Commission of International Adult Education 2012 Las Vegas
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This document discusses a study on the use of learning contracts within an Italian university setting. The study observed 48 graduate students who used learning contracts over a 3 month period. Based on student surveys, the majority found learning contracts positively helped them reflect on and gain awareness of their own learning, and clarify learning objectives and results. However, some students found the process of completing the contracts complex and confusing. The document concludes that learning contracts can be an effective tool for students, but universities need to provide clearer guidance on how to properly develop and use them.
Commission of International Adult Education 2012 Las Vegas
- 1. The use ofThe use of Learning ContractLearning Contract within an Italian University settingwithin an Italian University setting Monica Fedeli PhD University of Padua Mario Giampaolo PhD student University of Padua
- 2. A brief comparison: the Italian University SystemA brief comparison: the Italian University System www.polito.it
- 3. A brief comparison: U.S.A. University SystemA brief comparison: U.S.A. University System http://www.fulbright.it/
- 4. Planning and management of educational servicesPlanning and management of educational services • The Master course has a blended teaching method. • The Master course prepares experts in promotion, organization, coordination and evaluation of educational services. • The Master aim to develop skills that characterize the following job description: manager of educational services, manager of educational projects, both in public and private sectors.
- 5. Human resources, evaluation andHuman resources, evaluation and management of educational servicesmanagement of educational services • An integrated module of three teaching in the Master course. • First teaching aims to study and practice assessment of human resources in organizations, • Second teaching aims to achieve a good level of knowledge in adult learning models, training and methodologies. • Third teaching aims to deepen themes as evaluation and quality in organizations that provide educational, social and health services. • The on-line workshop aims to develop skills of analysis and evaluation of the position, design of educational projects and it's evaluation.
- 6. Questions of researchQuestions of research In what ways can LCs be integrated into the Italian university system? In what ways are LCs meaningful for students as tools in the learning process planning?
- 7. The observed groupThe observed group from 02/03/12 until 06/06/12from 02/03/12 until 06/06/12 • N° of student in the class: 48 (46 F, 2 M) • N° of student who decide to use Learning Contract: 37 • Age average: 35
- 8. The learning contract experience: positive aspects 19% 31% 8% 14% 6% 11% 8% 3% What do you think about Learning Contract ? positive judgment by 33 students novelty reflexive strategies monitoring strategies organizational strategies opportunity for personal growth opportunity to become aware opportunity for clarification possibility of focusing
- 9. In which extent students perceive LC as a tool to clarify learning results of the course ? 14% 31% 40% 14% Do you believe that Learning Contract is an appropriate tool to clarify the learning results of this course ? 1= never 2= rarely 3= often 4= always
- 10. In which extent students perceive LC as a tool to better explain learning results of the course ? 14% 26% 46% 14% Do you believe that Learning Contract is an appropriate tool to explain the results of this course ? 1= never 2= rarely 3= often 4= always
- 11. In which extent students perceive LC as a tool to improve sense of control ? 6% 20% 51% 23% Do you believes that Learning Contract is an appropriate tool to develop a sense of control over the subjects of the course ? 1= never 2= rarely 3= often 4= always
- 12. In which extent students perceive LC as a tool to improve sense of awarness ? 3% 17% 49% 31% Do you believes that Learning Contract is an appropriate tool to develop a sense of awareness on the subjects studied? 1= never 2= rarely 3= often 4= always
- 13. The learning contract experience: negative aspects 21% 18% 3% 33% 15% 9% What do you think about Learning Contract ? negative judgment by 33 students misapplication negative feelings unknown practice complexity over-commitment unnecessary practice
- 14. Presentation of LC to the classPresentation of LC to the class 50% 5% 32% 9% 5% What do you think about the way to introduce Learning Contract to the class ? positive judgment clarity of tutor usefulness of resouces usefulness of video motivation of the tutor usefulness of the forum
- 15. Presentation of LC to the classPresentation of LC to the class 94% 6% What do you think about the way to introduce Learning Contract to the class ? negative judgment misunderstanding low number of resources
- 16. Which is students perception of theWhich is students perception of the compiling phase ?compiling phase ? Positive aspectPositive aspect 36% 16% 4% 20% 8% 4% 4% 4%4% What do you think about the process of completing Learning Contract ? positive judgment reflexive strategies organization strategies opportunity for clarification availability of tutors usefulness of video possibility of control possibility of focusing Use of wiki opportunity to become aware
- 17. Which is students perception of theWhich is students perception of the filling phase ?filling phase ? Negative aspectNegative aspect 10% 20% 14 10% 5% 20% What do you think about the process of completing Learning Contract ? negative judgment negative feelings over-commitment complexity unnecessary practice use of wiki misapplication
- 18. Which is students perception of learning contract as an appropriate tool to identify learning objectives ? 3% 23% 57% 17% Do you believes that Learning Contract is an appropriate tool to develop a process to identify your learning objectives? 1= never 2= rarely 3= often 4= always
- 19. ConclusionsConclusions This study shows that the majority of students perceive LC as a tool that allows to reflect, to control and to have a sense of awareness on our learning. It gives the possibility to clarify and explain own learning results. Dividing the LC process in two, the introduction process and the compiling process, we have found that the most important problems happen during the compiling process. The most important negative judgments are about the complexity and the misapplication of the tool especially during compiling, and the misunderstanding of the task during the presentation of the instrument.
Editor's Notes
- #4: After 13 years of school in italy and 12 years of school in USA we can go to university. The first difference we have is at first step. We achieve "BD" after 4 years in USA instead we become "Dottore" after 3 years in Italy. The next step in USA is to obtain a "MD" in 1 or 2 years. In Italy you can become "dottore magistrale" after 2 years. The students of which we will talk about attend the last year of laurea magistrale. In USA they would attend the second year of a master degree study.