Learning across generations: The role of technology and design research
1. Learning across generations: The role
of technology and design research
Executive Director, CARDET
Professor and Associate Dean for e-learning, University of Nicosia
4. From 4 working-age people to 2 for
every person aged 65+…
“… The demographic old-age
dependency ratio set to nearly
double over the long-term…”
5. Intergenerational learning
• Contributes to the policy areas of
community cohesion, community
safety, health, and well-being by
– bringing together different generations
through meaningful activities and
– increasing understanding between
generations, breaking down stereotypes
and providing positive role models, and
– preventing anti-social behaviour and
challenge perceptions (Schuller, 2010).
8. • Society more
• World changing,
education must too
• New literacies
needed for society of
• Learning throughout
life in a complex and
13. Characteristics of ICT
15. All Together Now
• Producing short, first-person narratives
that can be presented in a variety of
traditional and social media formats
• Provide non-threatening production
environments in which the process of
creation is valued as much as the stories
• Story making and story distribution
services that prioritize the power of
16. BIG FOOT
• Mountain regions in Europe are centers of traditional
cultural and natural diversity.
• Migration of the younger population towards urban
• Bridge this gap by
and by valuating the skills
and knowledge of the older
generation of locals
• Regional sustainable
• Preservation of cultural
17. Media and Learning Debate
• It is the medium that impacts learning?
• It is the method?
• It is the combination?
• It is the technology design aspect?
• What is it?
20. Students who do not use computers in math lessons
score highest in mathematics
-2 -1 0 1 2
Index of computer use in mathematics lessons
Source: Figure 6.7
21. Students who do not use computers in math lessons
score highest in mathematics
• What kind of computers?
• What kind of software?
• What level math?
• What kinds of problems?
• How are scores measured?
• What instructional method is used?
• How is feedback provided?
• What other factors might influence learning?
• How is learning measured?
24. • “… uncovers the surprising roots
of hot button issues, from
teacher tenure to charter schools,
and finds that recent popular
ideas to improve schools—
instituting merit pay, evaluating
teachers by student test scores,
ranking and firing veteran
teachers, and recruiting “elite”
graduates to teach—are all
approaches that have been tried
in the past without producing
25. Criticism of Education Research
• Jargon terminology
• Driven by interests
• Placing heavy emphasis on positivist aims
• Published in areas that very few can access
• Not presenting usable results
• Not connected to practice
• Lack of in-depth discussion and practical
27. “Design thinking can be described as
a discipline that uses the designer’s
sensibility and methods to match
people’s needs with what is
31. Educational Design Research
• Educational design research aims to advance research, design, and
• Researchers and participants collaborate to design, implement,
evaluate, and revise interventions with the aim of advancing both
practical and theoretical knowledge.
• Produce usable knowledge.
• The researchers often times assume the designer role as well,
highlighting a formative, participatory and reflective approach to
• The iterative nature of education design research in real world
contexts among researchers and practitioners is an important
aspect of the approach
– (Design-Based Research Collective, 2003; McKenney & Reeves, 2012).