Civic Participation, Public Sphere Pedagogy, and Blended Learning Produce an Intergenerational Town Hall Meeting
Helen Teague, Pepperdine University, United States ; Charle Pruett, Pruett Gerontology Center, United States ; Chris Kyker, Texas Silver-Haired Legislature, United States ; Ashley Bryan, Abilene Christian University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper describes an Intergenerational Town Hall Meeting including six generations of participants. This paper establishes the protocol of the Town Hall forum mediated by intergenerational, civic participation, blended learning technology and social media tools for pre-service, pre-certification students at a private, Southwestern U.S. university. A partnership between a university research center, state advocacy group, and state, county, and local community organizations provided the Public-Sphere Pedagogy of the Town Hall Meeting. Qualitative pre-event survey data and post-event reflective data was collected and analyzed. These data sources found a correlation between a Town Hall Meeting learning experience and increased awareness, empathy, engagement, and yearning toward civic participation for both students and older adults. This study’s findings are transferable to other higher education departments.
Teague, H., Pruett, C., Kyker, C. & Bryan, A. (2016). Civic Participation, Public Sphere Pedagogy, and Blended Learning Produce an Intergenerational Town Hall Meeting. In Proceedings of E-Learn: World Conference on E-Learning (pp. 888-897). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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