A Framework for Writing Learning Agreements

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aut.relation.conference46th ASEE/IEEE Frontiers in Education Conferenceen_NZ
aut.researcherClear, Anthony
dc.contributor.authorClear, Ten_NZ
dc.contributor.authorParsjö, Een_NZ
dc.contributor.authorCajander, Åen_NZ
dc.contributor.authorDaniels, Men_NZ
dc.contributor.authorLagerqvist, Nen_NZ
dc.contributor.authorMcDermott, Ren_NZ
dc.contributor.editorTrytten, Den_NZ
dc.contributor.editorMatusovich, Hen_NZ
dc.date.accessioned2017-03-17T03:37:08Z
dc.date.available2017-03-17T03:37:08Z
dc.date.copyright2016-10-12en_NZ
dc.date.issued2016-10-12en_NZ
dc.description.abstractAbstract: Active learning is a popular concept for motivating learning. Learning agreements are one strategy towards this goal. They can be used to aid the students to take ownership of their learning and in becoming more active in a course. Learning Agreements are especially useful tools for scaffolding learning in courses with a focus on developing the professional competencies of students, such as in Open Ended Group Projects, Work Integrated Learning or other authentic learning contexts. Such educational contexts are complex and we have found it necessary to scaffold student learning using agreements based on professional competencies. This has led to a pedagogical framework, which has found successful application in a number of contexts. This framework has been built based on discussions with students, and has involved the development of a supporting wiki which contains descriptions of the different professional competencies involved in the learning agreement. The IT based framework has been iteratively developed together with the students taking the course in the fall of 2015. The development and assessment of this framework is contrasted in the context of two courses using learning agreements, one (in Sweden) with a focus on development of professional competencies and the other (in New Zealand) addressing a mix of professional competencies and subject knowledge in a work integrated learning setting.
dc.identifier.citation2016 IEEE Frontiers in Education Conference (FIE), Eire, PA, 2016, pp. 1-8. doi: 10.1109/FIE.2016.7757718
dc.identifier.doi10.1109/FIE.2016.7757718en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/10386
dc.publisherIEEE
dc.relation.urihttp://ieeexplore.ieee.org/document/7757718/
dc.rightsCopyright © 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectOpen Ended Group Projects; Global Collaboration, Distributed teams; Learning Agreements, Personas, Authentic learnin
dc.titleA Framework for Writing Learning Agreementsen_NZ
dc.typeConference Contribution
pubs.elements-id217633
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
pubs.organisational-data/AUT/Design & Creative Technologies/Faculty Central
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