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3. Susan Stalewski Clinical Lab Associate ProfessorDirector of eLearning College of Health Sciences University of Wisconsin - Milwaukee

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5. Chris Vandenhouten Assistant Professor University of Wisconsin – Green Bay

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14. Gabriel Mejia Graduate Student University of WisconsinMadison

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16. Project-based Application of Use in SL UW System LTDC Second Life Conference Jean HaefnerMultimedia Instructor University of Wisconsin – Stout

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41. UW-System Conference on Second Life “Aging Stereotypes, Attitudes and Assumptions: Older Avatars and Second Life Virtual Reality” A Course Assignment for: “You and Your Future: Living and Working in an Aging Society” June 17, 2010 Doreen Higgins, PhD Assistant Professor of Social Work University of Wisconsin-Green Bay 41

43. People are living longer and healthier lives; by year 2020, 1 in 5 people will be 65 or older.

44. This population will more than double by 2050, increasing from 35 million in 2000 to 86 million (FIA, 2004). An Aging Society Sets the Stage 42

45. Institutions of higher education should strive to prepare students for their own futures as aging individuals, as well as for involvement in an aging-diverse workforce (Icenogle & Stovel-Hanks, 2001; Kelchner, 1999). A major challenge confronting student engagement in aging-related coursework is embedded in a society that values youth and denies growing older (John A. Hartford Foundation, 2002; Von Dras, 2004). Consequently, many young people do not want to work with older people, nor do they wish to enroll in courses that deal with aging-related issues. 43

46. To meet labor force needs of older adults, students must be prepared and willing to work with the aging population. Negative attitudes and stereotypes directed towards older people are pervasive in the U.S. and serve as a barrier to getting younger people involved with older people. A number of national initiatives have attempted to address this concern across many disciplines (John A. Hartford Foundation, 2005) 44

47. One successful way to challenge stereotypes and negative attitudes towards older people has been to get students involved in direct work with older adults. Once students are exposed to older people, their negative impressions and fears generally abate and they become aware of the many positive attributes of older people. (John A. Hartford Foundation, 2002) 45

48. This newly developed course is designed to help students develop awareness of their own personal values, attitudes and biases towards aging including their own aging, to engage them in the study and discussion of a variety of contemporary, interdisciplinary topics, and to increase their sense of civic responsibility. The course is designed for all majors with the premise that all students should have a basic understanding of aging issues. It is a “200” level course and there are no pre-requisites. “You and Your Future: Living & Working in an Aging Society” 46

49. The primary pedagogical focus in this course is on applied and active learning. The course incorporates a variety of methods to help students increase their knowledge of aging-related issues and topics, and enhance their sensitivity towards aging and older people. In the classroom, small group exercises, class discussions, video presentations, guest speakers, and a lecture format will be used. Students also participate in an intergenerational service learning project where they volunteer for eight hours per week in an agency that serves older adults, providing them with direct exposure to older people. 47

50. It is expected that this course will help students develop new ideas and insights about older people, and stimulate their thinking about how they can integrate knowledge gained from this course into their personal and professional lives. 48

51. Course Readings & Resources Two books are required: Aging Concepts & Controversies (Moody, 2006), and Tuck Everlasting (Babbitt, 1975) Several supplemental readings cover contemporary topics including: anti-aging technology and medicine; multi-generational workplace issues; gender and special older population issues; community programs and services for older adults; legal issues, and meeting the resource needs of an aging society. A number of films are also used including: Harold & Maude (1975); Gran Torino (2008); America the Beautiful (2009), and Tuck Everlasting (2005). 49

52. The course meets for four weeks during the summer session, Monday thru Wednesdays, from 1 to 3:20 p.m. Course assignments, in addition to service learning, include: Four journals and weekly reflective papers on service learning experience Reflective paper on Second Life assignment Reflective paper on Anti-aging Technology & the Social Construction of Beauty 50

53. Active learning is promoted through the use of the virtual reality, web-based medium of “Second Life”. Currently, many educational institutions incorporate Second Life into their curricula with over 100 educational institutions having established virtual campuses in this 3-D world (Joly, 2007). Students interact in Second Life as older avatars, designed with the assistance of the UW-Green Bay Learning Technology Center. Second Life Assignment 51

54. To help students enhance their awareness of stereotypes and attitudes towards older people, and to situate themselves in the aging process, a Second Life component was developed with help from the Learning Technology Center, and a student worker who developed older avatars. Five older avatars were created: Henry Atisso, Patty Haroldsen, Ed Bayard, Agnes Zeitman and Esther Wardell Second Life Avatars 52

55. Elderly Avatars 53

56. Students are required to attend two, one-hour Second Life labs/orientation sessions which are facilitated by Learning Technology Center Staff (Leif Nelson, Julie Harvey) Here, students learn the basics of Second Life sites, navigation, Avatar fundamentals, Terms of Service, and general behavioral guidelines. Students are instructed to respect others, and to follow Second Life Community Standards. Assignment Criteria 54

57. Students are encouraged to visit various sites on Second Life in the same fashion as they might if they were younger avatars. They are required to spend four hours total on Second Life and record their time spent as well as the sites visited. Students are asked to interact with other avatars and engage in conversations with them. They are also asked to keep track of their observations, thoughts, feelings, and reflections, as well as noteworthy comments made by others directed to them. 55

58. This is not a research study, and there is no formal protocol or methodology. Students are not there to “study” Second Life participants. They are instructed to go to Second Life and interact with people in the same fashion as they would otherwise. They are asked to simply travel around Second Life, talk to as many people as possible, and write down their observations, reflections, and comments that seem focused on them as an aging individual (avatar). 56

59. The majority of avatars students encounter are not identifiable in any way. If somehow they have been made aware of identifying information of another avatar, they are instructed to use a pseudonym when referring to that avatar. Students are asked not to exchange personal information with others. 57

60. Opportunities & Challenges Students have enjoyed their experiences on Second Life as older Avatars. They’ve been amazed by the frequency and number of stereotypical comments directed towards them. Students have relayed that the experience has given them a sense of what it is like to be older in a youth-oriented society, and the struggles that older people face. The service learning component of this course has served to enhance students’ Second Life experience. 58

61. Computer graphic support requirements of Second Life make it difficult for students to use Second Life outside of a computer lab setting. Sufficient time for preparation of avatars, and coordination with technology experts on campus is needed well in advance of course start up. 59

62. References Altpeter, M., & Marshall, V. W. (2003). Making aging “real” for undergraduates. Educational Gerontology, 29, 739-756. Bringle, R. G. (2004). Teaching tips: Service learning and education on aging. Adult Development and Aging News. Retrieved on January 10, 2009 from http://apadiv20.phhp.ufl.edu/Teachtips/Spring%202004%20Service%20Learning.pdf Federal Inter-Agency Forum on Aging Related Statistics/FIA (2004). Older Americans 2004: Key indicators of well-being. U.S. Government Printing Office: Washington, DC. Icenogle, M., & Stovall-Hanks, R. (2001). Preparing for an age-diverse workforce: Intergenerational service-learning in social gerontology and business curricula. Educational Gerontology, 27(1), 49-70. Kelchner, E. S. (1999). Ageism’s impact and effect on society: Not just a concern for the old. Journal of Gerontological Social Work, 32(4), 85-100. John A. Hartford Foundation. (2002). Experience exciting careers in social work and aging. New York: Author. Joly, K. (2007). A Second Life for Higher Education? Retrieved January 20, 2009 from http://www.universitybusiness.com/viewarticle.aspx?articleid=797 Von Dras, D. D., & Lor-Vang, M. N. (2004). Using an internet activity to enhance students’ awareness of age bias in social perceptions. Educational Gerontology, 30, 261-273. University of Wisconsin-Green Bay. (2007). Connecting learning to life. Retrieved on February 14, 2009 from http://www.uwgb.edu/connect. 60

63. Having problems? Send an IM message to: Alf Alter (Leif Nelson) Skype: leif.nelson Orion Enoch (Scott Reeser) Skype: sdreeser OR Just send a message out on chat asking for help!