Critical Geragogy and digital skills learning

I recently had chance to read the draft Opening Up the Future (2027–2032), which is still work in progress at The Open University. The overarching goal is for the University to deliver high-quality, digitally-enabled learning for the 21st Century. Moreover, by so doing, it is aimed at advancing social mobility, creating social impact, and empowering communities.

As an older learner, one of my concerns is the drive to increase digitally-enabled education and research. I know that for many students, this goal probably does not seen problematic, but I do wonder what support will be put into place for students like me who did not grow up in the technology era, and may feel a little left behind by it all. Although I recognise that OU students over the age of 60 are in the minority – and I cannot make the assumption that everyone in that age group lacks digital literacy skills – nevertheless we still form part of the diverse student body whose needs should be considered.

A study by Gates and Wilson-Menzfeld (2022) suggests that while digital exclusion isn’t only limited to older adults, nonetheless the digital divide is more prevalent in this age group. However, they also contend that concepts such as pedagogy and androgogy fail to deliver adequate learning to older learners, whose characteristics as lifelong learners are different to younger or middle-aged students, Thus they advocate for a critical geragogical approach, particularly in the teaching of digital skills to older adults, in order to overcome social inequalities experienced by the digitally-excluded in an increasingly technological age.

The authors argue that critical geragogy is more suitable for older people to promote empowerment and personalised learning, as well as challenging negative perceptions of ageing, but which also recognises that we are a heterogenous group with many years of lived experience to bring to the teaching and learning process.

I, for one, would benefit from such an approach to digital skills learning, given that (as far as I am concerned):

Snapchat  = conversation with a crocodile

Acrobat = gymnast

Cookies = something to dunk in tea

Copilot = second in command on an aeroplane

TikTok = the noise my clock makes.

Of course, these are tongue-in-cheek examples (I’m really not that digitally illiterate). But I have used them to reiterate the fact that some older learners will need appropriate support as the journey towards digitalisation advances. Sometimes, trying to understand what to write in a TMA is hard enough, without having to grapple with complex technologies in the module materials before even reaching that point

Reference

Gates, J.R. and Wilson-Menzfeld, G. (2022) ‘What Role Does Geragogy Play in the Delivery of Digital Skills Programs for Middle and Older Age Adults? A Systematic Narrative Review’, Journal of applied gerontology, 41(8), pp. 1971–1980.
Available at: https://doi.org/10.1177/07334648221091236.