Learning Contracts - tamu-commerceedu学习合同-塔木commerceedu.pptVIP

* * * * * * * * * * * * * Step 7: Here are some questions you might ask: - Are the criteria and means for validating the evidence clear, relevant, and convincing? Step 7: Here are some questions you might ask: - Can they think of other ways to validate the evidence that you might consider? Step 8: Carry out the contract. You now simply do what the contract calls for. But keep in mind that as you work on it you may find that your notions about what you want to learn and how you want to learn changing. So dont hesitate to revise or renegotiate your contract as you go along. Step 9: Evaluation of your learning. When you have completed your contract you will want to get some assurance that you have in fact learned what you set out to learn. Perhaps the simplest way to do this is to ask the consultants you used in Step 7 to examine your evidence and validation data and provide you their judgment about adequacy. References Brockett, R. G., Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge. Gross, R. (1977). The lifelong learner . New York: Simon and Schuster. Hiemstra, R., Sisco, B. (1990). Individualizing instruction for adult learners: Making learning personal, powerful, and successful. San Francisco: Jossey-Bass. Knowles, M. S. (1980). The modern practice of adult education (revised and updated). Chicago: Follett Publishing Company. Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass. Knowles, M. S., Associates. (1984). Andragogy in action. San Francisco: Jossey-Bass. Tough, A. (1979). The adults learning projects . Toronto: Ontario Institute for Studies in Education (originally published in 1971). An example of a learning contract template /jthompson /Resources/LearningContractMatrix.doc * * * * * * * * * * * * * * * * * If not (or even so), it might be worth your while to go through this process: First, construct a model of the competencies required t