Running head: USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 1

Using Meaningful Learning Theory for Seniors in a Library Setting Ryan P. OGrady Towson University

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 2

Using Meaningful Learning Theory for Seniors in a Library Setting Audience My position at the no!h Pratt "ree Library offers only a few !han!es to design instru!tion#so$eti$es around photography and videography best pra!ti!es% so$eti$es &ouTube and G$ail instru!tional units% and so$eti$es ' get to tea!h lessons based around the two sets of (ii ga$e !onsoles the library has pur!hased for use by teens and seniors. This paper !ontains three lesson plans based on tea!hing aspe!ts of the (ii !onsole and grounding the lessons in )usubels $eaningful learning theory. My audien!e is a group of *+ seniors who !onsistently attend library progra$$ing on!e a $onth as part of a deal the library has with surrounding senior !iti,en health !are !enters-!hur!hes. The seniors arrive in the $orning% parti!ipate in a lesson for a few hours% get a brea. so$e ti$e in between% and then we serve the$ lun!h. ' plan on using this designed instru!tion over the su$$er $onths to tea!h the seniors how to use the (ii !onsoles and build upon what they already .now in a $eaningful way. Learning Objectives The purpose of this instru!tional training $odule is to tea!h seniors !iti,ens in a library setting how to play digital ga$ing versions of bowling and golf using Wii Sports by /intendo for the (ii ga$e !onsole. The no!h Pratt "ree 0entral Library has already pur!hased two sets of (ii !onsoles and all the ne!essary !ontrollers% ga$es% and a!!essories. The library also already s!hedules senior !iti,en progra$$ing on!e a $onth% so this is an ideal !o$bination of available resour!es and availability of the target audien!e. There are three learning ob1e!tives#to tea!h parti!ipants how to !reate an avatar 2a Mii3% to tea!h the basi! ele$ents of two of the (ii Sports ga$es#bowling and golf#using a variety of learner4!entered a!tivities so they !an% as )usubel 256783 writes% 9!o$prehend the $aterial $eaningfully% and to in!orporate it or $a.e it available

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 3

or fun!tionally reprodu!ible for future use: 2p. 53% and to ensure that playing the bowling and golf ga$es enhan!es students learning and refines their $otor s.ills allowing for $eaningful learning to ta.e pla!e and for the$ to use )usubels !orrelative subsu$ption by $odifying any previously learned !on!ept 2)usubel% 567;3 and adapting it for their own use. Front End Analyses Needs analysis The first step in developing this instru!tional training $odule is !ondu!ting a needs analysis and answering a few basi! <uestions. =rown and Green 2*+553 provide an overview of the general <uestions that need to be addressed. They are> (hat is the !hange being re<uested? (ho is re<uesting this !hange? (here will this !hange need to ta.e pla!e? 2=rown @ Green% *+55% p. A*3

The !hange that is being re<uested is a $ore 9$ove$ent4orientated: progra$ for the seniors when they !o$e to visit the library for progra$$ing. 't is being re<uested by the Progra$s Bepart$ent here at the libraryC they develop the on!e4a4$onth senior progra$$ing% inviting seniors fro$ a list that !o$prises lo!al senior !enters and lo!al !hur!hes. ) bus is !hartered% it pi!.s all the parti!ipants up% and brings the$ to the 0entral library. (e bring the$ to (heeler )uditoriu$ whi!h has a large s!reen and pro1e!tion !apability. This is where the instru!tional training $odule will ta.e pla!e. Learner analysis The se!ond step to developing this instru!tional training $odule is to !ondu!t a learner analysis to gather data about learners to deter$ine what learners approa!h to instru!tion $ight be. There are twenty learners in this senior group and they are the learners that the analysis needs to fo!us on. Bi!.% 0arey% and 0arey 2*++53 designed an eight !ategory list of infor$ation to gather about learners. 't !onsists of the following !ategories> entry behaviors%

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 4

prior .nowledge of topi! area% attitudes towards !ontent and potential delivery syste$% a!ade$i! $otivation 2)R0S3% edu!ational and ability levels% general learning preferen!es% attitudes toward the training organi,ation% and group !hara!teristi!s 2Bi!.% 0arey @ 0arey% *++5% p. 6D46;3. Buring the senior progra$ this $onth% ' !ondu!ted an infor$al verbal <uestionnaire based on these !ategories and re!orded the results 2see )ppendiE )3. Learning context analysis Bi!.% 0arey% and 0arey 2*++53 state that it is i$portant to review where the instru!tion will ta.e pla!e and whether or not there are ade<uate fa!ilities% e<uip$ent% and resour!es for the learners. There are four spe!ifi! !riteria that they !ite as i$portant to the overall learning !onteEt analysis. The four are> !o$patibility of site with instru!tional re<uire$ents% adaptability of site to si$ulate wor.pla!e% adaptability for delivery approa!hes% and learning4site !onstraints affe!ting design and delivery 2Bi!. et al.% *++5% p. 5+53. The instru!tional re<uire$ents di!tate that one (ii !onsole and ability for pro1e!tion is neededC (heeler auditoriu$ has both. The site !an be adapted for learning and delivery approa!hes as well be!ause if ne!essary% half the !lass !an be pla!ed at the front with the large s!reen and the other half !an be played in the ba!. with a s$aller TF set up with the se!ond (ii !onsole atta!hed. The only learning4site !onstraint is that not all parti!ipants !an parti!ipate at the sa$e ti$e#so$e of the$ will have to !reate an avatar after others and wait to learn how to play the (ii ga$es of bowling and golf. )s Bi!.% 0arey% and 0arey 2*++53 go on to state> OUTPUT The $a1or outputs of the learning !onteEt analysis are> 253 a des!ription of the eEtent to whi!h the site !an be used to deliver training on s.ills that will be re<uired for transfer to the wor.pla!e% and 2*3 a list of any li$itations that $ay have serious i$pli!ations for the pro1e!t. 2p. 5+*3

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 5

"or 253 above% the (heeler )uditoriu$ is ade<uate% as there is enough roo$ and a s!reen for the first !onsole for the initial instru!tion and roo$ in the ba!. for a se!ond !onsole% pro1e!tor% and portable s!reen for dividing learner4!entered a!tivities. "or 2*3 above% there are no li$itations. Standards Alignment The $ission of the Pratt Library is 9to provide e<ual a!!ess to infor$ation and servi!es that e$power% enri!h% and enhan!e the <uality of life for all: 2 no!h Pratt "ree Library% n.d.3. The following table 2"igure 53 shows the sour!es of instru!tional standards addressed in this pro1e!t% the standard2s3 fro$ ea!h sour!e% and the a!tivities to whi!h ea!h standard aligns. Fig 1. Standards Alignment Sour!e P"L Mission State$ent Standard To provide e<ual a!!ess to infor$ation and servi!es that e$power% enri!h% and enhan!e the <uality of life for all. *. 0usto$er Servi!e SLR0 will provide <uality !usto$er servi!es. *.* Provide te!hnology to !usto$ers that i$proves our ability to deliver servi!es. Goal * Provide <uality !usto$er servi!e. Ob1e!tive 8 Provide te!hnology to !usto$ers that i$proves our ability to deliver servi!es. )!tivity 4Learning how to play (ii Sports ga$es> bowling and golf 40reating a Mii avatar 4Learning how to play (ii Sports ga$es> bowling and golf 40reating a Mii avatar 4Learning how to play (ii Sports ga$es> bowling and golf

"& *+58 Library )nnual Plan

Library Strategi! Plan

Task Analysis/Training Module Overvie This three day instru!tional unit 2spread out over three $onthly sessions3 will fo!us on a!!o$plishing three goals#53 ea!h parti!ipant !reating an avatar *3 learning how to play (ii bowling and golf and 83 parti!ipants using what they learned to pra!ti!e $otor s.ills.

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING

!oal " 'n order to learn how to $a.e an avatar% ' will first de$onstrate by going through all the Mii !reation s!reens and $a.ing an avatar of $yself 2see )ppendiE =3. 0reating a Mii is bro.en down into eight !ategories> body type% fa!e type% hair% eyebrows% eyes% nose% lips% and fa!ial hair and a!!essories. "irst% under body type% ' will input $y na$e and !hoose a !olor shirt for $y Mii avatar. Se!ond% under fa!e type% ' will !hoose $y fa!e !olor% length-position of the fa!e% and any wrin.le lines. /eEt% ' will !hoose the type of hair ' have on $y head% its pla!e$ent on top of $y head% and what !olor the hair is. /eEt% ' will !hoose what eyebrow type ' have% the !olor% and the pla!e$ent on $y head. /eEt% ' will !hoose $y eye type% !olor% and pla!e$ent on $y fa!e. Then ' will !hoose $y nose type and pla!e$ent on $y fa!e. Then ' will !hoose the type of lips ' want $y Mii avatar to have and the pla!e$ent of the lips on $y Miis fa!e. Last% ' will a!!essori,e the Mii with any fa!ial hair 2!hoosing its !olor and pla!e$ent3% glasses 2!hoosing type and pla!e$ent3% and beauty $ar.s 2!hoosing type and pla!e$ent3. Parti!ipants will be assessed on the !reation of their Miis by the following rubri! lo!ated in "igure *. Fig. 2 Mii Creation Rubric Ty#e &ody Ty#e Face Ty#e 'air Eyebro s Eyes Nose Li#s Facial 'air or Accessories Final Score $olor %lacement G Score

G G

HH-*5

'n order to assess the !o$pletion of !reating an avatar% parti!ipants avatars will be assessed a!!ording to the rubri! above% 5 point ea!h !ategory% for a total possible s!ore of *5 points.

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING !

!oals ( and ) The se!ond and third goals are to tea!h the basi! ele$ents of ea!h ga$e# (ii bowling and golf#using a variety of learner4!entered a!tivities% and to ensure that these a!tivities are allowing parti!ipants to pra!ti!e their $otor s.ills% and addressing the instru!tional need of a $ore 9$ove$ent4oriented: a!tivity for the seniors. Wii Sports !o$es with its own instru!tion $anual and this is what ' will be basing $y instru!tions off of 2see )ppendiE 03. "irst% ' will guide parti!ipants by tea!hing the$ how to use the !ontroller for (ii bowling and golf. ' will tell the$ that they need to wrap the strip around their wrist% hold down the 9=: button while .eeping their throwing ar$ at their !hest% bring their ar$ down and ba!. and let go of the 9=: button on the downward apeE of their forward $ove$ent. The instru!tions for (ii golf will be delivered during the third% advan!ed session. The following is an outline of the learner4 !entered a!tivities for goals 548 and their ti$eline and session lo!ation. ' also in!lude a separate se!tion for the rationale behind ea!h session and how it relates to edu!ational learning theories. Session "* Lesson %lan Session " 'ntrodu!tion to the (ii 28+ Minutes3 "st Mont+ ,a##roximately ) +ours' will give an introdu!tion to the (ii% de$onstrate the use of the !ontroller% and tell learners that ' want the$ to a!hieve three goals #to !reate a Mii% learn to play the ga$es% and pra!ti!e playing the ga$es. ' will show learners how to !reate a Mii by !reating one of $yself in the ; !ategories> body% fa!e% hair% eyebrows% eyes% nose% lips% and fa!ial hair-a!!essories. /ow that learners .now how to !reate a Mii% ' will split the group up into two groups of ten and assign the front group to !reate a Mii% one4 by4one% and the ba!. group to !reate a Mii% one4by4one. ' will !ir!ulate and $a.e sure that everyone has a !han!e to !reate a Mii. The re$ainder of the !lass will be learning how to play (ii =owling. ' will show the$ the instru!tions that are in )ppendiE 0% and de$onstrate in one large group again how to

0reating a Mii 28+ Minutes3

0reating Miis 25 Iour3

Learning-Playing (ii =owling 25 Iour3

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING "

use the !ontroller to bowl. 5J $inutes will be spent on the instru!tions% de$onstrations% and volunteersC the other AJ $inutes will be spent in their split groups playing. 'f anyone has not !reated a Mii% ' will reserve the ba!. !onsole in order for the$ to finish up. Session "* .ationale The reason why ' !hose )usubel and his $eaningful learning theory is be!ause during the first lesson% ' a$ going to tea!h learners how to play the ga$es first% and be!ause ' intend for the instru!tion to $eet )usubels three !onditions of $eaningful learning#that what is being taught is $eaningful 2the seniors have already eEpressed a desire to learn the (ii after having read an arti!le about it at a previous $onthly session3% that how they learn the $aterial is interesting 2spending ti$e at the library playing ga$es on the (ii !onsole is a hit with $ost of our patrons #fro$ s!hool age !hildren to adults% and now% hopefully% to seniors3% and it relates to the learners previous .nowledge 2in this !ase% session 5 is setting up that .nowledge% but they will relate further things learned in sessions * and 8 ba!. to session 53. The first part of Session 5 revolves around introdu!ing the learners to the (ii itself and how it wor.s. Bris!oll 2*++J3 writes about )usubels thoughts on this saying% 9retention involves $aintaining the availability of a!<uired infor$ation so that it $ay be a!!essed for use at a later ti$e: 2Bris!oll% *++J% p. 5*83. "or )usubel% retention is ne!essary for $eaningful learning be!ause that is how an an!hor is for$ed so that new infor$ation !an gather around that an!hor point. Our !lass teEtboo. goes on to say 9i$$ediately following initial $eaningful learning% new infor$ation is easily a!!essible% its stability enhan!ed by virtue of its an!horage to relevant !on!epts in the !ognitive stru!ture: 2Bris!oll% *++J% p. 5*83. Though the three sessions are ea!h one $onth apart% and the audien!e is older% ' !hose to ground the sessions in )usubel and his

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING #

$eaningful learning theory be!ause ea!h lesson builds on the neEt% so$e retention of .nowledge is ne!essary in order to !o$plete Sessions * and 8% and be!ause even if the learners forget% when !on!epts 9!an no longer be retrieved as entities separate and distin!t fro$ the an!horing idea: 2Bris!oll% *++J% p. 5*83 they will still have their Mii to re$ind the$ of their past use of the (ii. The se!ond part of Session 5 is for the learners to !reate a Mii. The audien!e is older so they are $ore li.ely to forget% whi!h is why ' thin. the !reation of the Mii is perfe!t#it has the potential to a!t as the an!hor for the$ to re$e$ber their .nowledge around. Lets say that one of the learners did not su!!essfully retain the infor$ation of how to play the (ii and play one of the spe!ifi! ga$es#bowling or golf#after Session 5. My hope is that with the !reation of their Mii on the (ii itself% they will be able to re$e$ber so$ething of the first session in Sessions * and 8 be!ause they will have an avatar on the s!reen that loo.s 1ust li.e the$. The other part of !reating a Mii is that ' will assess the learners a!!ording to the afore$entioned rubri! so hopefully this part of Session 5 will a!t as a $otivation for learners to do well#if they !reate a good Mii then they will a!hieve su!!ess on the rubri!. This also tangentially relates to $otivation in learning% as Bris!oll 2*++J3 writes 9a!hieve$ent $otivation is thought to be a funda$ental tenden!y of hu$ans to $anipulate% do$inate% or otherwise $aster their environ$ent: 2(hite% 56J6 as !ited in Bris!oll% *++J% p. 8553. The last part of Session 5 in!orporates $e tea!hing the learners how to play two (ii Sports ga$es#bowling and golf. The reason why ' !hose these two ga$es is be!ause the $ove$ents ne!essary to !o$plete the levels in these ga$es and su!!eed are relatively si$ple and easy#also part of the goal of this entire pro1e!t is to address the !hange ' found in the needs assess$ent% that the !hange being re<uested is a $ore 9$ove$ent4orientated: progra$ for the seniors. (ith learning (ii bowling and golf% this will allow the progra$ to address this need.

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 1$

Session (* Lesson %lan Session ( (ii Refresher 28+ Minutes3 (nd Mont+ ,a##roximately ) +ours' will briefly give a refresher !ourse in the (ii and as. for volunteers to !o$e and play an entire ga$e of bowling. Then ' will split the groups up and have the$ play bowling against ea!h other. 5. Learners $ust first !hoose a partner and play a full ga$e of bowling with that partner. a!h player should sele!t their self4!reated Mii and follow the instru!tions on how to bowl. *. On!e ea!h pair has played% the winner of ea!h ga$e will fa!e off against another winner. The goal of this round is for ea!h player to rea!h a high s!ore of DJ points or above. 8. Those who rea!hed a high s!ore of DJ points or above then fa!e off against the first round losers% and play !ontinues until everyone had rea!hed the DJ point $ar.. )ll players !onvene at the front and dis!uss what they learned fro$ playing the (ii bowling ga$e.

Learner40entered )!tivities 2* Iours3

(ii (rap4Up Bis!ussion 28+ Minutes3 Session (* .ationale

Session * allows learners to heavily rely on their previous .nowledge that they learned in Session 5. /oti!e that the first part of Session * is a refresher !ourse on how to use the (ii. On!e again% ' a$ hopeful that learners will have already digested the .nowledge and !reated the !ognitive stru!tures ne!essary to operate the (ii by !reating their own Mii and playing the two ga$es in Session 5. )s )usubel wrote referring to a !ognitive stru!ture% it 9refers solely to the stability% !larity% and organi,ation of a learners sub1e!t4$atter .nowledge on a given dis!ipline: 2)usubel% 5678% p. D73. Iopefully the !ognitive stru!ture is strong enough within the senior learners to still eEist% but if not% the refresher !ourse will ta.e !are of so$e of that loss% though% not all. The neEt part is for learners to partner up and play a full ga$e of bowling with their partners. Iere is where the an!hor points learned in Session 5 will !o$e into play. Bris!oll

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 11

2*++J3 writes% 9)n!horing ideas are the spe!ifi!% relevant ideas in the learners !ognitive stru!ture that provide the entry points for new infor$ation to be !onne!ted: 2Bris!oll% *++J% p. 55D3. The spe!ifi! an!hor points learn in Session 5 are#53 ea!h learner !reated a Mii and !an use that Mii to play with *3 ea!h learner !an a!!ess their previous $ade !ognitive stru!ture and play the bowling ga$e as their Mii and 83 learners !an pra!ti!e these !onne!tions between the ideas they have learned by playing the bowling ga$e again and again against other opponents. 'n order to $a.e the learning $ore interesting and $eaningful% ' tried to turn the playing of the bowling ga$e into a $ini !o$petition. 'n this way% those who do well and s!ore over a !ertain a$ount of points 2DJ3 !an fa!e off against those that did not do so well 2did not s!ore DJ points3. The goal with this $ini tourna$ent is to give everyone a !han!e to s!ore DJ or better on the bowling ga$e. ven if a learner does not s!ore DJ% that is o.ay be!ause there are no negative !onse<uen!es% the point of this eEer!ise and Session * is that the learners be!o$e $ore fa$iliar with playing the (ii !onsole and that they are able to tal. about what they learned in a $eaningful way. This brings the session to the last part#a thirty $inute dis!ussion of what they did during the ga$e play and what they learned. This will ta.e pla!e right before lun!h% so ' espe!ially thin. the learners will be $otivated to parti!ipate and finish upK The goal of Session * is to get the learners to start using the s.ills and relying on the !ognitive stru!tures they have built with their respe!tive an!hor points. ' have built in a few buffers in !ase infor$ation is not retained suffi!iently> a refresher !ourse on how to play the (ii% and a!tivities that allow learners to partner up with so$eone who $ay have $ore s.ill than they do#so that the ones with higher s.ills !an tea!h the ones with lower s.ills what to do. Session )* Lesson %lan Session ) Learning-Playing (ii Golf )rd Mont+ ,a##roximately ( +oursParti!ipants are trained on how to play (ii golf

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 12

2* Iours3

(rap4Up Bis!ussion

a!!ording to the instru!tions in )ppendiE 0. )dvan!ed players 2assessed via the Mii rubri! and whether or not they rea!hed the DJ point $ar. in bowling3 are split into a group that plays (ii golf for duration of the session. Others $ay resu$e playing (ii bowling against ea!h other or 1oint he golf group if they wish. Parti!ipants dis!uss what they found helpful in the sessions% whether or not they en1oyed it% and what they would do to i$prove it the neEt ti$e.

Session )* .ationale The rationale behind Session 8 is si$ilar to Session *#learners need to solidify their !ognitive stru!tures and use eEisting an!hor points to a!hieve su!!ess in playing the (ii Golf ga$e. The only differen!e with the golf ga$e is that the instru!tions and $ove$ents are bit $ore !o$pleE 2see )ppendiE 03 than they are for (ii bowling. The hope is that with this third session% learners will be advan!ed enough in their an!hor points for (ii ga$ing that they !an draw upon the !onne!tions $ade to prior learning and .nowledge% attained and for$ed during Sessions * and 8% to su!!essfully play (ii Golf. )usubels $eaningful learning ideas revolved around the theory that in order for learning to be $eaningful% the sub1e!t $atter needs to $eaningful#whi!h is it#the learner needs to learn in an interesting way#they do#and it relates to the learners prior .nowledge#whi!h it does# be!ause Session 8 builds upon the prin!iples and ideas learned in Sessions 5 and *. ' believe these three lesson plans are a good eEa$ple of how to ground learning a!tivities in the ideas )usubel put forward.

Assessment

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 13

The su$$ative assess$ent would be two4fold#the first part is the rubri!s that ' assess parti!ipants on based on the !reation of their Miis% and the se!ond part is whi!h parti!ipants were able to s!ore a DJ or higher in bowling. These two !riteria are really for $y own purposes be!ause it will help $e in planning for Session 8. 't will tell $e if DJ was too high or too low of a threshold for parti!ipants to $eet and whether or not parti!ipants had the $otor s.ills to su!!essfully !reate a Mii in enough ti$e and with enough variations that ' !ould say that they learned how to !reate an avatar. The for$ative assess$ent would also be two4fold#the first would be the !reation of the Mii% it would be $y way of !he!.ing in to $a.e sure parti!ipants !ould su!!essfully use the (ii !ontroller and navigate through the (ii !onsoles s!reens% and the se!ond would be the wrap4up dis!ussions that too. pla!e after sessions * and 8. The wrap4up dis!ussion after session * would allow $e to $odify anything in session 8 that was ne!essary% and the dis!ussion fro$ session 8 would help $e plan for the neEt ti$e that ' design instru!tion around the (ii.

$onclusion

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 14

' !onsulted so$e additional sour!es due to the fa!t that ' was designing $y lesson around ga$es and ' loo.ed at a few boo.s on digital ga$ing and learning. Lurt S<uire writes about =ing Gordon% the for$er !hief !reative offi!er of le!troni! )rts and how he thin.s that digital4based ga$es will one day repla!e teEtboo.s in the !lassroo$% and as S<uire writes% 9it $ay be less ga$es as a te!hnology and $ore ga$es as a !ultural pra!ti!e that en!ourages eEperi$entation% syste$ati! thin.ing% and authenti! parti!ipation: 2S<uire% *+55% p. D53. This is what ' a$ striving for in $y instru!tional design#the eEperi$entation ta.es pla!e when the parti!ipants !reate their own Mii% the syste$ati! thin.ing when they learn how to play ea!h ga$e and fa!e off against ea!h other% and the authenti! parti!ipation when they are grounded in their !o$$unity and wor.ing with others on their learning and $otor s.ills. )nother way of thin.ing about this authenti! parti!ipation is grounded in )usubels $eaningful learning theory#that learners will a!tually learn these a!tivities% and !reate the ne!essary !ognitive stru!tures be!ause the learning is $eaningful and they learn it in a $eaningful way. This !ourse $odule is designed $ore as parti!ipatory edu!ation in a digital age% and it is written for parti!ipants who have $ostly been left out of the nuan!es of this digital age. My hope is to en!ourage parti!ipation through learner4!entered a!tivities% address $y wor. sites need of providing instru!tion that is $ore 9$ove$ent4oriented%: and to en!ourage further learning and $astery by introdu!ing even $ore !o$pleE (ii $ove$ent ga$es#for eEa$ple% golf#that will allow these seniors to ta.e part in a $odel of parti!ipatory edu!ation.

Referen!es

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 15

)usubel% B. P. 256783. The psychology of meaningful erbal learning! An introduction to school learning. /ew &or.% /&> Grune @ Stratton )usubel% B. P. 2567;3. "ducational psychology! A cogniti e ie#. /ew &or.% /&> Iolt% Rinehart% and (inston. =rown% ).% @ Green% T. G. 2*+553. The essentials of instructional design$ Connecting fundamental principles #ith process and practice 2*nd ed.3. =oston% M)> Pearson du!ation. Bi!.% (.% 0arey% M.% @ 0arey% M. 2*++53. The systematic design of instruction. /ew &or.% /&> )ddison4(esley du!ational Publishers 'n!. Bris!oll% M.P. 2*++J3. %sychology of learning for instruction 28rd ed.3. /ew &or.> Pearson. no!h Pratt "ree Library. 2n.d.3. )bout the library. Retrieved fro$> http>--www.prattlibrary.org-aboutS<uire% L. 2*+553. &ideo games and learning$ Teaching and participatory culture in the digital age. /ew &or.% /&> Tea!hers 0ollege Press. (ii Sports N(ii Ga$eO. 2*++73 Red$ond% ()> /intendo.

)ppendiE ) Learner )nalysis Ferbal Puestionnaire Results

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 1

.esults o/ t+e Learner Analysis )!!ording to this !ategory% target population $e$bers $ust have $astered !ertain s.ills asso!iated with the learning goal in order to begin instru!tion. The s.ill ne!essary is $obility s.ills to operate a handheld video !onsole !ontroller. Prior Lnowledge of Topi! )rea The prior .nowledge needed is that ga$ing !onsoles eEist and they !an be used for learning. )ttitudes Toward 0ontent-Belivery Syste$ Out of a group of twenty parti!ipants% 5J are willing to learn so$ething new% the re$aining are hesitant to try new things% but will parti!ipate. )!ade$i! Motivation 2)R0S3 )ll parti!ipants rate their level of $otivation as 9$ediu$4to4high: as they wish to learn a ga$ing !onsole and $ove around $ore. du!ational and )bility Levels Most parti!ipants have advan!ed degrees past undergraduateC four have high s!hool degrees with so$e !o$$unity !ollege eEperien!e. )ll $aintain the ability to perfor$ the tas.% as they have the afore$entioned re<uisite $obility s.ills. General Learning Preferen!es Most parti!ipants were open and willing to eEplore new ways to learn. They dont $ind instru!tion that is ga$e4based and ea!h has had su!!ess in the past using te!hnology to re!eive instru!tion. )ttitudes Toward Training Organi,ation )ll parti!ipants praise the organi,ation 2the library3 and hold it in high regard. Parti!ipants had nothing but good things to say about the $onthly visits to the library. Group 0hara!teristi!s ;+Q of the parti!ipants are )fri!an4)$eri!an 5JQ are white-0au!asian% and JQ are )sian4)$eri!an. )ll parti!ipants are 78 years or above% the youngest being 78% the older being DJ. One is in a wheel!hair% whi!h li$its so$e $obility.

Learner Analysis $ategory ntry =ehaviors

)ppendiE = 0reation of Ryans Mii

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 1!

)ppendiE 0 (ii Sports =owling and Golf 'nstru!tions

USING MEANINGFUL LEARNING THEORY FOR SENIORS IN A LIBRARY SETTING 1"