Learning-Contracts---tamu-commerceedu学习合同-塔木commerceedu课件.ppt

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1、Learning Contracts,Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. http:/ Adapted by permission of Malcolm Knowles from materials he distributed in his classes.,Learning ContractsBrockett, R.,INTRODUCTION,Adult learners build o

2、n past experience and determined needs as they carry out learning activities.,INTRODUCTION Adult learners bu,A learning contract can take on many shapes and forms, includingaudio tapesoutlinesdescriptive statements, or elaborate explanations of process and product.,Introduction, contd,A learning con

3、tract can take o,Introduction, contd,The intent of the learning contract is to provide a vehicle whereby you can personalize the learning experience.,Introduction, contdThe intent,LEARNING STYLE PREFERENCES,In developing your learning contract, it may be useful if you have a sense of your own learni

4、ng and cognitive styles. The following figure (Figure 1) is provided to facilitate the learner who has never filled out a learning contract in obtaining some sense of what might be the best approach for this course.,LEARNING STYLE PREFERENCES In,Figure 1. Your Learning Style Preferences,Figure 1. Yo

5、ur Learning Style,When adults go about learning something naturally (as contrasted with being taught something), they are highly self-directing.,When adults go about learning,What adults learn on their own initiative they learn more deeply and permanently than what they learn by being taught.,What a

6、dults learn on their own,Those kinds of learning that are engaged in for purely personal development can perhaps be planned and carried out completely by an individual on personal terms and with only a loose structure.Examples:,Those kinds of learning that a,But those kinds of learning that have as

7、their purpose improving ones competence to perform on a job or in a profession must take into account the need and expectations of organizations, professions, and society. Examples:,But those kinds of learning th,Learning contracts provide a means for negotiating a reconciliation between these exter

8、nal needs and expectations and the learners internal need and interests.,Learning contracts provide a m,Furthermore, in traditional education the learning activity is structured by the teacher and the institution. The learner is told what objective to work toward, what resources are to be used and h

9、ow (and when) to use them, and how any accomplishment of the objectives will be evaluated.,Furthermore, in traditional ed,This imposed structure conflicts with the adults deep psychological need to be self-directing and may induce resistance, apathy, or withdrawal.,This imposed structure conflic,Lea

10、rning contracts provide a vehicle for making the planning of learning experiences a mutual undertaking between a learner and any helper, mentor, or teacher.,Learning contracts provide a v,By participating in the process of diagnosing personal needs, deriving objectives, identifying resources, choosi

11、ng strategies, and evaluating accomplishments the learner develops a sense of ownership of (and commitment to) the plan.,By participating in the proces,Learning contracts also are a means for making the learning objectives of any field or practical experience clear and explicit for both learners and

12、 facilitators.,Learning contracts also are a,How do you develop a learning contract?,Step 1: Diagnose your learning needs.Step 2: Specify your learning objectives.Step 3: Specify learning resources and strategies.Step 4: Specify target dates for completion.Step 5: Specify evidence of accomplishment.

13、 Step 6: Specify how the evidence will be validated.Step 7: Review your contract with consultants. Step 8: Carry out the contract. Step 9: Evaluation of your learning.,How do you develop a learning,Step 1: Diagnose your learning needs.,A learning need is the gap between where you are now and where y

14、ou want to be in regard to a particular set of competencies. You may already be aware of certain learning needs as a result of a personal appraisal or the long accumulation of evidence for yourself regarding any gaps between where you are now and where you would like to be.,Step 1: Diagnose your lea

15、rning,Step 2: Specify your learning objectives.,You are now ready to start filling out the first column of the learning contract (objectives).,Step 2: Specify your learning,Step 3: Specify learning resources and strategies.,When you have finished listing your objectives, move over to the second colu

16、mn of the contract (resources and strategies) and describe how you propose to go about accomplishing each objective. Identify the resources (material and human) you plan to use in your various learning experiences and the strategies (techniques, tools) you will employ in making use of them.,Step 3:

17、Specify learning resou,Step 4: Specify target dates for completion.,After completing the second column, move over to the third column (target completion date). Put realistic dates, unless there are institutionally or other required deadlines.,Step 4: Specify target dates f,Step 5: Specify evidence o

18、f accomplishment.,Move to the fourth column (evidence) and describe what evidence you will collect to indicate the degree to which you have achieved each objective.,Step 5: Specify evidence of ac,Step 6: Specify how the evidence will be validated.,After you have specified what evidence you will gath

19、er for each objective in column four, move to column five (verification). For each objective, first specify the criteria by which you propose the evidence will be judged.,Step 6: Specify how the eviden,Step 7: Review your contract with consultants.,After you have completed the first draft of your co

20、ntract, you will find it useful to review it with two or three friends, supervisors, or other expert resource people to obtain their reaction and suggestions.,Step 7: Review your contract w,Step 7: Here are some questions you might ask:,- Are the learning objectives clear, understandable, and realis

21、tic? Do they describe what you propose to learn?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Can they think of other objectives you might consider?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Do the learning strategies and resou

22、rces seem reasonable, appropriate, and efficient?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Can they think of other resources and strategies you might consider?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Does the evidence see

23、m relevant to the various objectives, and would it convince them?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Can they suggest other evidence you might consider?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Are the criteria and m

24、eans for validating the evidence clear, relevant, and convincing?,Step 7: Here are some question,Step 7: Here are some questions you might ask:,- Can they think of other ways to validate the evidence that you might consider?,Step 7: Here are some question,Step 8: Carry out the contract.,You now simp

25、ly do what the contract calls for. But keep in mind that as you work on it you may find that your notions about what you want to learn and how you want to learn changing. So dont hesitate to revise or renegotiate your contract as you go along.,Step 8: Carry out the contract,Step 9: Evaluation of you

26、r learning.,When you have completed your contract you will want to get some assurance that you have in fact learned what you set out to learn. Perhaps the simplest way to do this is to ask the consultants you used in Step 7 to examine your evidence and validation data and provide you their judgment

27、about adequacy.,Step 9: Evaluation of your lea,Learning-Contracts-tamu-commerceedu学习合同-塔木commerceedu课件,References,Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge. Gross, R. (1977). The lifelong learner . Ne

28、w York: Simon and Schuster. Hiemstra, R., & Sisco, B. (1990). Individualizing instruction for adult learners: Making learning personal, powerful, and successful. San Francisco: Jossey-Bass. Knowles, M. S. (1980). The modern practice of adult education (revised and updated). Chicago: Follett Publishi

29、ng Company. Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass. Knowles, M. S., & Associates. (1984). Andragogy in action. San Francisco: Jossey-Bass. Tough, A. (1979). The adults learning projects . Toronto: Ontario Institute for Studies in Education (originally published in 1971).,References Brockett, R. G., &,An example of a learning contract template LearningContractMatrix.doc /Resources/LearningContractMatrix.doc,An example of a learning contr,Learning-Contracts-tamu-commerceedu学习合同-塔木commerceedu课件,