Problem solving is an interesting issue for anyone dealing with older learning.
One the one hand, there is the mythology about declining faculties as ageing
proceeds. On the other hand, there is the faith in something called wisdom
that would suggest a higher order ability to deal with problems.
These are important issues because demographic changes are resulting in
growing numbers of older studentds in formal as well as informal learning.
Currently, they participate in ordinary classes alongside younger learners.
Without wishing to forcibly separate older people from the mainstream, it is still
worth thinking about what they need, and perhaps even more important, what
they can be encouraged to contribute to the group learning process.
That is the kind of thinking that has led to a new short master's level
module** at the Institute of Education in which we investigate the
significance of the many diverse social and individual contexts of older
learning. It is delivered by blended learning with the emphasis on peer
collaboration. We expect it will encourage interest in what we believe is an
important social issue, and is also leading to a whole new learning sector.
As the first programme of its kind, we see it as an important step for profiling
important issues regarding the older population and offering professional
development in this growing field.
If you are interested, please contact me.
Anita Pincas, [log in to unmask]
Senior Lecturer, Institute of Education, University of London
** Issues in Educating and Training Mature Adults (50+)
www.ioe.ac.uk/courses/ietma
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