1. An Hypothetical Model to Help
Facilitators in the Use of Learning
Contracts with the Learners
Prof.ssa Monica Fedeli
Prof. Ettore Felisatti
Dott. Mario Giampaolo
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2. 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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3. Why facilitators need to use Learning Contracts
in the Italian University setting?
CHANGING IN THE NUMBER OF PROGRAM DEGREES ACTIVATED
Totalnumberofprogramdegreesactivated
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4. 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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5. Autonomy
Active role
Responsibility
The learning contract
Since 2011 we are
engaged with the
mission of introducing
in our courses the
Malcolm S. Knowles’
model of learning
contract
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6. 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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7. 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 BACKGROUND
Teachers 18%
Teachers of adult 18%
Social worker 27%
Other works/no response 37%
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8. 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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9. 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

10. Presentation phase
Theory • Understanding
Practice
• face to face / video lecture
• E-learning platform
• Group activities
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11. 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.
0% 0%
24%
76%
The LC allows to reflect on
your learning
in agreement strongly in agreement
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12. 41%
59%
The LC allows to organize your
learning
in agreement strongly in agreement
47%
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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13. Theory • Reflection
Practice
• E-learning platform
• Group activities
• Discussion forum and
direct line
Creation/Negotiation phase
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14. Narration Phase
Theory • Trasformation
Practice
• Qualitative and
Quantitative analysis
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15. Our Research Family Tree
J. A. Henschke
Monica Ettore Mario Joellen
M. S. Knowles
M. Boucouvalas
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Susan

16. 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
16/16