Learning Contract Case Study

David Lowe, Engineering

Subject made more flexible to reflect variation in student's prior learning experiences.

"The only way to address this diversity was to structure the subjects to give students flexibility in terms of what they were doing and how they were doing it, and work with them in adjusting it appropriately."

Assessment focused on individual student outcomes "Because the learning outcomes of the students were very different, it didn't make sense to have fixed assessment."

"Assessment is influenced by what they're choosing to learn."

Students have input into what they are assessed on.

"At the beginning of the semester students are shown the standard pattern, even that is fairly flexible. We offer them the chance of negotiating and/or changing parts of the assessment - such as not having to do the exam."

Considerable amount of course material is on-line.

"Students are expected to read this ahead of class time and then discuss, analyse and dissect it, then weave it into various other aspects."

 Discussion followed by mini quiz (two-week cycle)

"They read papers, journals, articles and book chapters which the following week are discussed briefly then given a mini quiz. Develop student's reading style. "

"There's an emphasis on developing the ability to read a particular style of material - the material is chosen for developing their skills of reading as much as it's for understanding of content."

 Flexibility of choice for assessment tasks.

"Students are given the option of dropping some of the reading and quizzes and have the marks transferred to another assessment task. This option can be taken 'along the way' rather than entering into it 'up front'."

"They can also opt out of the written exam at the end of the semester and do an oral exam instead, or some other variation."

Learning Contract can be individual or group. Address student's expectations.

"We spend a lot of time in the first couple of weeks going over what they know, where they're up to, and 'here's what we think it makes sense for you to learn'. We discuss what projects would be useful to focus on, at the same time include student's expectations of the subject - what they want to get out of it."

"Most, say 20 out of 25, articulate their expectations clearly, but a few do overestimate their own ability."

Negotiate level of learning.

"The negotiation is to ensure that they learn something that is appropriate to the subject but not necessarily with high expectations about getting HDs."

Formative feedback throughout

"Through their readings and discussion I'm able to get a feel for what effort students are putting into the subject and which ones need to be nurtured."

Encourage submission of drafts

"Time is set aside in class time to look at where students are up to and giving feedback."

"Depending on the student, may request to see work in progress."

Almost 'self-evaluation'

"feedback from the students on the mark and the process - this needs to be developed so students provide feedback to a person other than the lecturer."

Able to cope with a greater diversity of students.

"It's not longer an exercise in student counselling."

More rewarding.

 "In some respects it's more work, especially at the end of semester, but it's more worthwhile, building a rapport up front because you're talking about the learning process rather than just content."

Recognition of students variation.

"I like to think we're 'Ripping the finishing the finishing line out of the ground', because it just doesn't make sense to have one single finishing line for everyone."

Time

"In many cases this individual feedback takes less time than sitting down marking as you have to write comments all over the project."

More realistic expectations.

"Previously students were dropping out, failing miserably or getting very distressed. Alternatively some of the brighter students with a stronger background were being 'dragged along'. Now the better students can progress further and the weaker can have more help."

Shared partnership.

"They become more motivated and thus drive the subject themselves."

Student-centred.

"The students appreciate lecturers being 'up front' and there are fewer comparisons with each other's marks."

Know your students/Change the focus

 "You need to change it from what we want to teach them, to what they want to learn - but, you need to be able to interpret that intelligently."