Dr. Barbara Baschiera
PhD in Cognitive and Educational Sciences
University Ca’ Foscari of Venice

A relational approach to...
Position of the problem
Nowadays cultural and scientific horizon considers
learning during lifespan, in any age, condition...
Summary
Aging population
have a potential
in the education
of children and adolescents
as caregivers and educators

Techno...
Objectives
Through intergenerational learning, is possible to:
•a) facilitate participation of senior citizens to lifelong...
Target groups

Teenagers (10/11 years old) - twenty
Target groups

Elderly people (65/90) twenty
Methodological framework
1)Young people has been involved as autobiographers to collect the life
stories of older people.
...
Why is blogging relevant to intergenerational
learning?
•

•
•

" I think blogging is... ...a genre that may have great va...
Why adopt narration and autobiography as an
hermeneutical, epistemic and relational approach?
•

It is very important that...
Time and space
Once a week for two years
School, senior’s centres, blogs…
Evaluation Strategy
The frequency and intensity of relations between the two generations have
been analyzed using quantita...
Outcomes
Results/products of the session:
-

-

The participation of senior citizens to social life and lifelong
learning ...
Final Remarks
The social integration across generation where the elderly are not
just seen as a negative cost but also a p...
Thanks for your
attention!
Barbara
A relational approach to intergenerational learning
A relational approach to intergenerational learning
A relational approach to intergenerational learning
A relational approach to intergenerational learning
A relational approach to intergenerational learning
A relational approach to intergenerational learning
A relational approach to intergenerational learning
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A relational approach to intergenerational learning

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A relational approach to intergenerational learning

  1. 1. Dr. Barbara Baschiera PhD in Cognitive and Educational Sciences University Ca’ Foscari of Venice A relational approach to intergenerational learning and co-construction of knowledge
  2. 2. Position of the problem Nowadays cultural and scientific horizon considers learning during lifespan, in any age, condition and essential objective for every society wanting to face new development paths, the scenario where placing the research on educative value of the learning society, the guide principle of change and innovation policies.
  3. 3. Summary Aging population have a potential in the education of children and adolescents as caregivers and educators Technology has transformed a static society into a dynamic one, marginalizing old people Which kind of tools and methodologies should be used to build an on line intergenerational learning environment where both generations could be comanagers of communication and learning? Which digital contents should be created to stimulate intergenerational dialog taking into account all involved participants? By this project we want to experiment an intergenerational relationship accomplished by adopting narration and autobiography on blog as an hermeneutical, epistemic and relational approach.
  4. 4. Objectives Through intergenerational learning, is possible to: •a) facilitate participation of senior citizens to lifelong learning programmes •b) decrease digital divide problems •c) improve the role of young people as active citizens •d) strengthen relational competences among different ages •e) spread knowledge among adults and young people through non-formal learning environments
  5. 5. Target groups Teenagers (10/11 years old) - twenty
  6. 6. Target groups Elderly people (65/90) twenty
  7. 7. Methodological framework 1)Young people has been involved as autobiographers to collect the life stories of older people. This opportunity for social inclusion of people even more fragile and vulnerable and for the creation and strengthening of local relationships. 2) Some of the elderly has been involved as grandparent of the heart to tell stories to younger children. 3) Some focused on maintaining contact with young people known via blog; 3) Some attended laboratories of expressive activities together with young children, in a logic of learning and meeting together; 4) Some were involved in teaching young children manual abilities and ancient crafts
  8. 8. Why is blogging relevant to intergenerational learning? • • • " I think blogging is... ...a genre that may have great value in terms of developing all sorts of critical thinking skills and writing skills. Blogging offers adolescents and seniors a chance to reflect on what they are writing and thinking as they write and think it; engage readers and audience in a sustained conversation that then leads to further writing and thinking and synthesize disparate learning experiences and understand their collective relationship and relevance. This just seems to me to be closer to the way we learn outside of school, and I see those things sorely lacking anywhere in traditional education." (Richardson 2004b). Public visibility of blogs and the facility for visitors to leave comments means that blogs provide the opportunity for contacts to be made, discussions to be struck up and over time communities to form. The fact that both adolescents and seniors can author blogs as equals, means that they can be co-constructor of knowledge .
  9. 9. Why adopt narration and autobiography as an hermeneutical, epistemic and relational approach? • It is very important that adolescents and seniors write and narrate more and more about theirselves to understand the role of the writing in their lives: it will help them really every time during their subsequent stage of life, for resolving with success problems and for passing beyond crises. • Both adolescent and seniors can increase their reflexive comprehension of the life and its problems, its painful or snaps events. • So, the autobiography is a very initiation and development manner of the personal and interpersonal forming; it’s a well constructed testimony about the individual growing; it’s an opportunity for planning and testing experiences and adventures.
  10. 10. Time and space Once a week for two years School, senior’s centres, blogs…
  11. 11. Evaluation Strategy The frequency and intensity of relations between the two generations have been analyzed using quantitative and qualitative analysis. To verify the formative impact of actions, a post test has been administered to all those involved and data have been compared with that of the initial test. In the long term, we'll seek to understand whether and how the activities have an impact on self-sufficient and not elderly people. Types of evidence: ○ Audio/video records realized between the elderly and the children ○ Photos ○ The blog posts ○ Questionnaires ○ The Learning Map
  12. 12. Outcomes Results/products of the session: - - The participation of senior citizens to social life and lifelong learning programmes, defining new approaches to involved them and overcome barriers of adults learning, has been facilitated. The role of young people as active citizens and leading actors in their educational paths has been improved. Relational competences among subjects of different ages have been strengthened. knowledge, e-skills and attitudes among adults and young people through non-formal learning environments have been spread; Digital competences, in order to develop the confident and critical use of ICT, have been disseminated. And now a brief video
  13. 13. Final Remarks The social integration across generation where the elderly are not just seen as a negative cost but also a positive asset is the new way of thinking able to face the challenges of our age. Intergenerational learning can deliver experiences and memories, new skills and attitudes, creating new relational resources able to develop a higher civic sense and a common sense of belonging. I suggest everybody to do this experience, training both the generation to adopt narration and autobiography as a relational approach to intergenerational learning.
  14. 14. Thanks for your attention! Barbara

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