Technology, Innovation, Entrepreneurship and Education. 3rd EAI International Conference, TIE 2019, Braga, Portugal, October 17–18, 2019, Proceedings

Research Article

Digitally-Mediated Learning Environments and Information Literacy for Active Ageing: A Pilot Study

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  • @INPROCEEDINGS{10.1007/978-3-030-40180-1_9,
        author={Liliana Costa and Ana Veloso and Fernanda Martins},
        title={Digitally-Mediated Learning Environments and Information Literacy for Active Ageing: A Pilot Study},
        proceedings={Technology, Innovation, Entrepreneurship and Education. 3rd EAI International Conference, TIE 2019, Braga, Portugal, October 17--18, 2019, Proceedings},
        proceedings_a={TIE},
        year={2020},
        month={1},
        keywords={Digitally-mediated learning environments Active ageing Pilot study Information literacy Digital inclusion Learning styles},
        doi={10.1007/978-3-030-40180-1_9}
    }
    
  • Liliana Costa
    Ana Veloso
    Fernanda Martins
    Year: 2020
    Digitally-Mediated Learning Environments and Information Literacy for Active Ageing: A Pilot Study
    TIE
    Springer
    DOI: 10.1007/978-3-030-40180-1_9
Liliana Costa1,*, Ana Veloso1,*, Fernanda Martins2,*
  • 1: University of Aveiro
  • 2: University of Porto
*Contact email: lilianavale@ua.pt, aiv@ua.pt, mmartins@letras.up.pt

Abstract

Over the past few years, the use of Information and Communication Technologies (ICT) in older adults has been an increasing topic of interest within the fields of gerontology and new media. Given the global ageing population, the educational sector has also been challenged in order to meet the learning needs in older adults, age-related changes in cognition and learning, and different learning styles in formal, non-formal or informal contexts. Using the Delphi method with experts to validate the instruments used for data collection, 33 participant surveying and field notes, this study aims to identify the main requirements for designing digitally-mediated learning environments for active ageing. This paper gives an important insight into Educational Gerontology and ICT by understanding the context of the older adult learner and suggesting the following recommendations to enable them to be active constructors of knowledge: (a) combine information delivered in digital devices with face-to-face learning events; (b) intertwine daily-life phenomena with the learning content; (c) offer the possibility to share the learning content with friends and contribute with own content.