Technology and AgeingCurrent Approaches:Deficit-driven designAccessibilityIgnore:ContextHeterogeneity of this user group Importance of literacies for inclusionOlder people’s self awarenessUnderlying motivations: adaptivity as an aspect

of ageing

Appropriation

“Design does not determine how and for what purposes a system will be used in real settings, but rather is a component in a more complex, evolving process in which unforeseen contextual features, social factors, creativity, and opportunism, as well as new user interpretations, also play a part.” Salovaara (2008, p. 209)

So what is appropriation?Design-in-use

Wakkary and Maestri, 2007

So what is appropriation?An Aspect of Domestication

Appropriation-objectification-incorporation-conversion

So what is appropriation?A phenomenological critique of design

There is more than one interpretation…

So what is appropriation?And a more mundane aspect of just making

sense of technology

So what is appropriation?And making it meaningful to you

So what is appropriation?And making it meaningful to others

Appropriation for older peopleFrom our eyes age adds another dimension to

appropriation

1.Physical interactions (bodily, sensory)2.Psychological/symbolic understandings3.Social context

All these things frame use and the meaning older people attach to the technology.

Appropriation for older people

So appropriation is about resolving the mismatch between intention and design through use over time.

Appropriation for older peoplePhysical

DexterityReduced strength and activity levelsIncreasing sensory impairments – sight,

hearing, smell, touch and taste

Appropriation for older peoplePsychologicalChanges to memory

Working memory reducesDeclarative memory reducesImplicit memory remains fairly constant

Reduced information processing speedsSelectivity – the coordination of cognitive

capacityWell being paradox – people get more contentedTechnology generations

Appropriation for older people

Selectivity (or selective narrowing)Optimisation (honing of existing

skills/practice)Compensation (finding alternative means of

doing the same thing)

Baltes (1990) model of adaptivity in ageing

Appropriation for older peoplePsychological UnderstandingsSelectivityKeeping a record of a lifetime of recipes by

typing them into the computer. OptimisationLearning and practicing how to use Microsoft

Word.CompensationHandwriting is getting difficult because of

arthritis and is no longer easy to read.

Appropriation for older peopleSocial Context

Increased possibility of social isolation/loneliness

Socioemotional selectivity (Carstensen)– future time perspective

Generativity (Erikson)Gerotranscendence (Tornstam)– the

continuity of generationsIntergenerational context to learning

Appropriation for older peopleActual use changes interpretation.Different phases:

The studies:

The Newhaven StudyInterviews with 9 older people in the

Newhaven area.

RejectionRejection“I think if I’m now 87 it would probably take

about 5 years to learn, I don’t think it would be an appropriate thing to do, why bother. So I will remain computer illiterate.” Ashley

The Newhaven StudyAdoption Adoption “I thought well we are a bit isolated here

because we haven’t got any family to help us around and no children or anything like that so we need to be very self sufficient and I’m David’s sole carer and he can’t really manage to go out or do anything……..if I’m ill I need to be able to order my shopping and go on the internet and get it delivered”

Shirley

The Newhaven StudyAdoption Adoption

“Well to me the computer is a business thing” Kate

The Newhaven StudyAdoption Adoption Computers as work machinesIntergenerational connectionSupporting independence

Obstacles to further appropriation:Obstacles to further appropriation:Too much emphasis on informationPerceived negative social effects of

computersIncreasing dependence on technology

and others

The Newhaven StudyAppropriation to self Appropriation to self “I first got a scanner and then started

scanning my film photographs out of the computer and I thought I saw these sites that has pictures that sell them and I thought I’m sure mine is good as good as theirs is” Shirley

Reframing of purpose through learning:CreativityNew social opportunities

The Newhaven StudyDeep EngagementDeep Engagement“I have sold a number of products on

Zazzle, shoes, mouse pads, stickers,an apron, mugs and cards, and hope as I build up my stores that business will increase, I am getting a lot more visitors to my main store these days. I have made about £50 on Zazzle to date, have been there about a year. “ Shirley

New online social rolesReciprocal learning with younger

generations

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Age Concern Drop-In CentreAdoptionAdoption

Age Concern Drop-In CentreRejectionRejection

“It’s like being in another country like Germany or somewhere and not knowing what’s going on. It’s another language!” Gwen

Age Concern Drop-In CentreAdoptionAdoption

“I want to get going on something but I don’t know what’s available” Ken

“they [computers]are office technology not engineering tools” Dave

Age Concern Drop-In CentreAppropriation to selfAppropriation to self

Reminiscence and Life Review

Maureen decided to learn about word processing by typing out all the hand written recipes that she had collected throughout her life. Through this process she revisited past times as well as learnt new skills.

(word processing)

Age Concern Drop-In CentreAppropriation to selfAppropriation to self

Intergenerational Connection

Dorothy was writing a children’s story for her neighbour’s children explaining that she was a “frustrated grandmother”, not having any grandchildren of her own. At the Centre she wanted to transcribe her handwritten notes into a word processing program and send these by email as an attachment to her neighbours. This activity helped her to feel part of her local community, to engage with the younger generation and to embark on a creative endeavour.

(word processing and web-based email)

Age Concern Drop-In CentreAppropriation to selfAppropriation to selfReframing of purpose through

embodied learningNew social opportunities-email,

Skype?Intergenerational connectionSupporting independence – eBay,

online shopping Access information and learn –

Google, wikipediaReminiscence and life review – word

processing, web searching

Age Concern Drop-In CentreObstacles to Further AppropriationObstacles to Further AppropriationSymbolic communicationVisual acuity – turning bifocals upside

downReaction Times - practiceMemory - notebooks

Age Concern Drop-In CentreObstacles to Further AppropriationObstacles to Further AppropriationLearning A New Form of Literacy

New WordsDifferent Implications to Human Use of WordsDifferent Implications to Computer Use of

WordsThe Connected World of the InternetThe Virtual World of Computers and the

Internet

Geriatric1927 – Appropriation to Self

Geriatric1927 – Appropriation to SelfAppropriation to selfAppropriation to self

“yes I had got some computer skills at that time and I remember I had been to some courses on graphic design and I was and still am very interested in graphic design as a so called artist and I was doing family slide shows and thought they were getting rather boring…….. and I wanted to add some video content and knew nothing about video at all and I honestly can’t remember how I searched out video. It was quite likely that I googled video and with the thousands of pages somehow came up with youtube and when of course when I found youtube I thought what a wonderful website it was and I went on from there”

Geriatric1927 – Appropriation to SelfAppropriation to selfAppropriation to selfReframing of purpose

New social opportunities- YouTubeIntergenerational connectionCo-creativityReminiscence and life review – video

blogging

Geriatric1927 – Appropriation to SelfObstacles to Further AppropriationObstacles to Further Appropriation• Lack of social acceptance

Geriatric1927 – Deep Engagement

Geriatric1927 – Deep EngagementDeep EngagementDeep Engagement

•Devotion of time •Devotion of space•New social roles and responsibilities

Geriatric1927 – Appropriation to SelfObstacles to Further AppropriationObstacles to Further Appropriation

Learning A New Form of Literacy for Video Blogging•Navigation across modes and media•Eye contact - mediating past and present conversational partners•Turn taking •Sharing embodied gestures•Negotiating simultaneous audiences

Wii in Sheltered Housing

Wii in Sheltered HousingAdoptionAdoption• Openness to playing games• Awareness of younger relatives

Appropriation to selfAppropriation to self• Competing with oneself• Practice

Deep EngagementDeep Engagement• Ownership of physical and social space

Transition

Reinforcers Perception of

time as open-ended

Good fit with ageing

concerns

Inhibitors

Perception of time as limited

Transition

ReinforcersAbility to express oneself

through the technology

Social acceptance

InhibitorsLack of social

acceptance

Difficulty adapting to new literacy

Transition

ReinforcersAbility to

reframe use beyond work.

Creativity, playfulness or

plasticity of interpretation.

Inhibitors

Difficulty adapting to new literacy

Appropriation Deep engagment

Concerned with the transcendence of

personally/self-centred concerns.

Mastery of technical literacy to achieve

intended aims.

Active participation and possibly social involvement

New roles and responsibilities

Appropriation to the self

Concerned with the development of a

personally meaningful sense of purpose

Implies a commitment to learning the

necessary technical literacies for use

Adoption

Concerned with Symbolic meanings

Framing of technology as

work machines

Dependence versus

independence

Computer anxiety

Intergenerational Context

Awareness of new technologies

Ageist stereotypes

Intergenerational Context

Learning about new technologies.

Reciprocal learning.

Generativity

Intergenerational Context

Intergenerational communication

Continuity of generations.

The Appropriation Process

Rejection

Successful Appropriation by Older PeopleA developmental opportunity:

The learning of a new embodied literacyA reciprocal but reversed intergenerational

learning contextA challenge to traditional social selectivity/

disengagement ideasDependent upon creativity and playfulness

ConclusionsImplications for design

How to introduce older people to new technologies.

Appropriable technologies?