We highly recommend completing the activities in a Word document first, then copying and pasting your responses into the provided spaces. This ensures you retain your answers and reflections even after the course concludes.

1.  Understanding intergenerational connections and the rise of online communities.

Introduction to Intergenerational Learning and Connection in the Digital Age

Mobile phones are convenient for video calls with family and friends, however, in intergenerational practice, the phone’s small screen size makes its difficult.

As older adults navigate these changes in technology, they also encounter challenges in mobility, vision, cognition, hearing, and mental health. The impact of these challenges on communication patterns is profound, necessitating an exploration of alternative means. Information and Communication Technologies (ICTs), particularly video communication, has emerged as a valuable tool, bridging geographical gaps and sustaining relationships. Thus, brings us to the introduction of the topic of intergenerational learning and connection in the digital age. There are many different formats for digital communication in intergenerational programs however in this module we use examples from a program that use hardware suitable for large groups of adults, children, and youth.

Intergenerational learning video calls typically use a large 75” to 100” TV or projection screen in the classroom and at the aged care home or room with older people.

Various factors have impacted intergenerational connections, including the global COVID-19 pandemic which highlighted the importance of social connection. Additionally, geographical dispersion due to immigration trends and family blends has reshaped traditional dynamics. Remote and rural areas face unique challenges, such as limited access to essential services and transportation, which can hinder participation in intergenerational activities. Despite these obstacles, online connections offer a promising solution to bridge gaps and foster intergenerational support, ensuring older individuals can maintain independence and social ties in today's digital age.

Delve Deeper:

Have a look at this scoping review by Reis et al. (2021) of how and which technologies help foster intergenerational connectivity.

What the research says

Research indicates that the existence of a "generational digital gap," characterised by limited access to technology or a reduced ability to use it, poses a distinct risk for depression and loneliness in a digitally mediated world. With approximately one-third to one-half of people aged over 60 in Australia at risk of experiencing loneliness (Fakoya et al., 2020), it further emphasises the urgent need for tailored interventions and comprehensive support systems. On the flip side, however, it is remarkable that the digital landscape indicates a growing trend of technological adoption among older adults.

There is widespread integration of ICTs into households, the importance of intergenerational support and learning of new technologies appears to be crucial in aiding older individuals to maintain independence and age well in the homes and spaces they inhabit.

Residents in aged care homes may not have access to this support or have the ability to use smartphones or other forms of digital communication without assistance. One solution to keep residents connected with the community is group-based video calls using a large TV where the laptop is operated by a member of staff or a volunteer. It is important to not only understand the barriers to connecting with other generations but also how to overcome and utilise current strategies that benefit both younger and older groups.

Delve Deeper:

A review conducted by Nef et al., (2013) identified staying connected with geographically distant grandchildren as a primary motivation for older adults to embrace digital social networking technologies. Despite this, a prevailing issue is that the majority of technologies are not tailored to support the needs of older adult users.

Shaping the Future: The Acceptance of Online Intergenerational Connections

The acceptance of online connections doesn't happen overnight. It's a gradual process influenced by various factors, and at the forefront is the importance of digital inclusion. Digital inclusion encompasses not only access to technology but also proficiency and familiarity in using digital tools effectively., The ability to navigate digital spaces is crucial for fostering meaningful connections and bridging generational gaps. Achieving digital inclusion involves resolving barriers such as limited access to devices, connectivity issues, and providing the necessary training and skills to navigate the digital landscape. Video conferencing-based intergenerational programs between schools and old people's homes, ‘digital inclusion’ can be achieved in a group setting. This is a practical and time-effective approach for an aged care home, especially when there is only one Lifestyle Coordinator.

 The facilitator also needs to be adaptive in the planning and facilitation of these interactions because there is often an uncharted journey within each video call. It is also important to note that despite the structured nature of these programs, there should always be room for spontaneity, flexibility in conversations, humour, and unexpected moments. For example, the discussion topic chosen by the residents could be ‘celebrations’ such as r weddings and birthdays.

Video Conferencing

Video conferencing (VC) is particularly different from other more commonly known forms of virtual engagement such as phones and/or messaging. VC is characterised by the presence of a big screen, often a TV or projection (75” to 100” diagonal), serving as a mutually known technological medium. The use of a big screen creates a safe and familiar environment for both generations. It can encourage the acceptance of online communities, allowing for a gradual and step-by-step progression in the way two generations interact using digital technologies. Furthermore, it contributes to an immersive experience for the residents because the student's faces appear 3-5 times larger than normal size.

Some residents in aged care homes may be proficient in using an iPad, other brands of digital tablet devices or laptops to enjoy video calls with family members or friends. However, this interaction has a ratio of participants ranging from 1:1 or one to a few people. In situations where there has been a ‘lockdown’ on the ground floor or another ‘wing’ of the aged care home, residents in these areas have continued their involvement in the intergenerational learning and wellbeing video call by using these digital devices while isolated in their rooms. A limitation of this application is the small screen area (8”-14” diagonal) of the digital tablet device, which may not be conducive to persons with diminishing eyesight and/or hearing. Another limiting factor is the quality of sound from the speaker in the digital tablet.

Older people may have the cognitive abilities and dexterity to use these devices, but they might require training from a staff member or volunteer to use the digital tools for intergenerational connections. A benefit of this training would be to help residents feel empowered and capable with digital (video, image and text-based) communication technologies. However, this is rarely achieved in aged care homes due to workforce challenges. With the exception of residents isolating in their rooms due to ‘lockdowns,’ the use of the tablets is not practical for the intergenerational learning and wellbeing program.

Experience shows that a group-based approach using a large screen fosters an environment where older people who are shy or not confident with the English language are more likely to participate. The group setting also enables the participants to learn about each other’s backgrounds, families, cultures, education, interests, and life after leaving school. Additionally, it can foster empathy and compassion between the older participants as they learn about each other’s life experiences, challenges and how they overcame them.

As we delve into the dynamics of intergenerational learning in the on-line world, it becomes evident that the choice of technology, coupled with digital inclusion efforts, plays an important role in shaping the acceptance and effectiveness of intergenerational connections using video conferencing. 

2.  Video Conferencing (VC) and its benefits.

Why video conferencing?

Video conferencing (VC) on either a projection screen or TV is a widely accepted medium for both participant groups. Beyond its familiarity, VC offers distinct advantages, enhancing the quality of interactions for both parties. For instance:

• Improved visibility for older participants: The large image projection in VC caters to participants with diminishing eyesight, making it easier for them to see and engage.
• Large Facial Images – This improves the experience, understanding of what is being said and communication as a listener or person speaking.
• Enhanced classroom experience for students: In a large classroom, VC ensures that even students at the back of the room can observe and engage with subtle facial expressions during discussions. This principle also applies for older participants.
• Better Sound Quality – The sound can also be made louder when needed.
• Immersive interaction: Enlarging the face of the person speaking by 4-5 times the normal size creates a more immersive experience for both students and older participants.
• Benefits for development and regulation: VC has the potential to improve physiological regulation and neurological development as outlined in the next learning objective.

This choice of technology not only facilitates communication but also contributes to a more inclusive and enriching learning environment for all involved.

Benefits of Virtual Intergenerational Programs

Virtual intergenerational programs have emerged as a transformative approach, creating meaningful connections between students and older individuals through video conference technology. Research indicates that these programs yield numerous benefits for both students and older participants including but not limited to fostering empathy and resilience, improving well-being and mental health, and creating valuable learning experiences. Many of the benefits found in face-to-face intergenerational programs are also seen in virtual programs however those which are specific to virtual intergenerational programs are listed below:

Have a look at this great video highlighting the positive mental health effects of virtual intergenerational programs for students.

QUICK BREAK:

Take a look at this beautiful poem that a student (aged 11 or 12) wrote after taking inspiration from his experience in a virtual intergenerational program.

As I walked in, I saw their smiling faces,
I couldn’t wonder of all the places
They were all amazing,
Listening to their stories and how their lives were changing I was excited to meet them in real life,

But sad when I heard that Harry lost his wife
It made me realise how fragile life could be,
I just want to live my life be happy and free
I am feeling disappointed because it has come to an end, now that I have made a friend

And if one day I feel the need to roam,
I will always remember the people in the nursing home.

3.  Using the Concept of Video Conferencing as a Tool for Intergenerational Learning: An example of practice

Integrating video conferencing into intergenerational learning offers a range of technological approaches, categorized as basic and advanced setups.

Equipment: A basic setup includes;

• Internet connection (Wi-Fi or cabled);
• Video Conferencing software licenses (e.g., ZOOM) and cloud recordings ready for download; N.B Microsoft Teams is not recommended due to technical and functionality reasons such as cropping of recorded images and inability to record sperate audio tracks from each VC location. However, if TEAMS is mandated for use by your organisation, then proceed with it.
• A large TV (65” to 80”) or projection screen (80” to 150”)
• A wireless speakerphone, and
• A laptop or digital tablet. The laptop’s camera needs to be approximately 1.5m above the floor with the laptop screen tilted down to see the faces of the two students closest to it plus the remainder of the class’s students in the background.

The two-host student need to look at the laptop screen (and its camera) NOT the TV

Two students at a time are assigned as the hosts. Best practice is to have them seated close to the laptop so that their heads are visible while the rest of the class remains in view of the camera. The two students should also be close (within 300-600mm) to the microphone or speakerphone.

At the location with the older participants, a quiet area is needed with a seating structure for optimal viewing of them. A facilitator is required at both locations. The student’s teacher will always be in the classroom and a Lifestyle or Recreational Coordinator will always be with the group of older participants. This is mandatory in case something is said, or an action occurs that is inappropriate from either location. If this occurs a decision to mute the sound and camera or end the video call may be required.

Equipment: Advanced Setup for Best Practice

Building upon the basic setup, the advanced configuration includes:

• A motorized pan-tilt-zoom (PTZ) camera with 10 times optical zoom and a 90-degree field of view, connected to the laptop via USB cable and remotely controlled. A power point will be required for the PTZ camera.
• If the PTZ camera cannot be wall-mounted, use a tripod or desktop stand.
• At least two wireless speakerphones (a combination speaker and microphone) connect to the laptop via a USB receiver or Bluetooth. One speakerphone is situated with host students, while the second functions as a roaming microphone. Two speakerphones add time efficiency to the video call. It also prevents long breaks in the dialogue as a student anywhere in the classroom does not need to walk to and from their desk to use the speakerphone near the laptop. Speakerphones play a crucial role in ensuring clear speech and communication between elders and students. Failure to hear each other is a risk to the success of the interaction. Consider purchasing a soundbar (for the TV) in the aged care home and school, to optimise speech and sound quality, especially for the older participants. This helps to ensure a rich intergenerational learning experience.

Speakerphones connect via USB Receiver or Bluetooth

Alternative to the PTZ Camera and wireless speakerphones

Video Conference Bar with integrated microphone and digital + optical zoom.

It is also recommended to have;

• A whiteboard for the teacher to write lists of new words, phrases etc plus information about the discussion topic and interesting comments by the residents and students.
• Clipboards with A4 paper or notepads/exercise books for students to write a list of words and phrases new to them plus information about the discussion topic and interesting comments by the residents and any biographical data about them. They can also write lists of vocalisations and non-verbal communication.
• A script (or timeline) is recommended for the students and Lifestyle Coordinator. This will contain a list of students who will be the hosts, acknowledgement of country and telling jokes plus a start and end time for an activity. This script could be printed on A4 paper or viewed on an iPad.
• An iPad with a dB (decibel) meter app. This dB meter level acts a guide to help students maintain a consistent volume level of their speech.

Note: Some laptops and Tablet devices may lack sufficient USB-A sockets. In such cases, a USB docking station with at least 2 x USB-A sockets, HDMI input, and USB-C output (e.g., COMSOL or Satechi) is recommended. This comprehensive setup ensures a seamless and effective intergenerational learning experience.

The choice of either a basic or advanced setup will depend on the availability of resources at the school and aged care home (or retirement village etc) and the participants' varying needs. However, given the complex I.T. and web camera requirements, a prudent step is to conduct a test video call using the specified equipment and seating arrangements. This preliminary test aims to verify clear, intelligible speech for all participants, including older adults with hearing impairments.

Test Video Call

A prudent step is for the school and aged care home (or retirement village etc) to conduct a test video call using the laptop that will also be used on the day of the interaction. This preliminary test is to ensure:

• both locations can see each other clearly,
• opportunity to check the seating layouts in the classroom and aged care home so that all students and residents can be seen, 
• the speech quality of the person speaking at each location is clear

Proposed seating layouts will also be dependent on participant numbers and resources however it is suggested that chairs and tables be arranged in “U” shaped patterns to ensure students and older adults can be seen within the field of view of the camera.

An example of VC activity is presented below:

1. Introductions and Welcome to Country
2. Short Jokes – students and elders
3. Groups of two students host the video call – like TV presenters. Example:

Video call with two students as hosts

1. Student(s) or Facilitator to control motorised camera if this has been purchased.
2. Discussion Topic – Part 1
3. Note-taking - Lists of new Words, Phrases, Vocalisations, Non-Verbal Communication and Data about the discussion topic
4. Enjoyable interactive activities for both age groups: E.g. a music and movement game, a balloon version of volleyball and tennis and other activities while seated, standing or dancing. Link: Video Example of a music and movement game
5. Discussion Topic – Part 2
6. Conclusion of Video Call, Action Items and Goodbye’s
7. De-Brief with students 

Example: The following page contains images from different classrooms showing the lists of new words, phrases etc on the whiteboard (written by the teacher) and on paper by the students.

Whiteboard showing four columns for the teacher to write new words, new phrases, vocalisations, and non-verbal communication learnt and observed by the students. The teacher can also write:

• Questions for students to consider as a prompt for their conversation with older people.
• Interesting comments or biographical data about the older people
• Information relevant to the discussion topic that may come to mind or spoken by the older people.

During the video call, students write lists of words and phrases new to them. They can also write down vocalisations they heard and non-verbal communication they observed plus other information relevant to the discussion topic.

Have a look at the following pictorial examples of some of the questions students and the older people spoke about;

4.  Examine the scientific evidence in physiology and neurology that aligns with the outcomes of these intergenerational video interactions:

Scientific evidence helps researchers and facilitators to understand why and how physiological, neurological, and anthropological dimensions align with the positive outcomes of intergenerational programs. Understanding these dimensions is important for facilitators (you), as it will help empower you to navigate the intricacies of designing and leading programs effectively. Armed with insights into the physiological responses of participants, you will be able to tailor approaches to create (VIRTUAL) environments that - for example - resonate with the innate human need for a safe and secure environment with trusted people. Furthermore, recognising the physiological impact of such programs allows you to plan for and address stressors or difficulties that may arise, and ensure a supportive and positive experience for all participants.

***THINK - PLANNING AND EVALUATION***

Being aware and understanding the significance of certain facial expressions, body movements, hand gestures and other forms of non-communication can enhance the interaction. In the classroom, the teacher can highlight on the TV some of the mechanisms listed below that humans use to add meaning to what they are saying:

●     The person’s head nodding up and down may indicate he or she is listening, perhaps agreeing, and understanding.

●     Raising of eyebrows may indicate surprise or doubt

●     Shoulder shrugs -- may indicate uncertainty or indifference

●     Hand gestures –Animated, grand hand gestures could indicate the person is excited or passionate about what she is discussing. Trembling hands could mean the person is anxious or lying.

●     Arms extended outwards may indicate joy and friendship. Arms crossed may indicate frustration, disagreement, or anger.

●     Eye contact – in the video call this would occur when the ‘other’ person is looking at the lense of the camera. In an interaction where both age groups are in the same room or area, eye to eye contact may indicate interest, trust, attentiveness, respect, and that the ‘other’ person is listening.

●     Body posture - slouching may indicate disinterest, laziness, tiredness, or pain. Sitting with a straight back may indicate interest, attentiveness, and respect.

●     Facial muscles for grinning, smiling and smirks

●     While physical contact is not encouraged in intergenerational programs with non-familial older people, it can and will happen. For example, a child may be so excited to see an older person that he or she will embrace that person in a hug. To address this issue, the Participant Consent Form designed by Intergenerational Learning Australia was amended due to the situation described above. Amongst other topics requested of parents and legal guardians to approve such as the taking of photos and videos, this form has a section with the following statement which they can tick (meaning approval has been given) or leave blank meaning approval has not been given:

I understand that the students and elders - in due course - may want to greet each other as you would a family member with a handshake, pat on the shoulder, kiss on the cheek or gentle embrace. I provide consent for this to occur with my son, daughter, or child within my legal care but only when a teacher and staff member from the aged care facility is present.

Some schools have removed the “kiss on the cheek” section.

Additionally, the anthropological awareness embedded in this knowledge safeguards that any approach to intergenerational programs is met with cultural sensitivity, fostering inclusivity and respect. This multidimensional understanding plays a pivotal role in optimising the positive outcomes of virtual intergenerational programs, contributing to the overall well-being of participants.

Delve Deeper:

Intergenerational programs are deeply rooted in anthropology and human biology. Research by Bruce Perry highlights indicates that, as mammals, humans have a primary survival strategy tied to being part of social groups. Unlike other creatures equipped with various biological functions for survival, such as wings, speed, claws etc, human survival centres on being in trusted groups, particularly with older adults. This survival strategy is intricately linked to communication and the cellular-level development of our organs. In so-called ‘primitive’ hunter-gatherer tribes and indigenous communities, the presence of up to six older people were meaningfully involved in the daily life of a child. Depending on the age of the child, the interactions included face to face communication, caressing, play, eating together (either opposite or adject to each other) and learning. These daily, positive interactions with trusted older adults fostered enabled co-regulation (or calming) of the child’s physiology. For example, if a child has multiple positive interactions with older adults throughout their development, they will associate this with minimal or no threat to their safety. Over time this develops the association between older adults and feelings of safety and trust. According to Dr Bruce Perry and others in the field of neuroscience and human development, these ongoing interactions can enable higher order neural pathways and brain functions in the cortex (such as thinking, reasoning, logic, and learning) and pre-frontal cortex where empathy and compassion function to come” on-line.’

Videos tutorials by Dr. Bruce Perry

●     It is highly recommended to view this 60-minute lecture by Dr. Bruce Perry - Born for Love: Why Empathy is Endangered — and Essential. The section about buffer if not heal traumatic effects of adverse childhood experiences commence at 42 minutes and seconds

●     Dr. Bruce Perry and the Power of Brief Relational Interactions in Changing Our Brains and Behavior

●     The Brain Science Behind Student Trauma (edweek.org)

●     For intergenerational programs, it is crucial to the success of the interaction – as with all human communication – for students and older people to maintain eye contact (when both age groups are at the same location) and be focused on facial expressions especially in the virtual mode of this program. The research by Dr Stuart Shanker's and Dr. Susan Hopkins on co-regulation, indicates how a trusted adult can have a calming effect on the emotional and physiological states of a child or teenager.

●     Videos: Self-Regulation... What is it and why is it important for learning?

 Polyvagal Theory

●     Dr Steven Porges coined the polyvagal theory and the ‘social engagement system’ in 2011 and posits that our nervous system is made up of more than just the autonomic and sympathetic regions and rather involves a third system called the social engagement system. This third system is described as a playful mixture of activation and calming that operates out of unique nerve influence. The social engagement system helps us navigate relationships and allows us to become more flexible in our coping styles however to use this system requires a sense of safety.

●    Polyvagal Theory Simple Explained

By facilitating the calming process and encouraging safe interactions a direct impact on physiology can be seen. This may include lowering respiratory rate, heart rate, and blood pressure. Additionally, maintaining normal blood glucose levels in the brain and gut which is crucial for overall well-being.

5. Planning and facilitating virtual intergenerational programs

Planning

Successful online intergenerational programs are built on careful preparation. Starting with university ethics protocols if conducting a research project. Following this it is recommended that you undertake an information session for older participants without students and another information session just for the students. Included in the session is an overview of communicating to young children and teenagers such as using appropriate language and - to state the obvious - no swearing or gestures that would be considered offensive. These sessions include time for questions and answers and the issuing of the Participant Consent Forms. These need to be completed by both age groups, teacher and aged care staff and returned at the next session. The consent also requests permission to have images photographed or video recorded for use on various forms of media. At the end of the information session the facilitator should also collect the requirements for the Safeguarding of Children by government agencies such as Working with Children Checks in NSW or Blue Cards in QLD plus any other clearances, inductions and documentation required by that school’s particular education organisation be it government or non-government.

The list below provides a guide to the format of this second session:

1.    Review of the program

2.    The school’s objectives are discussed. This could range from being a community activity for Year 10 students to wanting to improve the oral communication or reading and writing skills of Year 2 students.

3.    A decision will be made about the number of older people in the Initial interaction. This is typically between 6 to 8 people. The largest group should be no more than 15. The final number will depend on the number of students involved in the program and the school’s objectives.

4.    The older participants are asked about their objectives and what they want to achieve from these interactions.

5.    The Participant Consent Forms need to be received at this session along with any other documentation for the Safeguarding of Children by government and non-government agencies for that particular state or territory.

6.    Permission to record videos and photos of all participants – and the parents or carers of the students - is requested in writing as per the Participant Consent Form.

7.    Permission is also requested to record Images and video excerpts from this session with older people for use in a presentation to students and teachers.

8.    Photos are not allowed to be taken by older participants. If they have mobile phones, they must be stored on a shelf or left in a bag away from the students.

9.    Students are informed to only state their first name and not discuss where they live. The older participants are also required to not ask about the student’s surname or place of residence.

10. The format and dynamics of the interaction are discussed such as greetings, good-byes, and the spontaneity of children.

11. They are asked if they can play a musical instrument, or if they are artistic in any way. Painting, drawing, crafting, etc.

12. Favourite short jokes – 15 words or less. They are asked if they can recall any jokes. If not, the facilitator will say a few jokes to give the older people an idea of what is expected.

13. Speaking and appropriate language and gestures with school students

14. Appropriate language and gestures while on school grounds and with students.

15. Activities and Games – suggestions about mutually interesting activities for the school students and the older participants

16. Favourite Music and Songs – up-tempo, positive lyrics and images. The older people are asked to state their Favourite Music and Songs. These will be used for games and activities.

17. Favourite Dance: The older people are asked to state their favourite dance and asked if they could still do that dance. If so, they were invited to show all present some of their steps and asked if they would like to show the students some of their dances. These will be used in games and activities.

18. If the interaction is at a school with a Christian ethos, the students may allude to or mention topics about their faith. As guests to the school, the facilitators, older people, and aged care staff need to be respectful of this. If any of them are not comfortable about this, they need to reconsider their involvement.

After the Information and biographical sessions have been completed and all documentation for the safeguarding of children has been provided and checked, the students and older people can enjoy their first video call. This is normally the first of two “getting to know each other” sessions. The link below will direct you to one of these sessions.

Getting to know each other: Virtual Call

Understanding the needs of children and youth services for example schools, childcare settings

Facilitating a successful virtual intergenerational program requires an understanding of the characteristics of children and youth services. This involves the seamless integration of specific curriculum topics with the participants' abilities, the interaction environment, video conference equipment, and facilitator engagement. The key to success lies in ensuring relevance by aligning the program with curriculum objectives.

Schools often have diverse goals, ranging from improving and measuring student learning outcomes to enhancing behavioural changes and engagement in class interactions. Some emphasise community engagement with less emphasis on learning outcomes directly. The unintended positive outcomes of intergenerational programs may include enhancements in oral communication skills and self-confidence for students who do not speak English at home. Additionally, improvements in classroom time management and teaching time may benefit teachers dealing with students with behavioural challenges. Furthermore, increased attention levels among students during and after intergenerational learning interactions may contribute to a more conducive learning environment. Understanding these diverse objectives and unintended positive outcomes is essential for tailoring virtual intergenerational programs to meet the unique needs of children services such as schools and childcare centre and participants alike.

Purposeful Interactions are the Key.

This video by the Year 6 Teacher Cathy Moses as an example of why the interactions and activities that the participants partake in need to be purposeful.

Role of the facilitator

As a facilitator during the virtual interaction, it is pertinent to understand that the structured format of each interaction provides predictability and organisation however remaining open to the uncharted journey allows a more natural and engaging conversation. A pertinent quality of a facilitator in any activity is enthusiasm. An enthusiastic facilitator contributes to creating a positive atmosphere during virtual interactions, uplifting the mood of both younger and older participants. Their passion inspires motivation and interest, encouraging active engagement and commitment. The contagious nature of enthusiasm positively influences the emotional state of participants, enhancing the overall impact of the program. As role models, facilitators demonstrate the value and excitement of intergenerational connections. Consistent engagement, even in the face of challenges, ensures a continuous and enjoyable experience, contributing to the long-term success and sustainability of the IGP.

Facilitators must anticipate the unexpected be that technological challenges or inappropriate comments. Exhibiting maturity and management of surprises during these intergenerational engagements requires preparation, planning, constant reflection, and self-awareness in how one acts. For example, in the preparation phase and during each session it is important to remind older adults who they are communicating with (children) therefore their stories, language and gestures must be appropriate for the age group and likewise for the teacher and students. This doesn’t mean that new information or older personal stories must limit but more so appropriate, polite, and respectful.

As a rule of thumb, the facilitator should facilitate conversations between the two groups and limit their time of speaking to approximately 10% of the whole activity. Embracing potential awkward silences or pauses is essential, as these moments play a vital role in building confidence and trust among younger participants in communication.

Please watch this video call about highlighting the uncharted journey which shows an emotional encounter. Take note of the importance of acknowledging what the person is saying and how it is crucial to make comments to get positive outcomes. Video call about Celebration – Emmanuel School Mackay QLD

Sustainability (Evaluation and Reflection)

A robust foundation for any successful and enduring intergenerational experience involves a strong understanding of theory and knowledge. However, to ensure sustainability of the experience, evaluation and reflection from all stakeholders involved is required. It is recommended to leave time before the session to plan for future sessions and time to review and reflect with staff, teachers, and other facilitators (and children and young people if possible). By doing this at the beginning and end of the session you will not only save time in correspondence but also help you remember what is needed for the set-up of the next session. and remembering and setting up for the next session. Time is usually limited for everyone involved however routine and intention are important.

Questions for children and young people may look like:

What was learnt during the session?

What were the best moments?

How did you feel, did anything make you sad or worried when speaking – give a list of emotions, nervous, tense, calm, relaxed, happy, sad

For older adults:

Ask about today’s interaction

What was enjoyed/ what was not

What could be improved?

For the facilitator:

Was there enough communication between you (the facilitator) and the other facilitator?

Did you feel time-pressured before the session due to last-minute preparation?

If not was there another factor e.g. students late?

How was the interaction purposeful and meaningful?

What is next week’s interaction and is it purposeful and meaningful for each group?

How have we integrated the curriculum?

Activity:

Before we move on to the next learning objective have a look at this video of year 1 students and elders getting to know each other over VC.     

Delve Deeper:

The following two links will direct you to the first ‘getting to know each other’ video calls involving students in Year 5 students and Year 8 students

6. Develop strategies for initiating and managing online intergenerational initiatives using VC.

Activity (Real-life):

Engage two students or two family members, if possible, in a demonstration of two distinct forms of communication. In the first scenario, have the students/family members face each other, say hello, and transmit a simple message verbally. Prompt them to express and describe the emotions they felt during this face-to-face interaction. In the second exercise, ask the students/ family members to transmit the same message but with their backs facing each other, simulating a faceless or text message scenario. Afterwards, facilitate a reflective discussion on the emotions and feelings experienced in both interactions. Explore whether the message delivered face-to-face was interpreted differently than intended, highlighting the nuances of communication and facial expressions in different contexts.

Overcoming Challenges in VC-Based Initiatives

Delve Deeper:

Have a look at this informative paper that explores the impact of a virtual intergenerational learning program on primary school students and older adults at a residential aged care home. 

At the end of the course, please submit your final reflections to [email protected]. Upon receipt, we will issue your certificate of completion and electronic badge.

References

Alonso Ruiz, R. A., Sáenz de Jubera Ocón, M., Valdemoros San Emeterio, M. Á., & Ponce de León Elizondo, A. (2022). Digital Leisure: An Opportunity for Intergenerational Well-Being in Times of Pandemic? Journal of New Approaches in Educational Research, 11(1), 18. https://doi.org/10.7821/naer.2022.1.806

Boger, J., & Mercer, K. (2017). Technology for fostering intergenerational connectivity: scoping review protocol. Systematic Reviews, 6(1), 250. https://doi.org/10.1186/s13643-017-0652-y

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