Adult Learning Contract - Admission/Application Essay Example

Adult Learning Contract By OBJECTIVE What do you want to learn? TASKS What will you do? EVIDENCE How are you going to know that you learned it? EVALUATION How will you measure whether objective has been met? 1. I will learn how to apply the learning theory of Andragogy to various situations at my workplace, as well as the various practical situations provided by the class instructor. Participating regularly in discussions with my classmates, as well as discussions with my class instructor, either physically or through the use of the blackboard. Systematically applying Andragogy to different situations which the class instructor or the class will present. Reviewing the works of my classmates on Andragogy, and comparing their works to my perception of Andragogy. Conducting extensive literature review on the topic. Making sure to read all the readings that the class instructor assigns on the topic. When reviewing the works of my classmates and making reviews of our readings, I will be able to reference this theory in a comprehensive and accurate manner. I will be able to apply the Andragogy theory that I have learned to different relevant programmes running at my workplace. I will be in a position to quote some of the major principles that underlie Andragogy. I will be in a position to apply Andragogy in different situations, including simple situations and those situations that are context-specific. I will witness a sense of satisfaction in the participants of the programs in which I will introduce the aspect of Andragogy. I will apply the aspect of Andragogy to the professional development of some employees in my organization and evaluate the results of this exercise. I will write a 10 page research paper on Andragogy, including its practical application. I will be able to display a mature level of critiquing the works of my classmates on Andragogy. When asked to explain Andragogy, I will comfortably do that. I will learn from the comments that will be posted on discussion boards. I will ask for feedback from my colleagues in school and at my place of work, as well as my instructor. I will evaluate how extensively, effectively, and successfully Andragogy was adopted in the various programs that I will have introduced it to. I will present my research paper on Andragogy to my class instructor for it to be critiqued. 2. I will learn how to evaluate whether an organization has incorporated the adult learning theory into its practices that pertain to professional development, and also learn how to influence an organization to adopt adult learning theory in its professional development practices. Engaging the training managers of different local organizations in interviews. Engaging my colleagues at school in interviews, either physically or through the class discussion board. Working with our training manager to evaluate the instructional model in my organization and suggest appropriate modifications to it in order to accommodate aspects of the adult learning theory. I will take part in discussions with my classmates and class instructor. I will read and review literature on this topic, and also read on the assigned works that pertain to this topic. I will be able to confidently suggest changes to various instructions models, based on my knowledge on the adult learning theory. I will be able to differentiate the different varieties of instruction models after analysing the techniques that are adopted in the model. I will be in a position to engage my classmates, and other colleagues in meaningful discussions explaining to them my basis for recommending changes in various instruction models. I will be able to successfully identify instructional models for different training programmes. I will be able to analyse the instructional models for different training programmes and confidently propose necessary changes, based on my knowledge and experience. 3. I will learn how to conduct an analysis of different programmes for education, as well as learning environments and adult learners in general, in order to develop recommendations for their individual effective professional development. Honest and open conversations with my classmates and peers, including exchange of ideas and experiences. Engaging in meaningful discussions with my instructor and classmates through the discussion board and blackboard. Evaluating the different work environments of my classmates, including the strategies they have applied that have resulted in either susses or failure in their environment. Comparing the types of interventions that I come up with with those of my classmates, and seeking the views of my instructor about the same. Reviewing literature related to this course, as well as extensive reading of all the assigned reading materials. I will succeed in assessing the learning environment types, where different instructions are adopted, and with confidence suggest the appropriate modifications that can be accommodated in the environment in order to ensure an effective learning process. I will have confidence in all the interventions that I come up with for different educational programmes. I will be able to develop and list all the strategies that I would have learnt which should be adopted in the analysis of educational programmes for adults. I will be able to determine whether an educational setting and an adult learner are in tune with the adult learning theory, mainly basing on their different characteristics. I will be in a position to offer a recommendation for changes in individual educational programmes, basing on the adult learning theory. I will present the list I will have developed for strategies in educational intervention to my classmates and class instructor for them to critique it. During the past decade, the use of learning contracts has become common. This has resulted in the search for resources and guides that are more appropriate in a given environment (Bennet, 2000). In as much as a learning contract is beneficial to an individual, this also benefits an organization, as a whole. The above learning contract is important to the organization, mainly because it enables the individual to experience self-directed learning (Fidishun, 2008). The individual, who is part of the organization, engages in a continued learning process from the learning contract. This in turn serves to enhance the effectiveness of the organization, as the individual will use their enhanced knowledge to the benefit of the organization. The learning contract above will also increase organizational effectiveness mainly because it proposes different changes to be undertaken to some programmes in the organization. When such changes produce positive results, they enhance the effectiveness of an organization. Learning contracts are also an important resource, which when used in the educational setting, have the capacity to manage diversity and promote success. Learning contracts can enhance the success of an educational setting, as they promote self-directed individual learning. This gives a student an opportunity to identify their learning needs and develop a strategy of meeting them, however, with the help and guidance of their instructor. This therefore, enhances the learning process of a student, hence the success of the educational setting (Hiemstra, 2004). Learning contracts also have the capacity to manage diversity in educational setting. The educational setting comprises diverse individuals that participate in the learning process. The different individuals are known to have varying learning needs. It is sometimes impossible for an instructor to meet all the learning needs of the different learners, as these are diverse (Garavan & Sweeney, 1994). For this reason therefore, the learning contracts come in handy. These provide a basis for dealing with the different learning needs of any group of learners. By allowing any learner to identify their learning needs and work with their instructors to meet them, learning contracts provide an effective means of dealing with diversity among learners. This gives learners an opportunity to identify and work on their learning needs, and also enables an instructor to learn about the learning needs of all students from their perspective, and guide them in meeting those needs (Mike & John, 2013). Overall, learning contracts remain an important resource in the educational setting. References Bennet, B. (2000). Self-Managed Learning in Action: Putting SML into Practice. New York: Gower Publishing, Ltd. Fidishun, D. (2008). Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology. Retrieved from http://webpages.marshall.edu/~skeens24/ATE%20628%20Reflections/Unit%208/Andragogy%20and%20Technology.pdf Garavan, T. N., & Sweeney, P. (1994). Supervisory training and development: The use of Learning Contracts. Journal of European Industrial Training, 18(2), 17. Retrieved from http://search.proquest.com/docview/215393944?accountid=45049 Hiemstra, R. (2004). Helping People Take Responsibility for their own Learning (The Importance and Use of Learning Contracts). Retrieved from http://www-distance.syr.edu/tlchap8.html Mike, L. & John, S. (2013). Using Learning Contracts in Higher Education. London: Routledge. Read More