2. What is a learning contract?
A learning contract is a short agreement in writing between a learner
and facilitator. It outlines what is expected to be learned in a specific
period and the method of assessing that learning. Although it is a
fairly formal, written agreement it need not be complex. It should
outline:
What the learner will learn
How the learning will be accomplished
How the learning will be assessed
Through learning contracts, learners are encouraged to take more
responsibility for their own learning. They are encouraged to be
involved in creating and implementing this learning and to evaluate
their own progress
3. Introducing Learning Contracts
A learning contract is a way of structuring a learning
experience. There are various types of learning contracts
for different purposes. Whatever the type and format, they
can be described as an agreement between learner and
tutor or facilitator which specifies:
What the learner needs to learn or be able to do objectives
How they will go about learning and who will help/support
What the learner can produce to show that learning has been
successful – evidence of learning
How and by whom will the learning be assessed – how will we
evaluate the evidence
4. Making a contract
Drawing up a learning contract
can be an effective and creative
activity. It will force you as tutor
and learner to have a
constructive discussion about
learning outcomes and how they
can be achieved.
5. Types of learning contract
Learning contracts can be seen as lying along a continuum with
fully self-directed at one end and fully prescribed at the other. In a
fully self-directed learning contract, the learner might draft the
entire contract and then negotiate and agree the contents with the
tutor. At the other end of the continuum the objectives and
criteria for achieving the objectives will be pre-specified.
Note:
The learner and project facilitator together will negotiate
the means of achieving the objectives in this project.
6. Drawing up the contract
We will now look at the steps involved. Don’t be daunted– the key
to it is getting the learner involved and with both of you not feeling
too wary if you don’t get the contract right. It can always be renegotiated!
What does the learner need to learn/achieve?
Achieving the objectives
Providing the evidence
Assessing the evidence
7. What does the learner need to learn/achieve
1. With a prescribed contract, the learning outcomes or
objectives will have been specified. These then become the
basis for the learning contract.
2. With a self-directed contract learners set their own
objectives. It is a negotiated agreement so you may have to
strike some balance between what learners feel they need to
do and what the project requires them to do.
note: It is important that there is agreement
between the learner and project facilitator of the
content of the contract before it is signed
8. Achieving the objectives
This might involve directing learners to specific
books, journals, articles, case studies, videos,
websites as well as to specific people e.g. fellow
trainees or other professionals for talking to
them or watching activities related to learning in
question
note: Learners should also work out ways to
achieve the objectives. It is a partnership
9. Providing the evidence
Personal reflection and analysis by the learner/group on events
relevant to the objectives is a useful way of identifying learning.
Such reflection should not just be a descriptive account of what
has taken place but show lessons learned, weaknesses
identified or improved etc. In other instances a demonstration
of an activity undertaken to an appropriate person (via the
website) is also appropriate.
Recorded discussions with facilitators and other learners, a
presentation at a project session or at the learning weekend will
also be used to provide evidence of learning
Tutor and learner should be in agreement on the evidence to
be produced.
10. Assessing the evidence
The learning evidence needs to be assessed either
informally or, if certification is required, formally. Well
defined objectives will help at this stage. Write measurable
objectives
note: Learners should also work out ways to
achieve the objectives. It is a partnership
11. Assessing the evidence
Checklists can be used to assess performance.
Assessments for a learning contract can range from simple
informal peer assessment to formal assessment according
to the standards set by your / another organisation
note: The learning contracts should not only
specify how the evidence will be assessed, but
also mention who should be doing the
assessing.
12. Examples in Practice
Learning Contracts need not be complex. One side of A4 will suffice –
with room for objectives, activities and resources, evidence,
assessment methods and the target date….see example attached
13. Practical Tips
Don’t be intimidated by the term learning contract, the
emphasis is on learning not contract…its to get people involved
and to have ownership of their learning
Get the learner to do a SWOT analysis
Make sure objectives are achievable within timescale set
Encourage learners to work out their own way to achieve
objectives but facilitate and mentor and offer pointers to
resources
Encourage reflection on progress through asking themselves: “
what did I learn from that, what was hard/easy / why / what am I
worried about / what did I waste time on / how could I do things
better?
14. Practical Tips
Evidence of learning that could be produced could be: a
solution to a problem, a presentation, a demonstration, a case
study, comments from an observer, record of work undertaken
(includes digital record), a self assessment, peer assessment
etc
When negotiating the contract lay emphasis on building an
existing experience rather than focus on inadequacies or
problems.
Use the group, learning is a collaborative process not an
isolating one.
