Interactive intergenerational learning project
Project Poster (227 kb, Word)
The research by Cambridge and Simandiraki was restricted to Intergenerational Practice (IP) in the context of CAS in the IB Diploma Programme but a growing number of schools offer combinations of the three IB programmes including the Primary Years Programme (PYP) and the Middle Years Programme (MYP). Issues relating to continuity and transition between programmes offer rich possibilities for the development of research questions. How does the nature of IP change longitudinally in a school offering a combination of IB programmes? How might the form and content of IP be described and analyzed in such settings? How might intergenerational learning contribute to the development of the learner described in terms of the IB Learner Profile (IBO, 2006)?
Further work is required to evaluate the validity and reliability of the typology in a wider range of contexts. How might the description and analysis of intergenerational learning in cross-cultural contexts require the addition of further dimensions to the framework? What might be the methodological challenges in conducting such enquiry?
The framework has the potential to be adapted and developed in various ways. A particular taxonomy of educational objectives was selected for the specification of what was learned. However, the implementation of Bloom’s taxonomy in the context of the framework presents certain methodological problems. It would be interesting to enquire into how other typologies (e.g. Gagné, 1985) could also be applied to the description and analysis of intergenerational learning in place of Bloom’s taxonomy.
Another approach might be to focus on learning from the perspective of not only the younger partner in the intergenerational relationship in the context of CAS but also the older adult in the context of lifelong learning. The acquisition of information and communications technology (ICT) skills by older adults, who are colloquially referred to as ‘silver surfers’ or ‘cyber-seniors’ although this discourse is contested, would appear to be a fertile area for research, particularly when the older adults are mentored by children.
These enquiries need to be conducted by people with ‘local knowledge’ and with access to older adults as well as young people. We propose that such enquiries might best be conducted in schools by teachers who are practitioner researchers. Practitioner researchers may be motivated to conduct their enquiries for a variety of reasons, for example to improve the effectiveness of a programme, to reflect critically on their own practice, or to submit coursework for a higher professional qualification. An aim of the research strategy of the IBO is to establish and maintain a range of research-related services such that effective support is given to the emerging community of researchers interested in expanding and enhancing discourse on and understanding of IB programmes and practices and international education in general. Teachers with an interest in school-based research are invited to consider as subjects for their own enquiry the implementation, adaptation and development of this framework for the description and analysis of intergenerational learning.
Publications relating to this project
Cambridge, J. and Simandiraki, A. (2007) Enquiry into learning from intergenerational practice: an invitation to school-based researchers. International Schools Journal XXVI (2): 42-47 (April 2007).
Cambridge, J. and Simandiraki, A. (2006) Interactive Intergenerational Learning in the context of CAS in the IB Diploma Programme: a UK case study. Journal of Research in International Education 5 (3): 347-366. (December 2006).
CAS across the ages. IB World 48, p. 8 (September 2006).
Cambridge, J. and Simandiraki, A. (2006) Lernen von Generationspraxis: Eine Typologie für Beschreibung und Analyse. Generationen Gerechtigkeit 6 (2): 43-44, ISSN 1617-1799. Online: http://www.srzg.de/ndeutsch/indndt.htm (August 2006).
Cambridge, J. and Simandiraki, A. (2006) Typology for the description and analysis of Interactive Intergenerational Learning. In Hatton-Yeo, A. (Ed.) Intergenerational Programmes: An Introduction and Examples of Practice. Stoke-on-Trent: Beth Johnson Foundation/Centre for Intergenerational Practice, pp. 137-144. Online: http://www.centreforip.org.uk (March 2006).
Cambridge, J. (2004) Book review. Linking Lifetimes: A global view of intergenerational exchange. (Kaplan, M, N. Henkin, & A. Kusano, 2003) Journal of Research in International Education 3 (1): 118-121 (April 2004).
Conference presentations and workshops relating to this project
International Conference on Service-Learning in Teacher Education, Brussels (5-7 July 2007): ‘A typology of Interactive Intergenerational Learning and its contribution to educational assessment in the context of service learning’ (J.Cambridge and A. Simandiraki) – IN PREPARATION.
ECIS conference, The Hague, (November 2005). ‘Interactive Intergenerational Learning’ (J. Cambridge and A. Simandiraki).
IBO CAS coordinators’ workshop, Munich International School (February 2005). (J. Cambridge, guest speaker on intergenerational learning and assessment issues).
ECIS Conference, Nice (November 2004) ‘Researching Intergenerational Learning in the Context of CAS’ (J.Cambridge and A. Simandiraki).
Alliance for International Education, Dűsseldorf (October 2004). ‘Researching Intergenerational Learning in the Context of CAS’ (J.Cambridge and A. Simandiraki).
IBO Online global conference “Enriching Communities” (March 2004) ‘Intergenerational Learning’ (J.Cambridge and A. Simandiraki).
ECIS Conference, Hamburg (November 2003). ‘International Education and Learning in the Community’ (J. Cambridge).
