiemstra/sdlindex.html).

Those kinds of learning that are engaged in for purely personal development can perhaps be planned and carried out completely by an individual on personal terms and with only a loose structure. But those kinds of learning that have as their purpose improving one's competence to perform on a job or in a profession must take into account the need and expectations of organizations, professions, and society. Learning contracts provide a means for negotiating reconciliation between these external needs and expectations and the learner's internal need and interests.

Furthermore, in traditional education the learning activity is structured by the teacher and the institution. The learner is told what objective to work toward, what resources are to be used and how (and when) to use them, and how any accomplishment of the objectives will be evaluated. This imposed structure conflicts with the adult's deep psychological need to be self-directing and may induce resistance, apathy, or withdrawal. Learning contracts provide a vehicle for making the planning of learning experiences a mutual undertaking between a learner and any helper, mentor, or teacher. By participating in the process of diagnosing personal needs, deriving objectives, identifying resources, choosing strategies, and evaluating accomplishments the learner develops a sense of ownership of (and commitment to) the plan. Learning contracts also are a means for making the learning objectives of any field or practical experience clear and explicit for both learners and facilitators.

How do you develop a learning contract?

Step 1: Diagnose your learning needs. A learning need is the gap between where you are now and where you want to be in regard to a particular set of competencies. You may already be aware of certain learning needs as a result of a personal appraisal or the long accumulation of evidence for yourself regarding any gaps between where you are now and where you would like to be.

If not (or even so), it might be worth your while to go through this process: First, construct a model of the competencies required to perform excellently the role (e.g., parent, teacher, civic leader, manager, consumer, professional worker, etc.) about which you are concerned. There may be a competency model already in existence that you can use as a thought-starter and checklist; many professions are developing such models. If not, you can build your own, with help from friends, colleagues, supervisors, and expert resource people.

A competency can be thought of as the ability to do something at some level of proficiency and is usually composed of some combination of knowledge, understanding, skill, attitude, and values. For example, "ability to ride a bicycle from my home to work to get in better physical shape" is a competency that involves some knowledge of how a bicycle operates and the route to work; an understanding of some of the dangers inherent in riding a bicycle; skill in mounting, pedaling, steering, and stopping a bicycle; an attitude or desire to ride a bicycle; and a valuing of the exercise it will yield. Ability to ride a bicycle in cross-country racing would be a higher-level competency that would require greater knowledge, understanding, skill, etc. It is useful to produce a competency model even if it is crude and subjective because of the clearer sense of direction it provides.

Having constructed a competency model, your next task is to assess the gap between where you are now and where the model says you should be in regard to each competency. You can do this alone or with the help of people who have been observing your performance. The chances are you will find that you have already developed certain competencies to a level of excellence so that you can concentrate on those you haven't mastered. An example of a competency model is contained in Appendix A.

Step 2: Specify your learning objectives. You’re now ready to begin with the first learning contract (objectives) column. Each of the learning needs diagnosed in Step 1 should be translated into a learning objective. Be sure your objectives describe what you will learn, not what you will do. State them in terms that are most meaningful to you--content acquisition, terminal behaviors, or direction of growth.

Step 3: Specify learning resources and strategies. When you have finished listing your objectives, move over to the second column of the contract (resources and strategies) and describe how you propose to go about accomplishing each objective. Identify the resources (material and human) you plan to use in your various learning experiences and the strategies (techniques, tools) you will employ in making use of them. Here is an example:

Learning Objective	Learning Resources and Strategies
Improve my ability to organize my work efficiently so that I can accomplish 20 percent more work in a day.	1. Find books and articles in the library on how to organize your work and manage time and read them.
.	2. Interview three executives on how they organize their work, then observe them for one day each, noting their techniques.
.	3. Select the best techniques from each, plan a day's work, and have a colleague observe me for a day, giving me feedback on my efficiency.

Step 4: Specify target dates for completion. After completing the second column, move over to the third column (target completion date). Put realistic dates, unless there are institutionally or other required deadlines.

Step 5: Specify evidence of accomplishment. Move to the fourth column (evidence) and describe what evidence you will collect to indicate the degree to which you have achieved each objective. Perhaps the following examples of evidence for different types of objectives will stimulate your thinking about what evidence you might accumulate:

Type of Objective	Examples of Evidence
Knowledge	Reports of knowledge acquired, as in essays, examinations, oral presentations, audio-visual presentations; annotated bibliographies.
Understanding	Examples of utilization of knowledge in solving problems, as in action projects, research projects with conclusions and recommendation, plans for curriculum change, etc.
Skills	Performance exercises, videotaped performance, etc., with ratings by observers.
Attitudes	Attitudinal rating scales; performance in real situations, role playing, simulation games, critical incident cases, etc., with feedback from participants and/or observers.
Value	Value rating scales; performance in value clarification group, critical incident cases, simulation exercises, etc., with feedback from participants and/or observers.

Step 6: Specify how the evidence will be validated. After you have specified what evidence you will gather for each objective in column four, move to column five (verification). For each objective, first specify the criteria by which you propose the evidence will be judged. The criteria will vary according to the type of objective. For example, appropriate criteria for knowledge objectives might include comprehensiveness, depth, precision, clarity, authentication, usefulness, scholarliness, etc. For skill objectives more appropriate criteria may be flexibility, precision, poise, speed, gracefulness, imaginativeness, etc.

After you have specified the criteria, indicate the means you propose for verifying the evidence according to these criteria. For example, if you produce a paper, who will you have read it and what are their qualifications? Will they express their judgments by rating scales, descriptive reports, or evaluative memos? How will they communicate those judgments to you? Perhaps they can use a memo or some other written statement. If you attempt to improve a professional skill, is there someone at work who can judge your accomplishments? An action helping to differentiate "distinguished" from "adequate" performance in ethics is the wisdom with which personal validators operate.