Titles
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A data-driven approach to identify interior design settings ...A decade’s narrative: Balancing consistency and change in...A novel way of behaviour-change delivery: Using a learning m...A Pilot Study of an Interdisciplinary Project for Architectu...A practical method to guide the architectural design processA sentimental studio & the power of making: A distance learn...Advancing Material Learning: Understanding Computational Pot...Advantages and Disadvantages of Remote Learning: Case of Des...An Evaluation of Tertiary Educators’ Perceptions of Online...An Inter-University Collaborative StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural Design Jury under COVID-19: The Case of Gradua...Architectural Design-Research: a path towards an innovative ...Architectural education: methods for integrating climate eme...Architecture's Afterlife: The Multi-sector impact of an arch...Around, about: a temporal siteArt & Design Education in Pakistan: The Missing Links in Res...Autonomy, Competence, and Community: Activating the intrinsi...Babbling in VR: The Pixelated Site of Virtual Interiorities Beyond the ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-design collaboration: an emerging hybrid model of acad...Critical friends as support for peer-to-peer learning in stu...Critical Reflections on my Architecture Teaching PracticeCultivating Critical Thinkers: An Inquiry into Critical and ...Define, Draw, Diagram: A Case Study Approach to Understandin...Democratic Pedagogy and Process: A Case Study of Interior De...Design Studio Education: what can it be when it can no longe...Designing hybridization: alternative education strategies fo...Despite Disruptions: The Resilience of the Design Studio Mod...Developing Architectural Detailing Skill: A Self-Learning Me...Digital and face-to-face place-based pedagogy: Live Projects...Digital Twin Cities - an instrument for pedagogical changeDisruption, Improvisation, Redesign - Teaching Computer Anim...Does all impact count? How third mission policies and evalua...Educational values of design briefs based on culture-led reg...Educere and/as haecceity: A prospective concept for non-line...Emerging from the margins: TUT Department of Architecture an...Emplacing architectural education in a sociophysical territo...Encounters with Threshold Concepts that Facilitate Transform...Engaged Scholarship: Interdisciplinary Perspectives through ...Engaging the TikTok Mind: Short Form Video for Searchable Le...Engaging Your Core: How Exercise and Interaction Can Engage,...Establishing Equilibrium: Not a Novelty just Novel Exhausted: pedagogies of (gentle) resistance for our timesExperiential Learning Through Participation and Representati...Experimental Spatial Drawing Techniques as a Framework for C...Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...Food Studies as Experiential LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-Based Learning in the Introductory Art History Course: ...Gazing into the Factors Determining the Future of Architectu...Home Work: Expanding Housing Education for the Elementary Gr...How Critical is the Crit?Humans of Interiors, Diversity by DesignIn Search of Creativity Through Teaching and Learning Libera...Intercultural pedagogy and technology for a new humanismInterdisciplinarity in education: ideologies of pedagogical ...Interdisciplinary teaching approaches in art and design inst...Inverted Studio: Novel Teaching Techniques for Online Design...Investigations into models of Peer Observation of Teaching i...It just makes sense: Fueling student leadership in the Anthr...Knowledge Transfer in Sustainable Urban Planning Through Com...Learning by Teaching: How Students became Teachers at the Vi...Learning from the European Metropolitan City in Absence Lessons Learned While Passing Through DoorsLessons Learned: Removing Barriers to Learning and Student E...Little corridor conversations: The necessity of physical spa...Making TectonicsMaterialism and Tolerance Through Ceramic Fabrication Mediating and Rethinking ‘Site’ in the Creative ProcessMetaphors in Arguments for Change: Linking Ethics and Episte...Mindfulness and Meditation – Self-Care and Being Digital i...Mixed Realities: Augmented Environmental TransparencyMulti-Modes of Erasure: An analysis of the Art History and V...No Need to Panic: What the digital experience teaches us abo...On an Archaeological Aesthetics of Found Objects (Waste), or...Owning [up to] the UrbanPedagogical Tools for Media Studies: An AnalysisPhilosophy, Pedagogy and the Visual ArtsPlanning as evolution: radical pedagogy, creative methods an...Poorly Trained: Towards an AI Pedagogy in ArchitectureProcessing complex interior construction problems: A critica...Project as One ArgumentPrompting change: Understanding the impact of pedagogy on fu...Providing authentic workplace team learning in architecture ...Refining University-Community Partnerships: Interdisciplinar...Reflecting on Reflections: Shifting Perspectives in Teaching...Reflections from Two Perspectives: Interdisciplinary urban d...Rethinking the Interior Design Pedagogy: Argument by Argumen...Role of an independent collaborative creative space to enhan...Role of Narratives in Trans disciplinary Architectural Educa...Seniors’ digital literacy learning Sensory Type: From Motivation to ActivationShared Sites for the ‘Emergence of People’.Sites of [un]Contestation: A Classroom-Based Pedagogical Cas...Sketching as a Discursive Tool for Contextual ResearchSpecification writing as a design process toolStimulating Participatory Design Practices – Regional Chal...Student as Site: Pedagogical ParallelsSupporting Student Engagement and Active Participation Durin...Systematic Framework for Integrating Virtual Reality Into th...Teach/ology: Transitioning an Emotionally-Charged Course to ...Teaching and learning Landscape Ecology to Landscape Archite...Teaching Architectural Complexities via PlasticsTeaching Complexity – Education between Environments, Big-...Teaching Design-informed Citizenship: Considering the Design...Teaching in the Bubble: Notes on Architecture Studio Educati...Teaching Relations in the Educational Design StudioTechnology is transforming education but not the way we anti...The Architectural cut-up: Sites of narrative for architectur...The Augmented Studio – Teaching and Learning in Digital Sp...The Blended Teaching Based on BOPPPS Method, Case from the C...The Client & the Classroom: Using a Live Civic Focused Brief...The Collaborative Challenge: Building Bridges that Connect C...The COVID Disruption in Interior Design Education/Virtual Re...The critical reflections of a teacher-architect at the Unive...The Future of Cross – Multi – Inter & Trans Disciplinary...The impact of STEAM education on Master and PhD thesis from ...The impact of thinking fast and slow on teaching and learnin...The Point of Learning Architectural Theory in the 2020sThe Role of Immersive VR as a Design Tool in an Architectura...The Storm community oriented real-life design project; revis...The synchrony of the multiple intangible fields of education...The talking projection: teaching that is not flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards teaching of sustainable building (re)use through an ...Tracing the Intensive: On Assemblages, Technicities and Urba...Turbo charging teaching: What have teachers learned from mul...Ungrading in DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome and Introduction What the Texts Don’t Say about Forced Migration: New Strat...What’s in it for me? Integrating Service-Learning into Hi...WISE Project: Improving undergraduate instruction in writing...
Presenters
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A. AboualamP. AbramsS. AfzalJunaid Alam RanaC. AllenM. AllibertM. AndrewsN. AntakiP. AshwinR. BachE. BachlmairB. BasarirK. BlairF. Bolaji AjiboyeA. BoothR. Brackett IIIP. BruggerP. Brugger(i)A. BukhammasK. Byrne et alG. CairnsC. ChhabraC. ChoG. Chyon et al.A. CiftciP. Collins et al.E. Con AguilarJ. CorkettD. CorreaL. CoucillM. CramerS. CrobeG. Crocker et al.E. CromptonA. CruzL. CulicA. DateyC. DaveyM. de AlarcónO. DenizD. Di MascioC. DiggleE. DonovanC. EarhartM. El KhafifB. Ertürkmen-AksoyD. FaoroC. FayM. FesselA. FjodorovaB. FrainC. GalassoA. GeorgeK. GerhardssonS. GeyerS. Geyer(i)A. Ghersi and I. VaggeP. GhomM. GhoshR. GibboneyA. GillJ. GoodmanJ. GreenD. GuevaraM. GuzowskiL. HakimT. HallidayC. HammondM. HansenH. Harriss et al.T. HealyC. HenshawE. HerringB. HornC. HwangM. HynamM. IqbalJ. JacksonG. JacobsR. JainJ. Jaminet et al.M. JeonL. JespersenS. JivaniC. JusteS. KamranA. KarandinouF. Kastner et al.A. KhoudiM. KhozaD. KingY. KohS. KooD. KoschitzA. KosmaD. LaitschH. Lester et al.M. LiH. LoganK. LovellL. MackintoshL. MadrazoH. MatayoshiB. MatholeS. McCallumJ. McGawH. McKellarD. McMahon et al.S. MehmoodM. MejiaC. MeschA. MeyboomR. MilgromD. MorleyS. MorrisF. Murialdo et al.M. MusaR. NeubauerS. O'Dwyer et alUniversity of PretoriaA. OsmanD. O’BrienE. O’Hara et al.S. PaekK. PalipaneR. Pan et al.N. PandeG. Parmenidis et al.A. PatchingS. Patel et alA. PaveleaM. PereiraI. PrinslooM. QuaggiottoA. Ramirez et al.A. RaonicJ. RibeiroS. RosadoC. RuedaRhett RussoR. Santos et al.L. SchlabitzA. ShearerL. ShenefeltJ. ShieldsM. ShilonF. SiddiqiA. SladeJ. SmitC. SmithS. StaehleM. StanderBall State UniversityA. SteffensR. TahaK. TanL. Tan.A. TataranniS. TempleJ. ThakkarS. TravisJ. Tussey et al.N. Tzortzi et al.V. VahdatF. van TonderF. van. TonderA. VartolaZ. VernonJ. Vigneri-BeaneG. W. HurcombH. WangE. WettsteinA. WhyteI. WillcockW. Wilms FloetK. Wong et al.Heather WorneF. WulffW. YangS. YoumS. ZahraJ. ZhouR. Zia
Schedule

A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
Seniors’ digital literacy learning
K. Wong et al.
9:30 pm - 11:00 pm

Abstract

Background: A service enhancement study was conducted between May and August 2020 in British Columbia, Canada, about information and referral service for seniors. A part of the study was about seniors’ digital literacy learning. Research methods: The first presenter interviewed 28 service providers and volunteers in senior community services. She also observed as a participant in conferences, meetings, and service sessions related to seniors’ access to technology. Key findings: This presentation will suggest the diversity among seniors on their levels of digital literacy and confidence in using technology. Such diversity directly influences the suitable pace of digital literacy learning for seniors. This presentation will also discuss seniors’ motivations for learning technology. Although some seniors learn technology because they are interested in technology, many learn technology for other reasons. For example, some want to connect with their families and friends. Some wish to access information, services, and resources online. This presentation will examine formal and informal methods of seniors learning technology. While some seniors learn technology through formal digital literacy programs, many seniors learn technology when encountering a problem involving technology. They reach out to someone they can trust to help, and thus they pick up the technology. Some prefer to learn as a group with peers, while some prefer one-on-one. The people they can trust to ask for tech help can be family members, but they can also be people through senior community services such as staff, volunteers, and peers. Seniors may meet and build a relationship with these people through programs not related to technology. Implications: There could be differences in the reasons and ways between seniors and the younger population learning digital literacy. Understanding the motivations and methods of seniors learning technology is crucial for the effectiveness of seniors’ digital literacy programs

Biography

Karen Lok Yi Wong was trained in social policy for MA at University of York, the United Kingdom and social work for MSW at UBC, Canada. She conducted research and analyzing policies on older adults and healthcare including palliative care, long-term care and family caregiving and published and presented widely academically and professionally. She was invited reviewers of academic and professional journal articles, conference presentation abstract and project proposals. She is currently the research scholar of Simon Fraser University Science and Technology for Aging Research (STAR) Institute. She is a registered social worker in BC, Canada and has been practicing in diverse settings related to older adults such as community senior services centre and long-term care. She is currently practicing social work in Mount St Joseph Hospital of Providence Healthcare. She serves as the clinical advisor of 411 Seniors Centre, Vancouver. She also serves in BC Association of Social Workers Multicultural and Anti-raciat Committee, Seniors Community of Practice, and Richmond, Delta and Burnaby Branch. She is a long-term volunteer of Alzheimer’s Society BC too.

Andrew Sixsmith PhD is the Associate Scientific Director of AGE-WELL NCE, the Director of the SFU Science and Technology for Aging Research (STAR) Institute, and a professor in the Gerontology department at Simon Fraser University (SFU). He is past President of the International Society of Gerontechnology and was previously Director of the Gerontology Research Centre and Deputy Director of the IRMACS Centre at SFU. His research interests include aging, social isolation, technologies to connect people, technology for independent living, technology policy and the digital divide, theories and methods in aging and understanding the innovation process. His work has involved him in a leadership and advisory role in numerous major international research projects and initiatives with academic, government and industry partners. He received his doctorate from the University of London and was previously a lecturer at the University of Liverpool in the Institute of Human Ageing and Department of Primary Care.

Leslie Remund has 25 years’ experience in community-based social services. She is currently the Executive Director of the 411 Seniors Centre Society and The 411 Foundation, where she works alongside an active board of directors, who are all seniors, to advance the socio-economic status of older adults. The 411 Seniors Centre Society is a membership-based organization with a 40-year history of advocating in the best interests of British Columbia’s seniors. Leslie’s work has focussed on identifying how government policies and systems of care set up to support individuals unintentionally create barriers; understanding why people resist or do not access services; and implementing new and innovative support models that are working in other jurisdictions. Before joining 411 Seniors in 2016, Leslie worked with low-income communities in the areas of women’s health, homelessness & social housing, and most recently issues for seniors.