IMPLEMENTACIJA MODELA UČENJA U ZAJEDNICI NA PRIMJERU KOLEGIJA „PEDAGOGIJA TREĆE ŽIVOTNE DOBI“
IMPLEMENTATION OF THE LEARNING MODEL IN THE COMMUNITY ON EXAMPLE OF THE COURSE OF „PEDAGOGY OF THIRD LIVING BENEFITS“

Summary/Abstract: This paper presents an analysis of previous research and discussion on the challenges the authors encountered when implementing a community-based learning model during academic 2016/2017 year on the „Third Age Education“ course. The course is conducted on a one-term and two-grade graduate study of pedagogy of 2014/2015. The basis for discussion on the challenges of model implementation is the responses of students, mentors and mentors of students in the local community, as well as the experience of course attendant on open type questions from student and course evaluation forms. Workshops of foreign authors discussing the implementation examples of this model as well as the works of domestic authors discuss the assumptions and prerequisites necessary for a successful implementation of the model are worth the framework for understanding the concrete problems and thinking about ways of overcoming them. Everyone involved in the classroom (students, community mentors, college lecturers) evaluates this approach as useful for applying acquired knowledge and skills and developing new ones, as well as meeting community needs, developing pro-social attitudes and responsibilities for social problems. The main challenges relate to the difficulty of integrating course content and community activities and the inevitable support of the University as a University Center, which would facilitate the many activities necessary for its successful implementation. Experiences in the work of „Third Age Pedagogy“ give a valuable opportunity to think about the different aspects of teaching whose development needs to invest additional scientific and professional (social) efforts to ensure the integration of teaching and learning in the community as qualitatively as possible for students, community, teachers and higher university. The authors argue that thinking about the challenges of a community learning model can be useful to other university teachers in seeking new ways to improve higher education and raise the quality of social activity and youth sensitivity.

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