Category: Osher Lifelong Learning Institute

Clemson’s undergraduate and graduate students aren’t the only group shifting their learning online this spring. The Osher Lifelong Learning Institute (OLLI) at Clemson University is also moving their classes to a virtual format in response to COVID-19.

OLLI at Clemson is a community of more than 1,400 people that provides member-driven, volunteer-led learning opportunities to its members, which come from a variety of backgrounds and education levels. Although its classes are open to everyone, its members are generally older adults.

Many of the institute’s program options were originally focused on in-person experiences that are difficult to replicate online, such as day-long hiking excursions and craft-making classes. Julie Vidotto, director of the institute, said that emphasis on outdoor experiences posed a challenge when planning virtual programming.

“There were a number of variables we needed to consider, such as which classes could most reasonably shift to an online delivery format and how our members could feel they were given an equal opportunity to participate in class discussions,” Vidotto said. “We started with training sessions and four test classes in early April to gauge how our members might adapt to interacting with us online, and we were blown away by the immediate, positive response.”

After the first classes, several members contacted OLLI staff to thank them for their efforts; one member even called the institute a “vital lifeline” that is keeping them occupied during the pandemic. Members also said they enjoyed seeing other people and that some would be open to other online learning opportunities when social distancing is no longer encouraged.

The test classes provided valuable insight into what resources are needed for OLLI to scale up their online learning, Vidotto said. OLLI is now offering a short, three-week spring mini-term of classes, which they plan to expand over the summer.

OLLI’s pivot to online learning is in line with many of the other OLLIs around the country. The move to online delivery keeps older adults engaged during self-quarantine while offsetting the revenue loss associated with isolation measures brought on by COVID-19.

Chip Stapleton, who serves as the Clemson institute’s board chairman, said the decision to pivot to online learning was an easy one to make.

“We had always considered our face-to-face learning community as part of the appeal to our members, however, we know we can create similar opportunities to connect online,” Stapleton said. “Our members need this programming now more than ever in a time of social distancing, so we’ll do whatever it takes to make sure they’re supported.”

Shortly after the board advised OLLI staff to consider online instruction, they found themselves facing a steep learning curve, but they’re proud of how the OLLI community has risen to the challenge.

“Our challenge, like the university’s, has been to bring both OLLI members and volunteer instructors up to some level of comfort with Zoom technology as soon as possible, while still learning how to use it ourselves,” Vidotto said. “The Osher National Resource Center has been hosting continuous Zoom training, and really creating and modeling best practices, which has been a terrific help.”

Vidotto added that the OLLI board has also helped them to more quickly adopt online delivery than they would have otherwise.

“We always say that OLLI at Clemson is about community, and our board members have gone above and beyond in exemplifying that,” Vidotto said. “We’re so grateful for their – and our members’ – continued support.”

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To learn more about OLLI at Clemson, including class schedules and how to become a member, visit OLLIatClemson.org.

A group of Clemson University undergraduate students and lifelong learners recently traveled to Tanzania as part of a unique study abroad program organized by the department of Parks, Recreation and Tourism Management (PRTM) and Clemson’s Osher Lifelong Learning Institute (OLLI).

Clemson University offers several international travel options that expand the learning environment beyond the classroom into unique, and often challenging, cultural contexts. What sets this trip apart, however, is that the students were joined by a group of OLLI members midway through their experience.

OLLI is a regional continuing education community and membership organization of more than 1,450 people that primarily serves adults age 50 and older, though adults of any age are welcome to participate. The institute offers lectures, courses, excursions and social events, as well as access to Clemson events and resources. Clemson’s OLLI is one of 123 similar organizations throughout the country, with a collective membership of more than 150,000 learners. The Tanzania study abroad trip was organized so that both groups could benefit from an intergenerationally-focused learning opportunity, and to establish stronger connections between our university students and the upstate community.

“We’re always looking for ways to enrich student learning, and partnering with OLLI accomplishes that by allowing both groups to experience Tanzania through another generation’s perspective,” says Arthur-Banning. “Students are able to learn from and network with key members of the upstate community, who also play lead roles in many upstate organizations.”

The study abroad experience is focused on service, with students volunteering with local children at schools and at a family-run orphanage in Tanzania’s capital city of Dar es Salaam before joining OLLI members for a few days to experience the country together. The combined group visited a Chagga village in Uru east at the base of Mt. Killimanjaro, where they learned about traditional food, coffee, and the process of making banana beer (called Mbege). They also taught students at the village’s primary school and went on a safari of Serengeti National Park and the Ngorongoro Crater.

The group’s volunteer work in the Chagga Village benefited both groups of learners in different ways. Students gave OLLI members insight into Clemson’s study abroad programs and their focus. OLLI members were able to apply their extensive skill sets to their volunteer roles, enriching the experience for students.

“Our OLLI members are impressive, with a vast depth of knowledge and experience to share,” Vidotto says. “This program provides an excellent opportunity for our participating members and students to learn from each other and experience a different country and culture in a unique, authentic and culturally immersive way.”

Now that the trip is complete, Arthur-Banning and Vidotto are conducting an assessment to determine whether the study abroad trip met its learning objectives, and opportunities for improvement.

“We see great potential in continuing to find ways for Clemson students and the OLLI community to interact and learn from one another,” continued Vidotto. “This program is a great start, as we can now easily see how Clemson can create a model for the national OLLI network.”

Arthur-Banning also sees an ongoing opportunity for his students, now that the group is back in Clemson.

“We’ve encouraged our students to really think about how this experience has moved them to action in some way – whether it is spending more time with their family, bringing them closer to a higher being, moving them to have a more positive role in their own community or here on campus, or perhaps even to return to Africa to continue the amazing work that our institution continues to do,” says Arthur-Banning. “Whatever it is, I hope this trip does not simply become a neat experience, but that it stirs up an opportunity to continue to grow.”