commission of international adult education 2013 lexington

An Hypothetical Model to Help Facilitators in the Use of Learning Contracts with

the Learners

Prof.ssa Monica Fedeli

Prof. Ettore Felisatti

Dott. Mario Giampaolo1/16

Why facilitators need to use Learning Contracts in the Italian University setting?

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

BACHELOR DEGREE PROGRAM

2.830 2.598 2.373 2.239 2.100 2.062

MASTER DEGREE PROGRAM

2.416 2.353 2.205 2.089 1.990 1.962

MASTER DEGREE (4-5 years) PROGRAM

273 275 278 293 291 300

TOTAL 5.519 5.226 4.856 4.621 4.381 4.324

CHANGING IN THE NUMBER OF PROGRAM DEGREES ACTIVATED

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Why facilitators need to use Learning Contracts in the Italian University setting?

CHANGING IN THE NUMBER OF PROGRAM DEGREES ACTIVATED

Tot

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Why facilitators need to use Learning Contracts in the Italian University setting?

RELATION BETWEEN THE NUMBER OF STUDENTS FOR EACH FACULTY MEMBER

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Autonomy

Active role

Responsibility

The learning contractSince 2011 we are engaged with the mission of introducing in our courses the Malcolm S. Knowles’ model of learning contract

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Personalization

extra-curricular experiences, internships, and competencies that need to be developed. (Waldeck, 2006)

diagnosis and assessment experiences (Waldeck, 2006)

personal involvement and extra class communication (Keefe & Jenkis, 2002; Waldeck, 2006)

Learning contract

different learning experiences and establish competencies to develop

diagnosis and assessment experiences.

personal involvement, communication and interaction with students

REQUIRES ALLOWS

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Participants

SOCIOGRAPHIC DIMENSION Total number: 18 M: 3 F: 15 Age range between 23 and 48 years An average of 35.5. years

EDUCATIONAL BACKGROUND Master degree 27% Bachelor degree 64% No response 9%

PROFESSIONAL BACKGROUNDTeachers 18%Teachers of adult 18%Social worker 27%Other works/no response 37%

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Procedure

1) PRESENTATION

How to:

Meeting face to face /video lecture

In deeper understanding using on-line resources on LC

Continuous support through a direct line with professor or supervisor

2) NEGOTIATION AND CREATION

How to:

Creation of the LC

Negotiation with professor or supervisor

Discussion with peer

3) NARRATION

How to:

Questionnaire

Qualitative and quantitative analysis of students' opinions

Quantitative analysis of interactions

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Understanding LC• STUDENTS’ OPINIONS ABOUT

THE PRESENTATION PHASE

Examples

• Initially I did not understand and was not aware of the instrument…

• At the beginning I was floored because what to do was not clear…

• The first impression was not very positive....

• My initial impressions have not been very positive for me ..

• Initially I could not understand the meaning and usefulness of the LC

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Words that denote

difficulty

misunderstanding

uselessness

Presentation phase

Theory • Understanding

Practice• face to face / video lecture • E-learning platform • Group activities

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Reflecting LC• STUDENTS’ OPINIONS ABOUT

THE CREATION/NEGOTIATION PHASE

Examples

• My impressions were positive, particularly in the negotiation phase, where [it] is possible to express thoughts and reflections.

• The discussion in the classroom and in-group, have been the key to calibrate our goals. I reassessed the objective in the light of advice from colleagues and teachers.

24%

76%

The LC allows to reflect on your learning

in agreement strongly in agreement

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41%

59%

The LC allows to organize your learning

in agreement strongly in agreement

0.470.53

The LC helps to fit the contents of the course with your interests

in agreement strongly in agreement

6%

35%59%

The LC allows an evaluation of your learning

not in agreement in agreement strongly in agreement

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Theory • Reflection

Practice

• E-learning platform• Group activities• Discussion forum and

direct line

Creation/Negotiation phase

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Narration Phase

Theory • Trasformation

Practice• Qualitative and

Quantitative analysis

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Our Research Family Tree

J. A. Henschke

Monica Ettore Mario Joellen

M. S. Knowles

M. Boucouvalas

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Susan

Do you want to join the family ?monica.fedeli@unipd.it

ettore.felisatti@unipd.it

mario.giampaolo@studenti.unipd.it

An Hypothetical Model to Help Facilitators in the Use of Learning Contracts with the Learners

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