| CODE | ACA2001 | ||||||||||||
| TITLE | Andragogy and Geragogy: Perspectives, Challenges and Practices | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 8 | ||||||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||||||||
| DESCRIPTION | This study-unit provides engagement with a critical discussion of principles, concepts and theories pertaining to the area of Andragogy and Geragogy. A discussion of learning needs, interests and motivations characterizing adulthood and older adulthood will be integrated with a review of case studies. More specifically, the discussion on: - Third Age Learning will focus on able-bodied and cognitively healthy older persons who enroll in non-formal learning opportunities and give special emphasis on Universities of the Third Age and Men’s Sheds. - Fourth Age Learning will be addressed with a review of emerging theories of memory and cognition with a review of cognitive impairment in old age. Thereafter, the discussion will tackle issues, techniques and practices concerning the right to learning of older persons who are either house bound or live in residential long-term care,especially if they are living with dementia. Study-Unit Aims: This study-unit aims to provide a grounding in: - Principles, concepts and theories pertaining to the area of Andragogy and Geragogy; - Principles, concepts and theories related to cognitive impairment in old age; - Learning needs, interests and motivations characterizing adulthood and older adulthood; - Issues, techniques and practices concerning learning in adulthood, third age and fourth age. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe and differentiate between adult, third and fourth age learning; - List intrinsic motivations and external barriers that act as pull and push factors in the field of (older) adult learning; - Discuss cognitive processes that can be negatively impacted by age; - Discuss how age-related disease processes may lead to impairment of cognition; and - Identify good practices in learning opportunities for adults and older adults. 2. Skills: By the end of the study-unit the student will be able to: - Chart the history and emergence of perspectives, approaches and methods that define the contemporary contours of (older) adult learning; - Compare and contrast different perspectives, approaches and methods in the field of (older) adult teaching and learning; and - Appraise the deployment of specified perspectives, approaches and methods in given (older) adult teaching and learning contexts. Main Text/s and any supplementary readings: Main Texts: - Knowles, M. (1990) The Adult Learner: A Neglected Species. Gulf. - Quinn, J., & Blandon, C. (2020). Lifelong Learning and Dementia: A posthumanist perspective. Switzerland: Palgrave Studies in Adult Education and Lifelong Learning. - Reisberg, D. (2013). Cognition: Exploring the Science of the Mind. Norton. - Swanson, R.A., Knowles, M.S. & Holton, E.F. (2005). The Adult Learner. Taylor and Francis. Supplementary Readings: - Ashcraft, M.H. & Radvansky, G. A. (2010). Cognition. International ed. Pearson. - Baddeley, A. (2013). Essentials of Human Memory. London: Taylor and Francis. - Findsen, B. & Formosa, M. (Eds.) (2016). International perspectives on older adult education: Research, policies, practices. New York: Springer. - Findsen, B. & Formosa, M. (2011). Lifelong learning in later life: A handbook on older adult learning. Rotterdam, the Netherlands: Sense. - Formosa, M. (Ed.) (2019). The University of the Third Age and active ageing: European and Asian-Pacific perspectives. Cham, Switzerland: Springer. - Lawson, K. (2015). "Understanding Adult Learners." In The Trainer's Handbook. Hoboken, NJ, USA: John Wiley & Sons. - Murman D. L. (2015). The Impact of Age on Cognition. Seminars in hearing, 36(3), 111–121. https://doi.org/10.1055/s-0035-1555115 - Quinn, J., & Blandon, C. (2017). The potential for lifelong learning in dementia: a post-humanist exploration. International Journal of lifelong education, 36(5), 578-594. - Smith, G.E & Bondi, M. W. (2013). Mild Cognitive Impairment and Dementia. Cary: Oxford UP, Incorporated. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria M. Brown (Co-ord.) Charles Scerri Anabel Scolaro |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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