Optimizing Learning for Older Adults
2019 SUMMER INSTITUTE
Non-Credit
All courses are subject to minimum enrolment. We advise that participants do not finalize any travel arrangements until notified that this course is confirmed.
A participatory group exploration of the unique functional and structural differences in the learning needs, desires and capacities of the older adult learner.
This program will be a discovery of how to use the Arts and Transformative Learning theory to optimize the older adult learning experience, increasing the quality of life and overall wellbeing for the largest and fastest growing demographic in our population.
The older learner is defined as anyone over 50 years of age. Theory for this course will be drawn from mainstream education literature, supplemented by principles of effective practice in teaching older adults and will have a special focus within the arts. The goal of this course will be to develop knowledge and understanding of older adult learners who are increasing in numbers, and to develop an appreciation of the needs and desires of these older learners and how they might be best served through learning in the arts.
PROGRAM STRUCTURE:
Each day will begin with a lecture and question period with an internationally recognized expert in Gerontology, Psychology, Neuroscience, Education or the Arts. The latter part of each day will be devoted to participatory workshops in creative art led by recognized visual, sound, writing, and body movement artists.
TARGET AUDIENCE:
- Educators, past and present
- Anyone involved in seniors caregiving, education/learning or recreation/entertainment
- Students studying gerontology, geriatrics, nursing, seniors care, etc.
- Those interested in the Arts and Transformative Learning
Learning Objectives
By the end of the course, participant should be able to do the following:
- discuss the implications of an aging society and the current demographic context for older adult education.
- describe the psychological influences that inform today’s adult education theory and practice, and the implications of a policy of lifelong learning.
- consider the various educational contexts in which older adult education programs take place, and the influence of the context on delivery of programs, teaching, and learning.
- debate the needs, desires and capacities of older learners, and the implications for effective teaching and learning.
- review current issues in policy and practice in older adult education, and consider ways to enhance future policy and practice.
- define key concepts such as: demographics of aging, third-age, empowerment, lifelong learning, self-directed learning, facilitation, critical gerontology, and collaborative learning.
- delve into aging as a social construction and of how ageism affects learning and participation in society.
- gain understanding in the concepts of andragogy and gerogogy with respect to principles, classroom practice, and role of the teacher.
- explain the value of collaborative learning as a way of teaching and be able to explain some successful techniques for using it.
- gain skills in program development specifically for educational programs for older learners, especially in regards to the application of an enhanced form of TL.
- gain expertise around the implications and value of rooting older adult education in the arts with an emphasis on process rather that product
Robert Wilson
Robert holds an MBA from the University of Western Ontario and an MFA from the University of the Arts London and is presently enrolled as a PhD candidate in the UBC Interdisciplinary School Grad Program. As part of his PhD, he is currently studying, instructing and conducting research at UBC and SFU. Robert has been a practicing artist for 25 years. As a sculpture, painter and drawer, he has participated in one-person and group shows and has conducted workshops in many venues in the Vancouver area, as well as England, the USA and Mexico. His current PhD research crosses a number of disciplines including; visual arts, gerontology, neuro-research, cognitive systems and psychology. Robert’s special interest are in the field of Educational Gerontology especially concerning the educating of older and younger adults in the area of Older Adult Learning.
UBC Vancouver Campus | Face-to-Face
Neville Scarfe Building | map
2125 Main Mall
Room 1007
UBC Vancouver
July 24-26, 2019
9am-noon, 1:30pm-4:30pm
Registration & Fees
- Non-Credit Registration Fee: $225 + GST
Full payment is required with your online registration in order to reserve your space. We accept payment by credit card or debit card. Please note that should UBC cancel the course, a full refund will be issued.
Refund Policy for Non-Credit Applications: If you would like to withdraw from a course, please submit written notice by to be eligible for a refund (less a $65 administration fee). No refund will be made for cancellations received later than this date, unless a course is cancelled by UBC Faculty of Education.
FAQs: Review the FAQs for Non-Credit Course Registration.