Learning interactions with socio-technical systems: A geragogical perspective on the importance of interactions and relationships in learning processes with older people

Abstract

Background: The approach of socio-technical systems (STS) for a successful life in old age focuses on the combination of technical and sociocultural factors in one. Technological systems have long since ceased to be limited to simple functions; instead, they enable customizable applications, interactive use combined with complex communication and action strands. The associated interactions with the technical system suggest a perspective on interactions and relationships. Objective: Research results show that individualizable functions of STSs are rated positively in terms of acceptance and use by older people. From a geragogical perspective, questions arise regarding the appropriation of older people and the design of learning processes (socio-technical learning arrangements). Material and methods: A relational view of learning and educational processes relating to the appropriation and acquisition of competences for designing and using STS in real-world situations is developed based on a formative qualitative research design of the “RUBYDemenz” project. In particular, data/results from interviews with voluntary learning facilitators, professional practice facilitators, focus groups and research workshops are utilized. Results and discussion: Empirical findings can be used to develop starting points for educational and learning processes to expand competences in the context of technology use. Approaches to education, training and further training follow on from this as does the question of whether the research/development process itself must be designed as a learning process in which all participants are involved as learners, with the aim of achieving the best possible fit between the technical solutions and the intended areas of application in real-world situations.