What can Educational Neuroscience Research Tell Use about Geriatric Learners [AECT 2016]
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Transcript of What can Educational Neuroscience Research Tell Use about Geriatric Learners [AECT 2016]
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What can Educational Neuroscience Research Tell us about Geriatric Learners?
JoAnne Dalton Scott, M.S.Enilda Romero-Hall, Ph.D.
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Overview• Define Geriatric Learners• Discuss Cognitive Aging• Myths and Misconceptions about Geriatric Learners• Potential Contributions of Educational Neuroscience• Geriatric Learners [Teaching & Learning]• Low Cost EEG• Current Research
• Conclusion
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Introduction• Beliefs about Older Adults• Advance in Medical Technologies• Aim of this Paper
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Statistics
• 2013 = 44.7 Million• 2050 = 83.7 Million
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Who are Geriatric Learners?• Based on:
• Social Security, Medicare, and Health Standards• Psychological Theories about Aging• Biologically
• Our definition:• Individual 65 yrs. or older• Involved in learning activities• Third Age
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Cognitive AgingNatural process of neural decline
Neurogenesis
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Cognitive AgingNatural process of neural decline
Neurogenesis Neuroplasticity
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Cognitive AgingNatural process of neural decline
Neurogenesis Neuroplasticity Cognitive Scaffolding
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Myths and Misconceptions• Everyone becomes senile as they age:
Researchers have identified variables such as exercise (Rabipour & Raz, 2012; Whalley et al., 2004; Wirth, Haase, Villeneuve, Vogel, & Jagust, 2014), nutrition (Liebman, 2014), cognitive stimulation (Rabipour & Raz, 2012; Wirth et al., 2014), meditation (Rabipour & Raz, 2012), and leisure activities (Liebman, 2014; Whalley et al., 2004) that can change how our brains evolve as we age
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Myths and Misconceptions• Geriatric individuals do not need to
learn new thingsHowever, research has shown the numerous benefits of geriatric learning programs to the overall health of the elderly, which include increased social contact, enhanced coping mechanisms, physical and mental stimulation, and creative expression (Escolar Chua & de Guzman, 2014a, 2014b; Li & Southcott, 2015).
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Myths and Misconceptions• Geriatric individuals cannot learn new
things
The reality is that many aging adults are still mentally and physically alert and looking for opportunities to continue learning and to keep their minds active. Learning is a very important successful aging strategy and through participation in lifelong education, older adults can achieve a higher quality of life (Li & Southcott, 2015).
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Advances in Educational Neuroscience
MRI
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Advances in Educational Neuroscience
MRIfMRI
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Advances in Educational Neuroscience
MRIfMRI
EEG
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Advances in Educational Neuroscience
Language and Reading (McKay, Fischler, & Dunn, 2002)
Problem Solving (Jausovec, 1997)
Cognitive Load (Antonenko et al., 2010; Lamberts et al., 2000; Stipacek, Grabner, Neuper, Fink, & Neubauer, 2003)
Affective Processing in Learning (Rodriguez, Rey, & Alcañiz, 2013)
Serious Games and Virtual Reality (Ninaus et al., 2014)
Computer- and Web- based Learning (Romero, 2014)
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High Tech Tools
PlasticityAdaptationRe-Organization
Information Processing
Society EvolvesContext Changes
Education Research
Theoretical FrameworkResearch Design
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Low Cost EEG “Can provide a simple method for recording the electrical activity of the brain without compromising the quality of data recorded.”
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Current Research
Research Design
Participants
Tasks
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ConclusionAppropriate for Older AdultsDesign & Development
• Successful Learning
Improve Teaching PracticeInstructional Designers• Better Serve Geriatric Learners
Inclusion of the Aging IndividualsSociety• Diverse Learning Groups
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Questions?
Contact Information:
JoAnne Dalton Scott, [email protected]
Enilda Romero-Hall, [email protected]@eromerohall [Twitter]