ºÝºÝߣ

ºÝºÝߣShare a Scribd company logo

Commission of International Adult Education 2013 Lexington

•Download as PPTX, PDF•
•
Mario Giampaolo
Mario Giampaolo

This document proposes a hypothetical model to help facilitators use learning contracts with learners. It describes the changing numbers of degree programs and students in Italian universities over time, showing a decline. It then outlines a procedure for facilitators, including three phases: presentation, creation/negotiation, and narration. In the presentation phase, facilitators introduce learning contracts through lectures, online resources, and group activities. In the creation/negotiation phase, learners develop and discuss their individual contracts. In the narration phase, facilitators analyze learners' qualitative and quantitative feedback and interactions. The overall aim is for learners to take more responsibility and ownership over their learning through personalized contracts.

1 of 16
Download to read offline
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 1/16
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 2/16
Why facilitators need to use Learning Contracts in the Italian University setting? CHANGING IN THE NUMBER OF PROGRAM DEGREES ACTIVATED Totalnumberofprogramdegreesactivated 3/16
Why facilitators need to use Learning Contracts in the Italian University setting? RELATION BETWEEN THE NUMBER OF STUDENTS FOR EACH FACULTY MEMBER 4/16
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 5/16
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 6/16
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% 7/16
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 8/16
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 9/16 Words that denote difficulty misunderstanding uselessness
Presentation phase Theory • Understanding Practice • face to face / video lecture • E-learning platform • Group activities 10/16
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 11/16
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 12/16
Theory • Reflection Practice • E-learning platform • Group activities • Discussion forum and direct line Creation/Negotiation phase 13/16
Narration Phase Theory • Trasformation Practice • Qualitative and Quantitative analysis 14/16
Our Research Family Tree J. A. Henschke Monica Ettore Mario Joellen M. S. Knowles M. Boucouvalas 15/16 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 16/16

More Related Content

Commission of International Adult Education 2013 Lexington

  • 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 1/16
  • 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 2/16
  • 3. Why facilitators need to use Learning Contracts in the Italian University setting? CHANGING IN THE NUMBER OF PROGRAM DEGREES ACTIVATED Totalnumberofprogramdegreesactivated 3/16
  • 4. Why facilitators need to use Learning Contracts in the Italian University setting? RELATION BETWEEN THE NUMBER OF STUDENTS FOR EACH FACULTY MEMBER 4/16
  • 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 5/16
  • 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 6/16
  • 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% 7/16
  • 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 8/16
  • 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 9/16 Words that denote difficulty misunderstanding uselessness
  • 10. Presentation phase Theory • Understanding Practice • face to face / video lecture • E-learning platform • Group activities 10/16
  • 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 11/16
  • 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 12/16
  • 13. Theory • Reflection Practice • E-learning platform • Group activities • Discussion forum and direct line Creation/Negotiation phase 13/16
  • 14. Narration Phase Theory • Trasformation Practice • Qualitative and Quantitative analysis 14/16
  • 15. Our Research Family Tree J. A. Henschke Monica Ettore Mario Joellen M. S. Knowles M. Boucouvalas 15/16 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