What's Happening?
Jacob Bachrach and Tyler Horne, computer science and computer information systems students at Valdosta State University (VSU), recently taught a class on generative artificial intelligence to members of VSU's Learning in Retirement (LIR) program. This
initiative provided an intergenerational learning experience, where the students, with backgrounds in programming and problem-solving, educated older adults on the fundamentals of generative AI. The 90-minute class covered how the technology works, its practical applications, and ethical considerations. The idea for the class emerged after Bachrach and Horne participated in the Blazer Summer Research Institute (BSRI) 2026, where they worked on a smart doorbell and face recognition system. Dr. Anne Price, executive director of the Mary Virginia Terry Center for Experiential Learning, invited them to teach the LIR class, recognizing their expertise and the growing relevance of AI.
Why It's Important?
This intergenerational learning initiative at Valdosta State University is important for several reasons. Firstly, it addresses the digital literacy gap by empowering older adults with knowledge of cutting-edge technology like generative AI, enabling them to engage with and utilize these tools in their daily lives. This can foster greater independence and connectivity among seniors. Secondly, it provides valuable teaching and communication experience for the VSU students, enhancing their professional development beyond technical skills. Thirdly, it showcases a practical application of academic research and student expertise to benefit the wider community, strengthening the university's role as a hub for knowledge dissemination. The positive reception from LIR members, including an author who used AI to convert a book into a video, demonstrates the immediate and tangible benefits of such educational outreach. This model could be replicated across other U.S. educational institutions to bridge technological divides and promote lifelong learning.
What's Next?
The success of this pilot program at Valdosta State University suggests a potential for similar intergenerational AI education initiatives to expand. The students, Jacob Bachrach and Tyler Horne, expressed willingness to teach again, indicating a sustainable model for future classes. VSU's Learning in Retirement program may integrate more technology-focused courses, leveraging student expertise to keep its curriculum current. Other universities and community organizations might look to VSU's model as a blueprint for developing their own programs to educate diverse age groups on emerging technologies. This could lead to a broader movement of 'tech literacy' programs aimed at ensuring that all segments of the U.S. population can understand and ethically engage with AI. The experience also highlights the value of practical application and communication skills for computer science students, potentially influencing curriculum development to include more public engagement opportunities.
Beyond the Headlines
Beyond the immediate educational benefits, this initiative touches on deeper societal implications regarding technology adoption and intergenerational knowledge transfer. It challenges stereotypes about older adults' capacity for technological learning and demonstrates their eagerness to embrace new tools. The students' surprise at the LIR members' intuitive questions suggests a reciprocal learning environment, where the 'digital natives' gain insights into the practical and ethical concerns of AI from a different life perspective. This exchange can foster a more holistic understanding of AI's impact, moving beyond purely technical considerations to include humanistic and societal dimensions. The program also subtly promotes the idea of continuous learning and adaptation in an era of rapid technological change, emphasizing that education is a lifelong journey. Such initiatives can help build a more tech-inclusive society, ensuring that the benefits of AI are accessible to all, regardless of age or background.
