commission of international adult education 2013 lexington
TRANSCRIPT
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
al n
umb
er o
f p
rogr
am d
egre
es a
ctiv
ated
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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 [email protected]
An Hypothetical Model to Help Facilitators in the Use of Learning Contracts with the Learners
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