1. Learner Centered Learning An Exercise in Learning Contracts & Tools for Life Long Learning
July 31, 2009
JHU LEAH Program

2. Objectives Define learner centered learning
Discuss the basic assumptions about adult learning
Identify the essentials of learner centered learning
Identify the components and utility of learning contracts

3. Learner Centered Learning Definition
“…a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating goals, identifying human and material resources, and evaluating learning outcomes.”
Malcolm Knowles, 1985

4. Learner Centered Learning What is it?
Creating a climate conducive to exploration of learning needs (individual)
Collaborating to develop methods for meeting those needs and ways to assess whether needs are met

5. Learner Centered Learning
"It is in fact nothing short of a miracle that the modern methods of instruction have not strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in the need of freedom; without this it goes back to wrack and ruin without fail." -- Albert Einstein

6. Adult Learners - Assumptions
Large reservoir of life experience
Formed values
Ready to use self as resource
Autonomous, can take responsibility for
decisions

7. Essentials of LCL The learner is responsible for learning
The teacher facilitates learning rather than directing it
Feelings and emotional experiences are attended to openly
Group process is used to facilitate learning

8. Essentials of LCL
Learners share responsibility to evaluate progress and accomplishment
Praxis: learning comes from experience and reflection

9. Adult Learners- “Resistances”
Past teacher centered experience - "Banking"
Spoon feeding
Praise for right answers
Criticism for not knowing
Creativity discouraged
Teachers evaluate and judge
Risk-taking is painful
Partnership model is unfamiliar

10. For Further Discussion
Facilitation
Feedback
Learning Contracts

11. Facilitation
“Aim: to make self-directed,critically aware individuals capable of imagining and realizing alternative ways of thinking and living.”
Stephen D Brookfield, 1986

12. Facilitators Guide rather than direct Attend openly to feelings
Utilize groups to expand horizons, process, resources
Help learners evaluate progress and accomplishments
Use constructive feedback tools

13. Facilitation: Attitudes/Values
Accept uncertainty, not knowing exactly what or how
Trust learners, group to tackle, resolve
Facilitator is:
- Person
- Group member
- Resource
- Learner
- Not judge, evaluator

14. Facilitation – Show…
Acceptance, prizing, trust, support -- for persons as well as process
Genuineness -- cannot "fake it"
Empathic understanding of learners' dilemmas
Respect for learner's differences in knowledge and style

15. Facilitation – Management Functions
Set boundaries, rules, limits
- Schedules
- Reading
- Responsibilities
Attend to each group member

16. Characteristics of Feedback
Descriptive, not evaluative
Specific, not general; timely
Behavior, not person
About alterable behavior
Expected and solicited, not imposed
Sharing alternatives, not giving advice
How or what is said or done, not why

17. Learning Contracts A method for structuring/formalizing:
- Assessment of needs
- Marshalling of resources
- Assessment of results
Adult learner's pragmatic orientation
Includes all domains: K, S, A/V

18. Learning Contracts What are you going to learn?
How are you going to learn it?
When are you going to learn it?
How are you going to know that you’ve learned it?
How am I (or others) going to know that you’ve learned it?

19. How to Develop a Learning Contract
Step 1: Diagnose your learning needs A learning need is the gap between where you are now and where you want to be in regard to a particular set of competencies.
Step 2: Specify your learning objectives.
Step 3: Specify the learning resources and strategies.

20. How to Develop a Learning Contract
Step 4: Specify evidence of accomplishment.
Type of Objective
Examples of Evidence
Knowledge
Reports, essays, exams,annotated bibliographies
Understanding
Research projects with conclusions and recommendations
Skills
Videotaped performances with ratings by observers
Attitudes/Values
Attitude rating scales, simulations, critical incident cases, feedback

21. How to Develop a Learning Contract
Step 5: Specify how the evidence will be validated. “Verification”
Step 6: Review your contract with consultants/mentors.
Step 7: Carry out the contract.
Step 8: Evaluation of your learning, reflection on the experience.

23. Sample Individual Learning Contract
KNOWLEDGE
Objective
Resources/Strategies
Target Dates
Evidence
Verification
Apply appropriate health maintenance guidelines for adolescents of various ages
-GAPS
-Bright Futures
-Clinic preparation
Ongoing, July 2002
-clinic documentation
-seminar presentation
-develop table comparing GAPS/Bright Futures
Medical record logs
Seminar
Master General Pediatric knowledge as outlined in ABP content outline
-PREP questions
-Zitelli
-Peds in Review
October 23, 2003
Pass ABP certifying exam
Certificate
RESEARCH
Objective
Resources/Strategies
Target Dates
Evidence
Verification
Formulate research question and study plan for primary data collection
-literature reviews
-meetings with researchers
-research mentors
September 2003
-Research outline
-presentation of research plan
Presentation at research rounds
Design a survey instrument
-Survey Research Methods
-Survey Monkey
October 2003
Survey instrument
Feedback on survey by faculty, fellows
Prepare brief research proposal for potential funder including budget
-research mentors/fellows
-fellow seminar
-Research in Progress seminar
-submission for APA young investigator Award
-NIH Loan repayment
Submission letter, Conf. Presentation

24. Learner Centered Learning Summary
Providing "Freedom to Learn" (Rogers)
- Value persons, process
- Explore creativity, not knowing
- Respect learners' needs, trust their resourcefulness
Opportunity for praxis (cycle of learning/reflection
Common tools: contracts, role plays, feedback
Facilitator as guide, organizer, resource