Learning contracts allow for more individualized, self-directed learning by allowing learners to define what to learn and how to learn it. In an adult education context this can be powerful as adults have their own learning goals and may often be grouped into classes and workshops despite their differing experience, skills and learning needs.
In some cases, the learner creates the entire contract including what is to be learned and how it will be learned. In other cases, learners may determine how to learn about a subject dictated by the instructor or sponsoring institution. In both cases, the pendulum of power swings toward the learner, where it belongs. There is evidence that learning contracts reinforce commitment and accountability, build skills associated with self-directed learning and that learners like this instructional method.
Application: I’ve been thinking of putting together a learning experience that would help Extension professionals and other change agents find new ways to address the complex issues facing their communities. As a result of the experience, we would all understand more about complexity and begin to cultivate a practice that leads to the innovation needed to address complex issues.
Participants would likely come from different contexts and hope to address different issues. The learning contracts method would provide learners the flexibility to tailor their learning toward the culture of their community and the complex issue they want to address. As a facilitator/participant, I would take on two of the facilitator tasks outlined by Berger, Caffarella and O’Donnell (307, 311). Helping learners get started on their contracts would be important, as many may not be familiar with this method. Creating a supportive environment would be paramount. Learners are likely to face challenges in this process. When they do, they need to be able to rely on support from their peers to remain resilient.
Assessment: Digital Projects (Barkley & Major, 2016, pp. 196-201)
I would use a variation on the Digital Projects assessment for assessing this learning experience. Instead of asking each learner to produce a digital project, I would ask learners to collaborate on a shared project. All learners could contribute to the project using the media they feel comfortable with. The content of the project would focus on the complex issues they see in their communities and their insights into how networks/communities can help address those issues. Some learners my blog. Some may create videos. There could be podcasts, web apps, social media campaigns and more.
References
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Berger, Nancy O., Caffarella, Rosemary S., and O’Donnell, Judith M. (2004). Learning Contracts. In Michael W. Galbraith (Eds.), Adult Learning Methods: A Guide for Effective Instruction (3rd Ed.) (289-319). Malabar, FL: Krieger Publishing Company.