ACM Logo  An ACM Publication  |  CONTRIBUTE  |  FOLLOW    

Senior service
aging learners are just like the rest of us

By Lisa Neal / November 2006

TYPE: OPINION
Print Email
Comments Instapaper
Just as we wake up each morning a day older but don't usually label it "aging" or think about our deteriorating physical and mental capabilities, seniors seldom consider themselves "disabled." This is important to keep in mind when designing an online course for seniors: The barriers they face in online learning are not so different those experienced by the general public.

This idea was among the highlights in a talk given by Indiana University's Lesa Lorenzen Huber and Mark Notess at the recent Aging by Design conference at Bentley College.

Huber's and Notess's findings can be organized into two categories of focus: features that have no impact on users unless they're needed, and features that help everyone. The former category includes adjustable text size and contrast, and speech capability, such as those incorporated into the NIH Senior Health site. Elements like these can be designed to help users without demeaning or patronizing them, and to be easily ignored by uninterested parties.

The "help everyone" category addresses what I think of as the strain of modern life: multiple passwords, inconsistent registration processes, new technologies, and so on. Simplification and consistency benefit everyone, and there is no reason why things like registration should differ so much from site to site. I certainly get excited about the potential of new technologies, but it is sometimes easier to do something the same old way than to relearn a process that already worked. Taking this to the extreme, we are all trained from young ages to learn in a classroom: to listen, be attentive, take notes, and raise our hands when we have a question. Learning online is a challenge at first for anyone, which is compounded by the ever-changing myriad delivery technologies.

The oft-cited advantages of e-learning loom awfully large for seniors with restricted movement, or with restricted access to learning. An extreme example is an Alzheimer's caregiver who may be unable to leave his or her home but often has much leisure time for learning. While there is less need for credentials as this stage of life, there is no shortage of interests among those in the later stages of life.

Making it easy for seniors to learn online is really just the same as making it easy for everyone, with perhaps a little extra sensitivity to the particular needs of this demographic. Where there's a desire to learn there should be no insurmountable barriers.

As Pete Seeger sings: "I get up each morning and dust off my wits; Open the paper and read the obits; If I'm not there, I know I'm not dead; So I eat a good breakfast and go back to bed…" Or, better yet, sit at the computer and take a course.



Comments

  • There are no comments at this time.

ADDITIONAL READING

    Lisa Neal
  1. Predictions For 2003
  2. 5 questions... for Richard E. Mayer
  3. My life as a Wikipedian
  4. Five questions...for Elliott Masie
  5. Five questions...for Lynn Johnston
  6. Five questions…for Matt DuPlessie
  7. Five Questions... for John Seely Brown
  8. Q&A
  9. Storytelling at a distance
  10. Q&A with Diana Laurillard
  11. Online learning and fun
  12. Everything in moderation
  13. eLearning and fun
  14. The basics of e-learning
  15. Is it live or is it Memorex?
  16. Talk to me
  17. "Spot Learning"
  18. When will e-learning reach a tipping point?
  19. "Deep" thoughts
  20. The stripper and the bogus online degree
  21. Five questions...for Tom Carey
  22. Learner on the Orient Express
  23. Five (or six) questions...for Irene McAra-McWilliam
  24. Q&A with Saul Carliner
  25. How to get students to show up and learn
  26. Blended conferences
  27. Predictions for 2002
  28. Learning from e-learning
  29. Q&A with Don Norman
  30. In search of simplicity
  31. Five Questions...for Christopher Dede
  32. Want better courses?
  33. Designing usable, self-paced e-learning courses
  34. Just "DO IT"
  35. Formative evaluation
  36. Blogging to learn and learning to blog
  37. Predictions for 2007
  38. Not all the world's a stage
  39. Five questions...for Seb Schmoller
  40. Do distance and location matter in e-learning?
  41. Why do our K-12 schools remain technology-free?
  42. Degrees by mail
  43. The Value of Voice
  44. Predictions for 2006
  45. Five questions...for Shigeru Miyagawi
  46. Five questions...
  47. Five questions...for Larry Prusack
  48. Five questions...for Karl M. Kapp
  49. Music lessons
  50. Learn to apologize for fun and profit
  51. Advertising or education?
  52. Of web hits and Britney Spears
  53. Predictions for 2008
  54. Serious games for serious topics
  55. Back to the future
  56. Do it yourself
  57. Predictions for 2004