Definition
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Negotiated learning can occur at both the individual and the group
level. At the individual level, the learning contract provides a tool
for supporting negotiated learning.
The negotiated learning contract is potentially
one of the most useful tools available to those interested in promoting
flexible approaches to learning. A learning contract is able to
address the diverse learning needs of different students and may
be designed to suit a variety or purposes both on course and in
the workplace. However, contracts need to be carefully introduced
and supported and problems can arise if they are used in inflexible
ways.
From the outset, the learner is encouraged to identify his or her
own learning needs and to develop learning objectives and strategies
consistent with those needs. The main advantage of a contract is
that it can be tailored to suit the individual learner. A learning
contract is essentially an agreement negotiated between a learner
and a staff supervisor to ensure that certain activities will be
undertaken in order to achieve a learning goal and that specific
evidence will be produced to demonstrate that goal has been reached.
In return, formal recognition (typically in the form of academic
credit) is given for the work produced.
Anderson, G. and D. Boud, Introducing Learning
Contracts: A Flexible Way to Learn. IETI, 1996. 33(4): p. 221 -
227.
A 'negotiated learning plan' might better
express both the process and methods involved.( re: learning contracts).
Learning contracts are agreements negotiated between students and
staff and, where appropriate, employers, regarding the type and
amount of study to be undertaken and the type and amount of assessment
or credit resulting from this study. They are not contracts as in
the legal sense but indicate a commitment of the parties to the
study or learning involved. They can cover any period of time and
can be used with varying degrees of formality or academic legitimacy
for a variety of institutional and/or off-campus learning and with
individuals or groups of students.
Typically, they involve students in negotiating their learning goals,
the methods by which those goals will be met and the means by which
the achievement of the goals can be assessed and at what level.
Laycock, M. and J. Stephenson, Learning Contracts:
Scope and Rationale, in Using Learning Contracts in Higher Education,
M. Laycock and J. Stephenson, Editors. 1994, Kogan Page Ltd: London.
p. 17 - 25.
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