| Chapter 1: | Overview of the Study |
Further, Smith says that learning has three different meanings—learning can be thought of as a product, as a process, and as a function. As a product, learning emphasizes outcomes. As a process, learning explains what happens when learning takes place. And, as a function, learning describes important aspects that produce learning (like motivation) (p. 34). In this study, the focus will be on learning as a process and function, not as a product.
Proof-of-concept —A proof-of-concept is the product that is a result of a first attempt to turn an idea into a product. When an inventor looks to implement a new technology, he or she naturally seeks assurance that it works and that it will really deliver the claimed benefits.
Learning contract —A learning contract is a way to help learners structure their own learning. Knowles (1980) illustrates a construct that is a table with five columns—learning objectives, learning resources and strategies, target date for completion, evidence of accomplishment of objectives, and criteria and means for validating the evidence. “Contract learning solves, or at least reduces, the problem of dealing with wide differences within any group of adult learners” (Knowles, 1980, p. 381).
Limitations
Change is either intentional or unintentional. Human changes occur as a result of both. Sometimes the steps to achieve the change require a great deal of effort. Breaking a habit, learning a complex skill, or understanding economic affairs are examples of difficult intentional change. This study will focus on highly deliberate efforts to learn or what Tough calls learning projects. Allen Tough (1979) defined a learning project as: