This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10

Older adult preferences.is a dissertation preview that introduces the dissertation on preference of older adults to attend in person classes weekly for four to six hours.

The information gleaned from this study is significant for learning designers and course structure. The study also investigated the time and location of the study, and the class make up. This information also warrants further investigation when designing courses for these adults and the success of the program. The dissertation is of value to those who are specifically involved in designing programs for older adults.

RATING: 8/10