Social Justice Through Simulation:
Blended Learning for Intergenerational Studies
PROCEEDING
Helen Teague, Pepperdine University, United States
; Charlie Pruett, Director, Pruett Gerontology Center, Abilene Christian University, Abilene, Texas, United States
; Loo Kang WEE, Ministry of Education, Singapore, United States
Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
This paper explains an ongoing blended learning research study to address awareness of Gerontology and global aging. The study established an Aging Simulation protocol mediated by blended learning technology tools for university students. Qualitative pre-event survey data and post-event reflection data was collected and analyzed by a gerontology center research team. A partnership with an educational consortium in Singapore added a customized LMS for blended learning. The research found a correlation between students’ increased engagement, empathy, and motivation toward social justice for Older Adults as a result of the blended learning experience. Although the growth of the aging population remains in the news, few studies, if any, offer concrete learning experiences that increase student awareness and spur student motivation toward social justice. This study’s experiences using simulation and technology affordances provide transferability to other higher education departments.
Citation
Teague, H., Pruett, C. & WEE, L.K. (2016). Social Justice Through Simulation: Blended Learning for Intergenerational Studies. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 447-452). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from https://www.learntechlib.org/primary/p/172754/.
© 2016 Association for the Advancement of Computing in Education (AACE)
