1 About This Course
Course Introduction and Explanation by Author Laura Overstreet
Rationale
I have been teaching lifespan psychology in the classroom since 1996 and online since 1998. The majority of my students have been pursuing degrees in nursing, allied health, or education. My goal in education is to give the students useful concepts that can be applied to their future careers. Many of the activities and assignments contained in the course reflect this emphasis. Teaching lifespan is challenging in a number of ways. First, it is a course with a lot of content to be covered in single semester or quarter. Second, most textbooks focus heavily on child development and units on adulthood, late adulthood, and death and dying are somewhat brief. Certainly, this reflects the large amount of research on child development and our more recent growing interest in the second part of life with the “graying” of populations around the world. I have tried to bring balance to lifespan by incorporating more research that addresses contexts of development such as culture, work, and family life when addressing adulthood.
I was attracted to this project because I believe in making education as accessible and affordable as possible. The role of publishers and authors as primary providers of information is rapidly changing as more resources become available online. Instructors can have access to information more quickly by going directly to the source (such as the National Institute on Aging, the Centers for Disease Control, etc.) than was possible when using a published text that might be several years old. This ability enables instructors to have direct access to updated information. I chose the online format for developing this course in order to provide links to updated, informative resources. And I decided to write the lessons rather than adopt a text for several reasons. First, there were no lifespan texts available during course development that met our requirement to keep costs at or below $30 for students. (Some publishers offered old versions of their texts at our price point!) Second, by writing content in an online format, instructors who use the course can easily modify or expand upon course content and simply save it and use it in the way they choose. An adopting instructor can tailor the content to meet the needs of their own students and time frame for offering the course. Third, the use of links within the lessons enhances students’ resourcefulness. They can actively engage in activities, delve more deeply into areas of interest by going to related links, and become more independent learners with investigative skills that can be used life-long.
Open Sources
The images, audio clips, videos, and other materials used within the course are from open sources. I searched for images using from Creative Commons Open Sources and when unable to locate an appropriate image, contributed images my own images. There are no copyright restrictions on the materials