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Transcript of Brno, November 19th 2015 Intergenerational learning about media within the family Bernhard...
Brno, November 19th 2015
Intergenerational learning about media within the family
Bernhard Schmidt-HerthaVeronika ThalhammerAnika Klein
Agenda
• (Media) generations and their relationships
• Research project IGEL-Media
• Stimuli to learn informally
• Intergenerational relationships in social networks
• The meaning of learning opportunities
Meaning of Digital Literacy in Later Life
• Effective use of digital media key competence in daily life
• People without this ability risk to have disadvantages
• Modern technologies provide systems to assist older people to live an autonomous life
- safety systems (without human intervention) vs. online activities (need human intervention)
• Digital media offers a way…- to keep in touch with relatives/people who live far away- to communicate with people when individual mobility decreases
due to health reasons
3 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Media Use of Different Generations
According to Mannheim (1928): Basis of generational identity = key events that have an impact on the whole society (e.g. a war)
Trinder et al. (2008): People born after 1980 “digital natives” People born before 1980 “digital migrants”
Media researchers: one leading media of each generation Differences in intensity and the way of using media‘digital divide’ = differences in media behavior between
different cohorts
Van Eimeren/Frees (2013): Group of older adults has fastest growing share of internet users.
4 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
• Modernization leads to radical new conditions of growing-up => intergenerationale knowledge transfer becomes obsolet
• Trajectory from postfigurative to cofigurative society
• Intergenerationale knowledge transfer is omitted
Theory of „generation
gap“ (Mead,
Eisenstadt)
• Is only true for certain areas of life• Concept of „Life Skills“• Originates from reproduction model
Counter-arguments
5 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Relationships of generations (following Lüscher 2005, pp. 74)
Convergence
Divergence
InnovationReproduction
personal dimension
institutional dimension
Solidarity Emancipation
Captivation Atomization
in accordancemaintaining
holding outdiscordently
amicable development
apostatize negatively
6 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Typology of older adults with respect to their attitudes towards intergenerational learning
Data• 60 qualitative interviews
• 16 group discussions
Types
• Type „sceptic“: Negative emotions, fears, and doubts dominate
• Type „reserved“:Limited interest in intergenerational learning
• Type „enthusiastic“:Unlimited support for intergenerational learning
7 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Forms of intergenerational learning
1Learning from each other
2Learning
with each other
3Learning about each other
8 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
9 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Media Competence
Informal Learning Non-formal Learning
Formal Learning
Intergenerational Exchange
Within the Family Outside the Family
• Predisposing factors• Encouraging factors
• Predisposing factors• Encouraging factors
Use of ICT
in Everyday Life Media Competence
Forms and Objectives Skills and Limits
The IGEL-Media project: knowledge interests
IGEL-Media: Research design
Quantitative analysis• „Competencies in later life“ (CiLL)
• EdAge-Study
Problem-centered interviews20-40 years old adults (n=10)40-60 years old adults (n=10)60+ years old adults (n=32)
Qualitative content analysis (Mayring)
3 Group discussions(three cohort groups)
Documentary method
10 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Predictors of informal learning:a theoretical framework model
Informal learning
Lifestyle
(living conditions, activities, habits,
commitment, etc.)
Social network (family, friends,
associations, etc.)
Individual dispositions
(self-perception, in-terests, biography, etc.) Stimuli to
learn
internal
Learning opportuni-
ties
external
external
Individual resources for
learning(self-perception, self-
efficacy beliefs, learning experience,
etc.)
internal
11 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
see Schmidt-Hertha/Thalhammer, 2015
Stimuli to deal with ICT
Vocational context• ICT use in daily work• New job requirements• Request from vocational environment
Private context• ICT use by contact persons• New technological equipments• Pre-existing ICT use• Using ICT in a new field of activity (e.g. hobby)
12 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Stimuli to learn informally
Internal External passiv
Social environment as barrier External active
13 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
„ich wollte ein Tablet, um nicht ganz so blöd zu sterben sozusagen. Weil ja irgendwie muss man ja auch mithalten können. Ja, weil die Jugend, die überholt einen ja im hm. Im Sauseschritt und ich wollte einfach (...) ja mithalten können. Ja mithalten hört sich jetzt blöd an, aber einfach. (...) Mitsprechen können. Nicht mithalten sondern mitreden können. Auch wissen, über was unterhalten die sich eigentlich alle. Was ist das?“(13_wn_53)
Internal• e.g. keeping oneself
up-to-date
14 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
„Aber dann denke ich wieder so/, jetzt im Urlaub haben wir so am Nachbartisch so einen älteren Mann, der war bestimmt auch schon siebzig, der hat dann das Handy und so rum und num und hin und her, dann habe ich zu meinem Mann gesagt "Bin ich doof? Mit fünfzig muss ich das doch auch hinbekommen die //manche Sachen?//" […] Und jetzt habe ich mich ein bisschen beschäftigt und siehe da, man kann manches lernen.“ (211_wn_48)
External passiv• e.g. role models
15 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
„Dann habe ich dann Geburtstag gehabt. Da habe ich zum Geburtstag von meiner Tochter, einen Laptop gekriegt. […] Sagt sie, Papa, du musst lernen, dir hilft alles nichts, musst du unbedingt lernen! Wir müssen über Skype telefonieren! Bild direkt SEHEN! Und, und, ja geht alles SCHNELLER und und und viel schöner und so weiter.“ (122_mm_62, Abs. 245-251)
External active• e.g. presenting
computers etc.
16 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
„Ja und dann später waren wir mal im Ausland und dann sind wir Heim gekommenwieder nach vielen, vielen Jahren. Und da wollte ich dann noch einmal-, wollte ich wieder in meinen Beruf rein. Das ging nicht weil ich nicht am Computer arbeiten konnte. […] Und da wollte ich dann nochmal in die Schule gehen. Aber ich habe nun ein Kind gehabt was in die Schule komm-, gehen musste. Und wie sollte ich das alles machen? Also habe ich es gelassen meines Kindes zuliebe. Ich war halt immer daheim und der konnte wenigstens seine Schule machen, der Jüngste jetzt, ne. Ja und so ging das die ganzen Jahre und mein Mann hat mit dem Computer gearbeitet. Der hat bei [Konzern xy] gearbeitet. Und meine gro-, meine Kinder, die ich aus erster Ehe habe, mein, mein, der Mittlese, Mittlere, der hat immer gesagt "Mama, kauf doch einen Computer, kauf doch-". Mein Mann "nein, mir kommt kein Computer ins Haus, ich brauche sowas nicht".“ (126_wn_77)
Social environment as barrier• hindering learning
opportunities provided e.g. by job
17 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Informal learning
Lifestyle
(living conditions, activities, habits,
commitment, etc.)
Social network (family, friends,
associations, etc.)
Individual dispositions
(self-perception, in-terests, biography, etc.) Stimuli to
learn
internal
Learning opportuni-
ties
external
external
Individual resources for
learning(self-perception, self-
efficacy beliefs, learning experience,
etc.)
internal
Predictors of informal learning:a theoretical framework model
18 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
One central contact person
Different contact persons
Troubled contacts
No contact person at all
Respondents name explicitly on person in their closer social environment, which is preferred to assist in coping with ICT.
Assistance coming from social environment is described as a relevant ressource for learning. Contacts are chosen depending on different criteria.
There is at least one contact person, but assistance is described as troubled primarily.
Respondents name explicitly no person, they are assisted by.
28 cases 13 cases 8 cases 4 cases
19 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Intergenerational Support
Ressources
Economical Time Social Cultural
Opportunity structures
Intra-/Intergenerational Support
Financial Instrumental Emotional Informational
Subjective appraisal
20 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
see Thalhammer/Schmidt-Hertha, 2015
What hinders intergenerational learning in the familiy?
21 | Autor/Verfasser/Thema/Rubrik/Titel etc. © 2010 Universität Tübingen
Family roles Age stereo-types Gender stereo-types
Informal learning
Lifestyle
(living conditions, activities, habits,
commitment, etc.)
Social network (family, friends,
associations, etc.)
Individual dispositions
(self-perception, in-terests, biography, etc.) Stimuli to
learn
internal
Learning opportuni-
ties
external
external
Individual resources for
learning(self-perception, self-
efficacy beliefs, learning experience,
etc.)
internal
Predictors of informal learning:a theoretical framework model
22 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Interaction of opportunities and stimuli to learn
High efficancy pressure and much
prior knowledge
Low efficancy pressure and/or lack of prior
knowledge
Intention to learn is high
instruction/training/technical
literature(targeted use of„efficent“ sources of information)
Trial and error(persistent testing,
„need to make notes“)
Intention to learn is low
Quick problemsolving(incidental learning,
using proven sources of information)
Resignation/delegation
(„leave undone“, contacting others)
23 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
see Klein/Schmidt-Hertha, 2015
Conclusions• Informal intergenerational learning depends on the interplay of
stimuli and opportunities
• Social networks and intergenerational relationships can be a central resource for learning but also can hinder it.
• Intergenarational exchange provides stimuli to learn as well as learning opportunities.
• Choosing older or younger persons in one‘s social environment to assist in learning is a highly selective procedure, driven by a multidimensional set of criteria.
24 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen
Thank you.
Prof. Dr. Bernhard Schmidt-HerthaDepartment of EducationUnit Adult Education/Further EducationMünzgasse 11, Raum 107, 72070 TübingenPhone: +49 7071 [email protected]
25 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen