Teaching-learning practices and methods for the elderly: support for pedagogical and accessibility guidelines

Author(s)

de Oliveira, Camila Dias ; de Mattos Fortes, Renata Pontin ; Barbosa, Ellen Francine ; IEEE

• Document type: Journal article
• Source: 2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020); v. N/A, p. 8-pg., 2020-01-01.

Abstract

This research full paper presents an investigation on pedagogical practices and educational methods used by professionals who work in the teaching of the elderly. The study of the ageing process is one of the most significant research trends of the 21st century and represents new social, educational and computational challenges. Increased life expectancy and the number of elderly elevate the heterogeneity in the segment, beyond the age. This research focuses on education and mobile learning (m-learning) application. Considering the elderly audience, it is necessary to develop m-learning apps based on accessibility and pedagogical proposals, since the elderly may have their physical and cognitive abilities compromised due to age. Currently, there are consolidated accessibility guidelines for software development. However, these guidelines do not regard cognitive, language and learning disabilities. These points are necessary for the process of developing m-learning applications, especially those specific to the elderly user. Thus, this paper aims to present the results of a survey applied with 33 professionals (teachers, pedagogues, gerontologists and others) involved in the education of the elderly. Issues involving teaching practices for the elderly, content preparation, interactivity, and motivation are addressed. This study is part of a larger project aimed to contribute to the development of accessibility and pedagogical guidelines that aim to assist in the process of developing m-learning applications focused on the elderly. (AU)

• FAPESP's process: 18/26636-2 - Software Engineering and Learning Technologies: Establishing Supporting Mechanisms for Teaching and Learning
• Grantee: Ellen Francine Barbosa
• Support Opportunities: Regular Research Grants