Event Title

Using Technology to Teach the Life Course Perspective

Location

BTSU

Event Website

www.oage.org

Start Date

24-4-2015 10:30 AM

End Date

24-4-2015 11:45 AM

Description

The purpose of this presentation is to describe the use of an online technology program, Dipity to teach the principles of timing and historical context of the life course perspective to students. In an advanced undergraduate and introductory graduate gerontology courses, students are taught the basics of the life course perspective as a theoretical lens. While the basic concepts of trajectory and transitions seem easily understood, the principles of historical context, timing, sequencing, and culture (Elder, 1998; Hagstead & Call, 2007) seem abstract and more challenging for students to comprehend. Using the life story interview methodology development by Dan McAdams (2008) and the online program, Dipity (http://www.dipity.com/), a Transitions and Trajectory assignment has been integrated into the courses. The life story interview methodology outlines 8 life transition events integrating a turning point, peak experience, nadir experience, and other transitions. After describing the 8 transitions, students utilize the online program, Dipity to illustrate the impact of historical and cultural contexts. Dipity is a free online website that allows students to create a timeline integrating video, images, links, social media, and other interactive technologies that become embedded on the trajectory. Dipity brings to life the historical context (e.g., timing of historical events) utilizing technology. Developing an event-based timeline with technology has been found to meet the developmental needs of traditional age college students and effective in the application of course concepts (Landry-Meyer & Roe, 2013). Assignment description, rubrics, and examples of timelines in Dipity will be shared with participants.

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Apr 24th, 10:30 AM Apr 24th, 11:45 AM

Using Technology to Teach the Life Course Perspective

BTSU

The purpose of this presentation is to describe the use of an online technology program, Dipity to teach the principles of timing and historical context of the life course perspective to students. In an advanced undergraduate and introductory graduate gerontology courses, students are taught the basics of the life course perspective as a theoretical lens. While the basic concepts of trajectory and transitions seem easily understood, the principles of historical context, timing, sequencing, and culture (Elder, 1998; Hagstead & Call, 2007) seem abstract and more challenging for students to comprehend. Using the life story interview methodology development by Dan McAdams (2008) and the online program, Dipity (http://www.dipity.com/), a Transitions and Trajectory assignment has been integrated into the courses. The life story interview methodology outlines 8 life transition events integrating a turning point, peak experience, nadir experience, and other transitions. After describing the 8 transitions, students utilize the online program, Dipity to illustrate the impact of historical and cultural contexts. Dipity is a free online website that allows students to create a timeline integrating video, images, links, social media, and other interactive technologies that become embedded on the trajectory. Dipity brings to life the historical context (e.g., timing of historical events) utilizing technology. Developing an event-based timeline with technology has been found to meet the developmental needs of traditional age college students and effective in the application of course concepts (Landry-Meyer & Roe, 2013). Assignment description, rubrics, and examples of timelines in Dipity will be shared with participants.

https://scholarworks.bgsu.edu/oagec/BreakoutOne1/Ballroom/4