Hi Linda
on 30/10/00 2:23 pm, [log in to unmask] at [log in to unmask] wrote:
> In both cases students see no difficulty
> with them if part of the ethos of a course, in other words not as an add on
> or partially substantiated.
That's a problem, isn't it? I think they see some things as an annoyance
(like assignments! They get in the way of a really good chat...)
I'm not going to GLAD, sadly - good choice of name though! I've read things
on learning contracts but not actually heard of people's experiences until
today...
Chris's comments were useful (I've responded privately) and think I may
introduce learning contracts in group tutorials rather than talk to the
whole group.
I liked Brian's comment: 'At times I think we have (over?) stressed the
"Contract" as against the "Learning"' and I was thinking of linking it to a
time planning activity and just calling it that, to take away the stigma.
Although if the contract is assessed in some way it may make them take it
more seriously?
Ronnie's experience gives me something to think about too - some excellent
advice and experience coming out here. I seem to get time to read and write
emails whereas I can go a whole week without even saying hello to colleagues
I share an office with!
Cheers
Jonathan
--
Jonathan Baldwin
Programme Leader, Higher National Diploma and BA(Hons) in Graphic Design
Berkshire School of Arts and Design
Reading College and School of Arts & Design, Reading, Berkshire RG1 5RQ
http://www.reading-college.ac.uk
Telephone 0118 967 5000
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