ABSTRACT
The steps involved in developing learning contracts can be modified as learners become more experienced in their use. The decision on how best to proceed ultimately rests jointly with each learner and the adviser who is supporting or assessing the project. During any course learners should expect to be exposed to many ideas, theories and points of view different to their own. Some of these will come from the other participants through workshops and tutorials others from their own reading of the recommended books and journal articles. The assessor has a responsibility to provide feedback to the learner on both the content and presentation of the work, its overall quality and any suggestions for improvement. The objectives should reflect the learner's perceived needs but they must also be manageable and achievable given the time and resources available. Deciding upon a practical learning strategy is central to the whole process of developing a learning contract.
