This document discusses using Second Life to help students experience what it's like to be an older adult. Students create avatars of elderly individuals and spend time in Second Life interacting with others. They observe and record comments directed towards their avatar to gain insight into ageism and stereotypes. The goal is to enhance students' understanding and sensitivity towards aging individuals to better prepare them for careers involving older populations.
Presentation to President Obama's Science & Technology advisory council (PCAST) on STEM Education. See http://cacm.acm.org/blogs/blog-cacm/109290-our-big-idea-open-social-learning/
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
Barbour, M. K. (2011, April). Today's student: Understanding what's real and what it means for them? An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
Presentation to President Obama's Science & Technology advisory council (PCAST) on STEM Education. See http://cacm.acm.org/blogs/blog-cacm/109290-our-big-idea-open-social-learning/
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
Barbour, M. K. (2011, April). Today's student: Understanding what's real and what it means for them? An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
Overview of Mental Health Budget and Policy Initiatives for the 2006 Washingt...guestbf1381
Overview of Mental Health Budget and Policy Initiatives for the 2006 Legislative Session</strong><br />
This presentation by David Knutson of the Washington State House of Representatives provides a basic road map of
mental health budget and policy initiatives for 2006.
Realizing Great Customer Experiences with Adobe® LiveCycle® ES3Craig Randall
Focusing on user experience can improve the value of the enterprise applications you deliver. In this session about the new architectural changes in the next release of LiveCycle ES as well as the new features in our servers, client runtimes and tools that will allow you to build, deploy and measure excellent customer experiences.
This presentation profiles the vision and mission of Youth \'N Action, a Washington State organization working to include youth culture and youth voice in public policy.
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Teach-out: Co-producing research during physical distancingdugganjr
Presentation by Kirsty Liddiard (University of Sheffield) on Co-producing research during physical distancing and the Living Life to the Fullest Project
An inquiry about using technologies to help people living with intellectual d...Ann Davidson
In the current deinstutionalisation context, there is an urgent demand for people living with intellectual disabilities to develop independent living skills and find remunerated work. Research in this field has proven video-based intervention to be an efficient means of helping people with intellectual disabilities develop autonomous life skills. Recently, researchers have started to explore the potential of various mobile devices to help this population develop life skills. Our research aimed to use such technologies with a group of ten adults who were in a process of residential integration with the “capabilities” framework. We used an action research protocol, which provided participants with an opportunity to plan, act and reflect on their capabilities. Our preliminary results show that sharing positive experiences, acting as role models for others and receiving positive feedback was a contributing factor in helping people with ID engage in the daily struggle of becoming integrated to society.
Overview of Mental Health Budget and Policy Initiatives for the 2006 Washingt...guestbf1381
Overview of Mental Health Budget and Policy Initiatives for the 2006 Legislative Session</strong><br />
This presentation by David Knutson of the Washington State House of Representatives provides a basic road map of
mental health budget and policy initiatives for 2006.
Realizing Great Customer Experiences with Adobe® LiveCycle® ES3Craig Randall
Focusing on user experience can improve the value of the enterprise applications you deliver. In this session about the new architectural changes in the next release of LiveCycle ES as well as the new features in our servers, client runtimes and tools that will allow you to build, deploy and measure excellent customer experiences.
This presentation profiles the vision and mission of Youth \'N Action, a Washington State organization working to include youth culture and youth voice in public policy.
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Teach-out: Co-producing research during physical distancingdugganjr
Presentation by Kirsty Liddiard (University of Sheffield) on Co-producing research during physical distancing and the Living Life to the Fullest Project
An inquiry about using technologies to help people living with intellectual d...Ann Davidson
In the current deinstutionalisation context, there is an urgent demand for people living with intellectual disabilities to develop independent living skills and find remunerated work. Research in this field has proven video-based intervention to be an efficient means of helping people with intellectual disabilities develop autonomous life skills. Recently, researchers have started to explore the potential of various mobile devices to help this population develop life skills. Our research aimed to use such technologies with a group of ten adults who were in a process of residential integration with the “capabilities” framework. We used an action research protocol, which provided participants with an opportunity to plan, act and reflect on their capabilities. Our preliminary results show that sharing positive experiences, acting as role models for others and receiving positive feedback was a contributing factor in helping people with ID engage in the daily struggle of becoming integrated to society.
Maninger, robert m seniors and technology ijsaid v13 n1 2011William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Essay Sample: Nature Versus Nurture | Handmadewriting Blog. Nature vs Nurture Essay | Essay on Nature vs Nurture for Students and .... Nature Vs Nurture - A-Level Science - Marked by Teachers.com. Table of Contents. Nature vs nurture essay help, Nature vs Nurture Essay.
Building education through and for social justice: lessons from co-creating a...decolonisingdmu
Dr Amy Maclatchy, Dr Moonisah Usman and Lara Pownell, University of Westminster
‘The academy is not a paradise. But learning is a place where paradise can be created’ (hooks, 1994). Universities are sites of struggle and do not always lead to equitable outcomes. National degree awarding gaps highlight the disparities in outcomes of higher education for racially minoritized students. This ongoing issue has been described as a ‘wicked problem’, directly related to structural racism, or policies and practices that continually disadvantage racialised students (Ugiagbe-Green and Ernsting, 2022). Movements to decolonise the curriculum bring hope and the tools to rebuild more socially-just institutions and societies, however, this path is challenging.
It is sometimes questioned whether the field of science, with its guise of objectivity, needs decolonising, or what that process might look like. As decolonising of science gains momentum across the sector, we see it to involve challenging prejudice and bias, shifting from eurocentric epistemology and recentring marginalised voices. Ultimately, shifting our relationship to and practice of science by being actively anti-racist, may help us tackle problems like health inequalities, which affect minoritised groups the most and with which we’ve grappled for too long (Raleigh and Holmes, 2021).
In this collaborative workshop, we will consider how to reimagine higher education, through building student and staff relationships to co-create decolonial learning spaces that allow anti-racist dialogue and practices. We will share lessons from our journey of using co-creation, critical thinking and storytelling to humanise the classroom and tend to issues of race and their intersection with the discipline of life sciences, on the core foundation module ‘Critical Thinking for Academic Professional Development’ in the Centre for Education and Teaching Innovation, University of Westminster.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
For German Philosopher Martin Heidegger, “To be a work means to set up a world , and holds truth: Truth, as the
clearing and concealing of beings, happens in being composed.” Taking an adult-centered online course as “the
work” and a metaphor for a constructed world, the author uses an interdisciplinary approach to discuss the development of adults as learners.
Presented at the Jean Piaget Society for the Study of Knowledge & Development 37th Annual Meeting, Amsterdam
31 May–2 June, 2007
Healthy Ageing Initiative HDR workshop-17 Nov 2022.pdfHayleyChow2
This workshop will cover all phases of research, from how to settle on an impactful but feasible project, co-design and respectful partnerships with older people, networking with relevant community organisations, common pitfalls in methodology and data write-up, targeting the right journal and audience for your work, and tips for setting the stage for your next career move in the field.
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docxdonnajames55
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!
3. Susan Stalewski Clinical Lab Associate ProfessorDirector of eLearning College of Health Sciences University of Wisconsin - Milwaukee
4. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!
13. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!
15. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!
16. Project-based Application of Use in SL UW System LTDC Second Life Conference Jean HaefnerMultimedia Instructor University of Wisconsin – Stout
40. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!
41. UW-System Conference on Second Life “Aging Stereotypes, Attitudes and Assumptions: Older Avatars and Second Life Virtual Reality” A Course Assignment for: “You and Your Future: Living and Working in an Aging Society” June 17, 2010 Doreen Higgins, PhD Assistant Professor of Social Work University of Wisconsin-Green Bay 41
42.
43. People are living longer and healthier lives; by year 2020, 1 in 5 people will be 65 or older.
44. This population will more than double by 2050, increasing from 35 million in 2000 to 86 million (FIA, 2004). An Aging Society Sets the Stage 42
45. Institutions of higher education should strive to prepare students for their own futures as aging individuals, as well as for involvement in an aging-diverse workforce (Icenogle & Stovel-Hanks, 2001; Kelchner, 1999). A major challenge confronting student engagement in aging-related coursework is embedded in a society that values youth and denies growing older (John A. Hartford Foundation, 2002; Von Dras, 2004). Consequently, many young people do not want to work with older people, nor do they wish to enroll in courses that deal with aging-related issues. 43
46. To meet labor force needs of older adults, students must be prepared and willing to work with the aging population. Negative attitudes and stereotypes directed towards older people are pervasive in the U.S. and serve as a barrier to getting younger people involved with older people. A number of national initiatives have attempted to address this concern across many disciplines (John A. Hartford Foundation, 2005) 44
47. One successful way to challenge stereotypes and negative attitudes towards older people has been to get students involved in direct work with older adults. Once students are exposed to older people, their negative impressions and fears generally abate and they become aware of the many positive attributes of older people. (John A. Hartford Foundation, 2002) 45
48. This newly developed course is designed to help students develop awareness of their own personal values, attitudes and biases towards aging including their own aging, to engage them in the study and discussion of a variety of contemporary, interdisciplinary topics, and to increase their sense of civic responsibility. The course is designed for all majors with the premise that all students should have a basic understanding of aging issues. It is a “200” level course and there are no pre-requisites. “You and Your Future: Living & Working in an Aging Society” 46
49. The primary pedagogical focus in this course is on applied and active learning. The course incorporates a variety of methods to help students increase their knowledge of aging-related issues and topics, and enhance their sensitivity towards aging and older people. In the classroom, small group exercises, class discussions, video presentations, guest speakers, and a lecture format will be used. Students also participate in an intergenerational service learning project where they volunteer for eight hours per week in an agency that serves older adults, providing them with direct exposure to older people. 47
50. It is expected that this course will help students develop new ideas and insights about older people, and stimulate their thinking about how they can integrate knowledge gained from this course into their personal and professional lives. 48
51. Course Readings & Resources Two books are required: Aging Concepts & Controversies (Moody, 2006), and Tuck Everlasting (Babbitt, 1975) Several supplemental readings cover contemporary topics including: anti-aging technology and medicine; multi-generational workplace issues; gender and special older population issues; community programs and services for older adults; legal issues, and meeting the resource needs of an aging society. A number of films are also used including: Harold & Maude (1975); Gran Torino (2008); America the Beautiful (2009), and Tuck Everlasting (2005). 49
52. The course meets for four weeks during the summer session, Monday thru Wednesdays, from 1 to 3:20 p.m. Course assignments, in addition to service learning, include: Four journals and weekly reflective papers on service learning experience Reflective paper on Second Life assignment Reflective paper on Anti-aging Technology & the Social Construction of Beauty 50
53. Active learning is promoted through the use of the virtual reality, web-based medium of “Second Life”. Currently, many educational institutions incorporate Second Life into their curricula with over 100 educational institutions having established virtual campuses in this 3-D world (Joly, 2007). Students interact in Second Life as older avatars, designed with the assistance of the UW-Green Bay Learning Technology Center. Second Life Assignment 51
54. To help students enhance their awareness of stereotypes and attitudes towards older people, and to situate themselves in the aging process, a Second Life component was developed with help from the Learning Technology Center, and a student worker who developed older avatars. Five older avatars were created: Henry Atisso, Patty Haroldsen, Ed Bayard, Agnes Zeitman and Esther Wardell Second Life Avatars 52
56. Students are required to attend two, one-hour Second Life labs/orientation sessions which are facilitated by Learning Technology Center Staff (Leif Nelson, Julie Harvey) Here, students learn the basics of Second Life sites, navigation, Avatar fundamentals, Terms of Service, and general behavioral guidelines. Students are instructed to respect others, and to follow Second Life Community Standards. Assignment Criteria 54
57. Students are encouraged to visit various sites on Second Life in the same fashion as they might if they were younger avatars. They are required to spend four hours total on Second Life and record their time spent as well as the sites visited. Students are asked to interact with other avatars and engage in conversations with them. They are also asked to keep track of their observations, thoughts, feelings, and reflections, as well as noteworthy comments made by others directed to them. 55
58. This is not a research study, and there is no formal protocol or methodology. Students are not there to “study” Second Life participants. They are instructed to go to Second Life and interact with people in the same fashion as they would otherwise. They are asked to simply travel around Second Life, talk to as many people as possible, and write down their observations, reflections, and comments that seem focused on them as an aging individual (avatar). 56
59. The majority of avatars students encounter are not identifiable in any way. If somehow they have been made aware of identifying information of another avatar, they are instructed to use a pseudonym when referring to that avatar. Students are asked not to exchange personal information with others. 57
60. Opportunities & Challenges Students have enjoyed their experiences on Second Life as older Avatars. They’ve been amazed by the frequency and number of stereotypical comments directed towards them. Students have relayed that the experience has given them a sense of what it is like to be older in a youth-oriented society, and the struggles that older people face. The service learning component of this course has served to enhance students’ Second Life experience. 58
61. Computer graphic support requirements of Second Life make it difficult for students to use Second Life outside of a computer lab setting. Sufficient time for preparation of avatars, and coordination with technology experts on campus is needed well in advance of course start up. 59
62. References Altpeter, M., & Marshall, V. W. (2003). Making aging “real” for undergraduates. Educational Gerontology, 29, 739-756. Bringle, R. G. (2004). Teaching tips: Service learning and education on aging. Adult Development and Aging News. Retrieved on January 10, 2009 from http://apadiv20.phhp.ufl.edu/Teachtips/Spring%202004%20Service%20Learning.pdf Federal Inter-Agency Forum on Aging Related Statistics/FIA (2004). Older Americans 2004: Key indicators of well-being. U.S. Government Printing Office: Washington, DC. Icenogle, M., & Stovall-Hanks, R. (2001). Preparing for an age-diverse workforce: Intergenerational service-learning in social gerontology and business curricula. Educational Gerontology, 27(1), 49-70. Kelchner, E. S. (1999). Ageism’s impact and effect on society: Not just a concern for the old. Journal of Gerontological Social Work, 32(4), 85-100. John A. Hartford Foundation. (2002). Experience exciting careers in social work and aging. New York: Author. Joly, K. (2007). A Second Life for Higher Education? Retrieved January 20, 2009 from http://www.universitybusiness.com/viewarticle.aspx?articleid=797 Von Dras, D. D., & Lor-Vang, M. N. (2004). Using an internet activity to enhance students’ awareness of age bias in social perceptions. Educational Gerontology, 30, 261-273. University of Wisconsin-Green Bay. (2007). Connecting learning to life. Retrieved on February 14, 2009 from http://www.uwgb.edu/connect. 60
63. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!