Scenario Analysis
Lewis T. Longstreet
AET/500
May 25, 2015
Emily Christiansen
SCENARIO ANALYSIS / 1Scenario Analysis
This scenario is based on an instructor that has been hired to instruct a college level, credit bearing course with participants that will range in age from 17 years of age up to 70. The scenario analysis will look at the fundamental principles (biological, psychological, sociocultural, and cognitive) that will affect the overall course design and the way that materials and learning opportunities are presented to the group. The analysis will also look into the differences in memory cognition between the younger and older parts of the group and formulate strategies to compensate for the differences that exist amongst the learners.
Fundamental Principles
It is widely agreed upon that biology, and the composite make-up of the human brain, hold a large stake in one’s intelligence; however, there is very little agreement or understanding of those biological components and what physical, biological traits actually increase or diminish intelligence (Merriam, Caffarella, & Baumgartner, 2007). At the same time, it is widely recognized that humans are physical beings and physical changes can drive different needs in learning environments (Merriam, et al., 2007). The senses in adults will most likely continue to dull over time and older participants in the learning environment will likely experience increased challenges with things like vision and hearing (Merriam, et al., 2007). It was once thought that aging was a drain on cognitive ability and that aging adults who lost brain cells were also losing their ability to apply their cognitive reasoning, but this idea has been disputed and is currently thought to be false (Merriam, et al., 2007). The idea that a loss in cells creates a decrease in ability to learn has been replaced with a theory of reapplication and repurposing; meaning that the older brain will work at the same level as a younger brain, just in a slightly different way (Merriam, et al., 2007). The brain can continue to absorb and retain information as well as it did in the past, but it may be slower when connecting the dots between idea and application. It is true, that on average, people over the age of 65 will react and function slightly slower than their younger counterparts (Merriam, et al., 2007).
Sociocultural and psychological influences on the individual are a bit different than the biological and cognitive abilities that different learners will have in the class. Psychological development is said to change at different stages and dependent on different needs and understandings though time (Merriam, et al., 2007). Levinson’s age-graded model to psychological development states that adults will define learning needs based on the specific stage in their life (marriage, family, occupation, friendship, religion and ethnicity) and these influence will impact the time that they spend and the value that they place on their education (Merriam, et al., 2007).The sociocultural difference that exist within the classcan be defined as the life issues that the learner is looking to address and the trajectory that they are looking to achieve through the education that they receive (Merriam, et al., 2007).
Summary
Does age play a role and create differentiators that must be identified in the adult learning environment? Yes. The older the learner, the greater the likelihood that their age will have dulled their sense and placed additional barriers on their sight and hearing. Age will also play a factor in their cognitive abilities, and while this does not necessarily diminish their ability to learn, their reaction times in the classroom will likely be slower than that of their younger classmates. At the same time, this does not mean that the older learner is without advantage over the younger people in the class. Age brings a greater understanding of self and sociocultural position. This means that the older adult learner has a great potential to better understand their need for learning and how they intend to apply it in the future. All of these factors indicate the need for a well-organized classroom environment that blends the population, highlights the strengths that exist within the learners and limits the obstacles created by the differences in age.
Reference
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco, CA: Jossey-Bass.