Łukasz Tomczyk
Państwowa Wyższa Szkoła Zawodowa, Oświęcim, Poland E-mail: tomczyk_lukasz@prokonto.pl
Abstract:
In the first part of the paper, the information was presented connected with the specification of seniors functioning in the virutal space on theb asis of research conducted by Megapanel PBI/Gemius and Social Monitoring Committe (Rada Monitoringu Społecznego). In the next part of the article, there was a presentation of characteristics of senior teaching on the University of Third Age in Oświęcim in the area of electronic media. This article refers to the period starting from the II half of 2012, where the employees of Instytut Pedagogiki Państwojej Wyższej Szkoły Zawodowej (PWSZ) initiated co-operation in the matter of didactics on UTW. The specificaion of the problem of learning and teaching was presented from the perspective of the seniors’ educators on the basis of focus session conucted in February 2013.
Key words:
New media, seniors, UTW of Oświęcim, PWSZ students, students tenures.
Introduction
The Internet was initially almost exclusively an information source; nowadays it is a place of education, work, handling the day-to-day matters, entertainment but, first of all, as the numerous studies results show, it is a place where we communicate with others. The number of Internet users is growing across all age groups, including the oldest members of population, however, for seniors it is still relatively small. Along with the growing importance of the Internet in various areas of life, computer literacy often becomes an indispensable condition for functioning in the present world. Thus, for those who do not use the Internet, the possibilities to participate fully in the social, professional or cultural life are limited. This in turn leads to their gradual exclusion (Szmigelska, Bąk, Hołda, 2012, p.141–142).
The number of seniors using the internet systematically increases. The users who are 55+ are now 10,3% of the internet users population. Although in the virtual space is still dominated by the young, the dynamic increase of the number of senior users is connected not so much with the growth of the competence in the area of new media
in these age groups but it is one of many indirect, visible results of aging society. The latest research by Megapanel PBI/Gemius conducted in November 2012 show that Polish web is used now by over 3 mln internauts in the age of 55+. It is almost 150 thousand more than in 2011 and almost half a milion more than in 2010. For sure, the strongest group of senior web surfers are men (1,3 mln). The number of women 55+ is about 700 thousand. The authors of the report underline that “a bigger share of seniors in the internet audience is a noticeable sign of time. The development of the technology causes the fact that it is web that became the first source of information and the fastest communication channel for many people. After the phase of fear of novelties, seniors slowly become convinced to this form of staying in touch.” (Megapanel PBI/Gemius, 2013). The Diagnoza Społeczna Report 2011 states that małopolskie province ranks last among other provinces in the category of people between 60 and 64 years of age, who use internet and one of the last places in the standings of internet users over 65. Nowosądecki subregion ranks relatively worst where only 6,3% of people between 60 and 64 use internet and only 3,6% of people over 65. The negative picture is being completed by the statistics concerning the overall percentage of internauts in Małopolska in the frame of data concerning the overall number of houses with the access to the internet (Kowalik, 2012, p. 76–77). In the light of the above mentioned facts, it becomes crucial to develop the competences connected with operating new media and understanding the influence of those devices on the society, especially among groups considered to be digitally excluded (digital divide).Helpful in solving the problem of digital division are institutions of many kinds of educational character functioning in Małopolskie province, which have the staff and equipment potential giving the opportunity to realise courses in the matter of operating the new information-communication technologies.
In Oświęcim district, the education of seniors in the matter of operating new media is covered by a few institutions e.g. Oświęcim library carries the project in co-operation with e-Senior Academy – UPC. Coordinatord of the project underline that “Thirteen students, after two months of course are the evidence that they are a group of open people, who needed special conditions so that the virtual world stopped being an enemy to them and become an ally. Seniors learned basic concerns of using the computer, working with text editors, what is a www site, internet browser, how to move on internet, what are internet browsers, many ways of saving data found on internet, creating and using e-mail box, editing electronic letters, searching for information and planning with the help of internet, using web communicators, conducting internet shopping, using internet blogs and forum or internet television”. At this point, it is worth-mentioning that the e-Senior Academy project is realized by UPC nation-wide. In the frame of actions taken in the matter of social business responsibility, UPC supports educators and institutions (e.g. libraries) in realizing and promoting address actions towards seniors.
The alternative for courses organized in library are courses carried by Salezjańskie Centrum dla Dorosłych, which since 2013 has been organizing computer courses for beginners. The meetings are dedicated to seniors who, as organizators underline, are not so good in using computers. Standard courses covers 8 hours (eight one-hour meetings) and is carried by qualified information technology teacher. Moreover, the project is co-financed by Urząd Miasta Oświęcim, whereas the participants being seniors, pay only a symbolic 1 pln per hour. (Por. Salezjańskie Centrum dla dorosłych, 2013).
Since 2012, Ośrodek Kultury, Sportu i Rekreacji Gminy Oświęcim in co-operation with community primary schools organize courses concerning the use of computers ensuring the support, namely the instructor and realia. Courses can be realized by courtesy of local schools which facilitating computer classrooms. Up till now, lessons are realised, among others, in: Grojec, Osada Stawy Grojeckie and Poręba Wielka, and further actions of this type are planned in: Włosienica, Brzezinka and Rajsko. The representatives of Ośrodek Kultury, Sportu i Rekreacji Gminy Oświęcim underline that “thanks to courses, students have learned the basics of use of computer. They already know how to prepare computer to work, they can edit the text, work with graphic files, use internet browser and e-mail box, use communicators like GG or Skype or even use social portals and create their own accounts. Courses ith seniors are carried by experienced teachers/informators, who adjust the author’s curricula to the expectations of the particular group” (OświęcimOnline, 2013). The above-mentioned organization form is one of examples of practical realization of senior educations in the local environment requiring joining the abilities of particular institutions. The connection of organization experience of the leader with the use of equipment potential allows not only people living in big cities to participate but also those living in smaller cities deprived of e.g. Universities of Third Age.
Education in the matter of new technologies on UTW of Oświęcim
Since 2012, the staff and students of Instytut Pedagogiki Państwowej Wyższej Szkoły Zawodowej im. Rotmistrza Witolda Pileckiego, have been organizing free computer lessons for Oświęcim’s UTW students. Classes are dedicated to members of local Universities of Third Age, who begin learning about the use of personal computer, especially for “50+ generation”. In the frame of weekly meetings, the participants have the opportunity to get familiar with topics like: the basics of computer and internet use, using text editors, calculation sheets, editing digital photographs, free communication through the internet, internet safety or the functioning of different e-service (e.g shopping, searching for information).
Female students specialising in pedagogy: Joanna Polak, Katarzyna Sosnowska, Ewa Kulig, Justyna Florek, Karolina Całus, Justyna Kajfasz, Karolina Zając, Marta Lech, Barbara Płonka, Magdalena Grabowska, Sylwia Skwarczyńska, Magdalena Białas, Małgorzata Kozłowska and, since new academic year 2012–2013. Classes
take place under the supervision of organisation-didactics worker of Instytut Pedagogiki PWSZ, M. Eng. Łukasz Tomczyk.
Picture 1: Inauguration of UTW computer sections in 2012/2013 academic year
The first cycle of classes was triggered in April 2012. 30 students of UTW took part. Classes were carried on regular basis every week, lasting depending on the level of advance and needs of participants, 1–1,5 h. In 2012/2013 academic year, computer classes are realized in the frame of “Latarnicy Cyfrowej Polski” (eng. Lighters of Digital Poland). On November 12th 2012 in Collegium sub Horologio PWSZ facility, took place the inauguration of the classes for UTW seniors who were joined by people over 50 years of age not being members of UTW. Over 8- students took part in the meeting opened by PWSZ rector – full professor, assistant professor Witold Stankowski who underlined in his introduction speech the value of education and the necessity of life-time learning, especially in current social-technical circumstances. The meeting was enriched with a possibility to talk with President of the City of Oświęcim, who, via web communicator, answered questions asked by the senior participants, concerning e.g. the city policy in the matter of supporting seniors or the possibility of free internet access. Janusz Chwierut told the senior PWSZ senior students how he handles the computer (Por. PWSZ, 2013).
Picture 2: Student Katarzyna Sosnowska teaching a student of UTW of Oświęcim
PWSZ students about educating UTW students in the area of electronic media
In February 2013, focus session was carried in the group of 10 students of first and second year of pedagogy. The research lasted about 50 minutes, during which PWSZ students presented their own experience connected with student-senior education. The discussion aimed at depicting characteristics of education in computer section in UTW of Oświęcim. The session also aimed at exchanging didactive experience between the carriers of the classes. The research were of confidential character, statements of particular female students were coded according to the order of statements. Statements for particular female students were recorded in digital form. The research presented are not to lead to any generalizations referring to all UTW educators, but are only an attempt to show the specification of actions taken in UTW of Oświęcim.
Integrated group survey aimed at answering the following research questions:
1. Which types of difficulties are dominant in work with seniors undertaking education in the are of new media?
2. What is the characteristics of methodology of work with UTW students by PWSZ students?
3. How is the communication carried during the classes between younger educators and older students?
4. What are the needs of seniors in the area of new media from the perspective of students carrying classes?
5. What kind of benefits do PWSZ students see for themselves from co-operation with seniors?
Among the most frequent problems in working with seniors, one can notice few categories of difficulties deriving from both the specification of work with people learning to use new media as well as didactic experience of educators. For instance, one of the difficulties is the excessive dependence of seniors from the educators- “Each senior wants the educator to be available when he/she cannot do something or something breaks down and to be in their own disposition – therefore they say “because I can’t do this, could you come over here?, I have a problem, I did it wrong...” (Stud. 1).
A result of Involvement of UTW students in realization of classes and their self-education is that the leaders prepare a different scenario of particular modules for each course for each and every class and also additional didactic materials for the learners. During the classes, a number of situations requiring patience “a situation took place when we did not write additional notes about the lesson which caused a major problem since we did not do it and seniors were angry with us because they could not practice at home” (Stud. 1)
During the interview, the leaders underlined that carrying the classes with seniors requires a totally different type of involvement than during practices in primary school or other education facilities. “Some of the seniors do not practice because, despite six months of classes, some of them still do not now that they have to click with right mouse key when necessary” (Stud. 4),
“We have to repeat several times the same thing, come to each and every person” (Stud. 5), “it is natural that not all of the students acquire some knowledge as well as we do, some mistakes in using computers have to happen” (Stud. 6).
The peculiarity of working with people much older than leaders requires having certain personal and competence predispositions. Students give examples from their experience, which depict that learning to communicate takes place in both sides of educational space “communication depends on a number of factors, because people are different. In our case it was awesome since, after some time, they treated us like real teachers and we could feel respect” (Stud. 8), “At first, they referred to us as honey, sweetheart or something like that which we did not feel comfortable with because it is going beyond borders – which, in fact, was stated by doctor Malorny – therefore we asked them to refer to us as Mrs. and we also referred to them with big respect” (Stud. 1). Thus, thanks to this type of classes, pedagogy students have the opportunity to apply the information gathered earlier e.g. during practices or lectures, to the sphere of practical actions. Moreover, in the situation when problems occur in mentioned areas, there is a possibility to consult them during academic courses or with the leader of UTW computer section. During the course, there are situations which surprise students who learn and who teach e.g. “we have a lady in our group who, when gets angry, swears by this computer” (Stud. 5). However, as female educators underline, the age and situation does not prevent them from taking actions in such situations “we addressed to her saying that she is not alone in the class” (Stud. 4).
Another issue connected with senior education is technical operation and preparing the classroom for the course. It is worth mentioning at this point that female students leading the classes are pedagogy students which means that more advanced administration options of operating systems and internet disagree with their specializations and skills gained during their education. However, as they underline, “computers could not turn on but after a few attempts we could control it” (Stud. 4), “the only problem that we have is the broken matrix in slide projector and sometimes, a few computers could not be switched on” (Stud. 7), “unfortunately, we don’t have logins and passwords to administrator accounts and sometimes we need to install some software e.g. Picassa” (stud. 3). Classrooms, in which courses take place, are relatively well-equipped spaces and computers are provided with large monitors comfortable for seniors. Unfortunately, only one for three classrooms is provided with slide projector as a part of standard equipment.
PWSZ Students realize classes using their own curricula. However, searching for inspirations for further classes they survey the needs of UTW students “we follow this curriculum, which in fact, is set by them” (Stud. 9). Unfortunately, there are situations when students, who do not have any competence, ask for familiarize them with e-service requiring basics of using new media. Moreover, some groups bought devices like pendrive in order to transfer files.
Picture 3: Computer classes – beginner’s level
Students realizing classes with seniors during focus session underlined that, the stiff group division according to the level of advancement is very often misleading since every group differs when it comes to tempo of work in particular areas – “we opened Word and we wanted to check if seniors are able to complete tasks similar to those we did earlier and most of them did it in 99%”(stud. 8), “it did not work out in our group. We gave the task to the strongest group and thought that it will be ease for them and it took them 45 minutes whereas the weakest group did it in 15 minutes” (Stud. 5). Another female student adds that “the whole surprise was that in this group, ladies demanded constant assistance to show them what’s what, and when they had to do it alone, it took them 15-20 minutes” (Stud. 9). Educators leading classes underline that very often seniors, feeling insecure, ask for help. However, they have knowledge in that matter. Unfortunately, the knowledge is not established because of e.g. lack of independent practice.
Looking from the perspective of the educator, female students underline that “it is really impossible to be prepared for everything, first and foremost, we have to learn to be patient towards older people because we repeat something for hundredth time, just like in kindergarten, and they still don’t know, can’t do it, forget after one week. We learned this patience already.” (Stud. 2). What is more, female educators, in the frame of experience gathered so far, noticed that seniors have specified problems connected with their age – “We have a lady who, during the class, has her face in the monitor almost all the time – she is max. 5 cm from the monitor and she still can’t see
well” (Stud. 3) “We moved the monitors closer to them but it still does not work for some students, during first classes we told them that monitors can be moved and then they, in fact, moved them closer” (Stud. 4). Another type of problem is poor eye-hand coordination among seniors since devices themselves, namely mouse and keyboard and coordinating the use of those elements with the picture requires concentration and a certain manual ability – “maintaining hand in one place and clicking is very difficult” (stud. 5), “I have a lady, who grabbed mouse and raised it – it may be funny but this lady really raised the mouse and tried to move it on the monitor” (stud. 9). In addition, most popular internet websites are constructed by young people for youngest users of internet – “there are small letters and icons and typing correct login and passwords is too difficult for the first time and sometimes it is even difficult for us to see what is there” (Stud. 4).
Senior students who come to the computer classes, vary in case of motivation. Most often it is a outside motivation forced by the surrounding e.g. “Our students want, above all, keep up with the young if they take care of grand children and the grandchild says granny play the cartoon and grandmother says that she can’t, then it is a problem” (Stud. 3), “In our group they said that it is mostly about being up-to-date