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Demystifying Ageing Bias Through Learning

Co-designing an Online Course About ‘Ageing Well’

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Immersive Learning Research Network (iLRN 2017)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 725))

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Abstract

Ageing bias is still one of the major concerns in current society that is likely to lead to misunderstandings about the ageing process, denials and stereotypes that tend to have an impact on both illness prevention and health-behaviour changes. Although many technology-based learning solutions addressed to learners aged 50 and over have been proposed, there has been little discussion about the development of these solutions for prevention and health-behaviour changes in later adulthood. In addition, these solutions rarely take both participatory design techniques and the definition of active ageing into account. Thus, this paper describes the conceptualization process of a video-based online course about ‘Ageing well’ addressed to learners aged 50 and over of the Universities of Third Age. Perspectives on both strategies and elements for developing an online video-based course to encourage health-behaviour changes and a positive attitude towards the ageing process were sought. Thirty-three learners aged 50 and over were involved in the co-design process and the field research deployed an array of longitudinal methods, including participant observation, surveys and group discussions. This study suggests that the main strategies for developing an online course that takes these learners’ context into account should: (a) develop an audio-visual strategy that both triggers narrative immersion and at the same time make the learner familiar with the source of information (mentor’s credibility); (b) foster self-knowledge (“know thyself”); (c) reward task-management; and (d) build a community of practice.

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Notes

  1. 1.

    According to the World Health Organization [7:12], active ageing is “[…] the process of optimizing opportunities for health, participation and security in order to enhance the older adults’ quality of life as people age.”.

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Acknowledgements

The research reported in this publication was supported by FCT and ESF under Community Support Framework III – SFRH/BD/101042/2014. The authors wish to thank to the group of experts that validated the content to be used during the co-design sessions. A special thank to Prof. Hélder Caixinha, who helped with the development of the platform. Our gratitude is also extended to Universidade Sénior Gafanha da Nazaré.

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Authors and Affiliations

  1. Digimedia Research Group, Department of Communication and Art, University of Aveiro, Aveiro, Portugal

    Liliana Vale Costa & Ana Isabel Veloso

Authors
  1. Liliana Vale Costa
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  2. Ana Isabel Veloso
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Corresponding author

Correspondence to Liliana Vale Costa .

Editor information

Editors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    Dennis Beck

  2. University of St Andrews, St Andrews, UK

    Colin Allison

  3. Universidade Aberta, Coimbra, Portugal

    Leonel Morgado

  4. Institute of Information Systems and Computer Media, Graz University of Technology, Graz, Austria

    Johanna Pirker

  5. Department of Computer Science, California Polytechnic State University, San Luis Obispo, CA, USA

    Foaad Khosmood

  6. Salish Kootenai College, Pablo, MT, USA

    Jonathon Richter

  7. Graz University of Technology, Graz, Austria

    Christian Gütl

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Costa, L.V., Veloso, A.I. (2017). Demystifying Ageing Bias Through Learning. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2017. Communications in Computer and Information Science, vol 725. Springer, Cham. https://doi.org/10.1007/978-3-319-60633-0_17

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  • DOI: https://doi.org/10.1007/978-3-319-60633-0_17

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-60632-3

  • Online ISBN: 978-3-319-60633-0

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