The learning agreement intervention is a useful to support diverse members of a project environment to personally develop and contribute to the project work. It is a document, in which the project members describe three competencies that they want to develop, as well as how the development is achieved and assessed. We have used and studied the learning agreement in an open-ended group project course at university. In the project run in 2018, 23 students explored the use of technology to improve primary care. The students came from 15 different countries and one aim of the learning agreement is to create a learning and project environment in which the students make use of their different backgrounds and experiences.
While we believe that the learning agreement is a valuable tool, we are still not satisfied with the results from using it. We developed and evaluated a workshop to improve the quality of the learning agreement, however the learning agreements were still of little quality even after the workshops. However, the study still gave insights into ways in which the students gained from the intervention, and our work has resulted in ideas for how to develop the intervention further. Next time we give the course, we will make the students use the learning agreement in their
project work in better ways. For example, the project leaders will talk to the group members about their learning agreements several times during the project work to learn about the group members’ individual interests, and learning progress. This, we hope, will improve the learning of the diverse learners and the outcome of the project work.
This blog post is written by Anne-Kathrin Peters, found in the photo.
The paper mentioned has the title “Learning Agreements as a Pedagogical Tool: Challenges in Implementation and Potential for Scaffolding Diverse and Autonomous Learners” and has been accepted for publication and presentation at the FIE 2019 conference. The paper was written by Anne Peters, Mats Daniels and Åsa Cajander.
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