Learning Contract for BSc. Oil and Gas Management: Vamanos Project

This learning contract outlines a student's plan for a life project, the "Vamanos Project," within the context of a BSc in Oil and Gas Management. The student aims to enhance soft skills, particularly critical thinking, leadership, and planning, deemed essential for career success in the oil and gas industry. The contract details learning outcomes, including the use of a portfolio of evidence (reports, logs, feedback) to demonstrate skill development. Justification for the project emphasizes the importance of these skills for personal and professional growth, and for contributing to the oil and gas sector. Simulation is chosen as the primary method, offering a safe and engaging environment for skill development and learning from mistakes. The contract includes a 12-week timetable, outlining tasks such as research, self-appraisal, simulation exercises, and report writing. Evidence of accomplishment will be presented in a portfolio, including the learning contract, project report, and supporting evidence. The project leverages references to support the student's approach to learning and skill development.

LEARNING CONTRACT
Name:
Tutor:
Project/Placement:
VAMANOS PROJECT ( IT IS A LIFE
PROJECT ).
BSc. Oil and Gas Management Student.

Aim/Problem Statement
A lot of emphasis is placed on college education and many prospective employes will not
even give an interview chance to job sekers without a college eductaion. However, college
education is important beyond just getting a chance for interviews; at least it is the starting
point (Pfeiffer, 2017). College education teaches one how to learn, acquire abstract technical
skills, and increase ones’ knowledge in a given area of speciality. However, there are a lot of
things that a college education alone does not offer, but which are absolutely essential for
success in one’s career and life in general (Indiviglio, 2011). Acquiring such skills in a school
evironment requires a different approach, hence the reason why this life project activity is of
great importance to me. The modern job environment, especially in a challenging and
dynamic field like the oil and gas industry requires additional skills and competencies beyong
the abstract subject area skills taught in regular class (Kim et al., 2014). Further, the exact
objectives and intended learning outcomes must be defined: learning is more effective when
the outcomes are clearly defined (Bilash, 2009). And so this learning contract defines what I
will do and why, and an agreement that will enhance the communication between myself and
the Tutor. It will set out the objectives of this exercise (the life project), what I will achieve,
and how I will go about achieving it. Further, this contract will help the Tutor work with me
to identify areas where I have challenges and identify how I can make improvements. Some
of the areas I have challenges in include critical thinking, effective leadership, and effective
planning skills. Understanding these problem areas in a better perspective will work towards
helping me become a better employee and member of the society. While the mentioned areas
are the specific areas I feel I have deficiences, this exercise will help unerath any other areas
that I need to improve on, and make areas I am comfortable with even better. My objectives
is an all round improvement in my soft skills, which I believe are crucial for career growth,
personal development, and to enable me contribute more towards solving the immense
challenges in the oil and gas industry.
Learning Outcomes
As a conseqence of this project, I will:
1. Use a variety of tools and methods to build a portfolio of evidence: these tools,
methods, and activities include personal reports, progress reports, meeting minutes,

action plans, log books, work and project based assignments, feedback from the
employer, and observations and feedback from the Tutor/ supervisor)
2. Identify and communicate comprehension and development of work skills based on
evidence drawn from the project, including leadership skills, planning skills,
communication and interpersonal skills, and teamwork skills
3. Demonstrate comprehension of the chosen project context knowledge areas and skills
4. Ananalyze how effective my planning and preparation done prior to the
implementation of the project to ensure the objectives of this exercise are met
To show evidence of learning, especially in the areas where I have deficiences as mentioned
in the earlier section ( critical thinking, effective leadership, and effective planning skills)
Section 3: Justification
A life project study like this one is important in the immediate and long term future because
the skills acquired, developed, and imparted while undertaking the project will benefit an
individual for their entire life (Chan and Chien, n.d.). Further, it will provide me with he
necessary skills for career growth and development, personal development, and make me a
valuable contrbutor to my employer, the society in general, and to the oil and gas industry.
Industrialization and technological as well as social progress has been possible due to the
advent of the oil and gas industry that powers power generation plants, keeps the world
mobile, and creates wealth and employment for millions around the world (Riemer, 2016).
By achieving the aims and objectives of this life project, I will be able to develop slutions and
help cntribute to the advancement of this critical sector, especially given new challenges
related to climate change and the environmental impacts of the oil and gas industries. The
project case will impart new skills, and help improve my existing skills, especially in the
identifed problem areas: these will help improve my performance as an employee. The
present world demands advanced skills in effective leadership and undertaking this exercise
will help hone my leadership skills, on top of the academic and abstract technical skills and
qualifications I already possess. Critical thinking is a prerequisite in solving problems,
including the critical problems faced by the oil and gas industry, while the importance of
effective planning at a personal and professional level cannot be emphasized more (Landhuis,
2017).

The exercise will help me develop skills in critical decision making, effecive planning,
interpersonal and communication skills, and problem solving skills. Stimulation learning is a
type of learning in which one learns concepts, identifies problems, and then applies the
learned concepts in order to develop effective olutions to the identified problems. It is form of
deep learning in which understanding is the main overriding aspect; this is as opposed to
surface learning that is based on memorization. Experence, it is said, is the best teacher: this
exercise will be an experiential learning process will help me build models, understand
concepts at an eevated and deeper level, derive new meanings, and learn how to apply
learned sof skills in solving problems in my chosen field of study. I will use my existing
skills in communication, critical thinking, problem solving, and effective planning as a
foundation for tackling this exercise. Further, the life project will help me add to my exsting
skill set, and help me come up to standard with the highest skill levels. This exercise will also
enable me to learn to reflect on my skills and knowledge, abnd extend these skills by
engaging actively in student and instructor converstaions, transfer knowledge, and
understand and refine my thought processes. With these skills I will be able to make greater
contributions to my employer because it is an avidence based learning exercise. I will
demonstrate that I have the skills necessary for greater responsibilities and senior role in the
oil and gas industry and show that I can be of greater value to my employer.
Section 4: Methods
I have chosen simulation as my method pathway. The reason is because due to work and
other commitments, doing the simulation provides me with the meost cost effective and
egnaging method of learning. Simulation is also the best method for me since it allows me to
purposely undertake tasks and activities that are high risk, as well as undertake procedural
tasks in an environment that is safe and devoid od serious implications. Simulation will help
improve my skills through a deep and engaing learning environment and enable me to learn
from mistakes and make further improvements (Srisawasdi and Panjaburee, 2015). Through
simulation, I will gain a greater understanding of the consequences of actions and decisions
made and lear how to reduce errors and make better decisions in future. Through simulation,
I will be able to participate ore in the exercise: instead of sitting in a lecture hall and listening
to the Tutor, simulation enables one to practice what has been learned and learn quickly from
any mistakes made in the learning process. It will also enable me use hands on skills in
thinking, incuding employing knowledge in action, decision making, following procedures,
and communicating effectively. Further, I will be able to get the necessary feedback through

the simulation exercise and make furthr improvements. Simulation is like a real-life
laboratory for experimentation, deep learning, skils development and refining, without the
risks associated with engaing in an actual learning exercise. Compared to the other pathways,
this offers me the best approach to meet the goals and objectives of this exercise.
Section 5: Timetable
Undertaking this exercise as an adult learner with work and other commitments can be a
challenge, especially given that planning is an area I also need to make improvements upon.
The exercise will last 12 weeks to include all tasks. Some tasks will have to be done fist
before subsequent ones are done while others will run concurrently. To ensure sucessful
accomplishment of this project, I will use a project management tool to develop the time table
and track progres; the tool to be used is the gantt Chart (See Appedix I0, which is based on
the time table below;
Task Activity Description Duration Predecessor
1 Review
objectives
Review and evaluate the objectives of
the life project exercise and understand
what is required. Will involve liaising
with the Tutor
5 days
2 Develop plan Develop a suitable work plan for
undertaking the life project task
3 days 1
3 Background
study
Undertake a background study on the
topic and project area
5 days 1,2
4 Self apparaissal Appraise sef on skills and identify areas
that need special attention and areas of
competence
5 days 3
5 Introduction Work based learning and whay it is
important
5 days 4
6 Learning What is required and what I will 3 days 4

contract achieve at the end
7 Group work
activity
Engage in the group work tasks 4 weeks 6
8 Simulation Undertake the simulation exercise 6 weeks 6
9 Secondary
research
Undertake secndary research to
augment practical learning
2 weeks 7
10 Initial report Write the initial project report 5 days 9
11 Assessment Assess progress 3 days 9
12 Review Review learning and project execution 5 days 11
13 Submission Submit project report and learning
evidence
1 day 12
Section 6: Evidence of accomplishment
at the concusion of this life project exercise, I will produce a portfolio with
The learning contract and its relevant appendices
A fully written report on the exercise
Supporting evidence of learning, including a log bookof activities of tasks undertaken and
comments for the exercise, self appraissal reports, feedback from the employer, and feedback
from the Tutor

Section 7: References
Bilash, O. (2009). Learning Contracts. [online] Sites.educ.ualberta.ca. Available at:
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/learning
%20contracts.html [Accessed 7 Mar. 2018].
Chan, S. and Chien, W. (n.d.). Independent Learning by Implementing Contract Learning in
a Clinical Context. [ebook] Hong Kong: Chinese University of Hong Kong, pp.105-108.
Available at: http://cei.ust.hk/files/public/2c97-110.pdf [Accessed 7 Mar. 2018].
Indiviglio, D. (2011).The Importance of College: A Self-Fulfilling Prophecy. [online] The
Atlantic. Available at: https://www.theatlantic.com/business/archive/2011/06/the-importance-
of-college-a-self-fulfilling-prophecy/241092/ [Accessed 7 Mar. 2018].
Kim, R., Olfman, L., Ryan, T. and Eryilmaz, E. (2014). Leveraging a personalized system to
improve self-directed learning in online educational environments. Computers & Education,
70, pp.150-160.
Landhuis, E. (2017). Do DIY Brain-Booster Devices Work?. [online] Scientific American.
Available at: https://www.scientificamerican.com/article/do-diy-brain-booster-devices-work/
[Accessed 7 Mar. 2018].
Pfeiffer, G. (2017). Just How Important Is A College Education These Days?. [online]
HuffPost. Available at: https://www.huffingtonpost.com/gabrielle-pfeiffer/just-how-
important-is-a-c_b_11437210.html [Accessed 7 Mar. 2018].
Riemer, P. (2016). Challenges and Opportunities in the Petroleum Industry and the Role of
the WPC. [online] International Energy Forum. Available at:
https://www.ief.org/news/challenges-and-opportunities-in-the-petroleum-industry-and-the-
role-of-the-wpc [Accessed 7 Mar. 2018].
Srisawasdi, N. and Panjaburee, P. (2015). Exploring effectiveness of simulation-based
inquiry learning in science with integration of formative assessment. ournal of Computers in
Education, [online] 2(3), pp.323-352. Available at:
https://link.springer.com/article/10.1007/s40692-015-0037-y.

Section 8: List of appendices to this learning contract
Appendix I: Gantt Chart

Appendix II: Ethics Review Form
Name:
Tutor:
Project/Placement: Simulation
Project/Placement Option:
Student name and ID:
E-mail address:
Programme: Oil and gas Management
Module:
Tutor/Supervisor name:
Yes No
1. Will the case study you are working involve sensitive
information?
3. Could the case study you are working induce psychological
stress or anxiety, or cause harm or negative consequences,
beyond the risks of everyday life to anyone?
4. If you are collecting information or data in this case study, will
anyone involved be unable to give informed consent (e.g.
people with learning disabilities?
5. Are you collecting information that do not give participants the
right to remain anonymous, or to have the information they give
not identifiable as theirs?
6. Will financial inducements (other than reasonable expenses and
compensation for time) be offered to participants for collecting
information?
7. Will deception be necessary during the case study to access
information or data?
8. Does the case study involve access to confidential information?
10. Will the right to withdraw from providing information or data
from individuals withheld, or not made explicit?

Signed: Tutor/Supervisor
Signed: Student
Date:

Appendix III: Skills Grid
Skill What I
learned
?
Where &
When I
learned?
How I
learned?
Evidence Location
of
evidence
Progression.
What next?
Planning
Skills
Effective
Communicat
ion and
Interpersona
l Skills
Effective
leadership
Critical
thinking
Skills
Signed: Tutor/Supervisor
Signed: Student
Date:

Appendix IV: Weekly learning Log
Name:
Tutor:
Project/Placement: Simulation
WEEK NUMBER: DATES:
Day/date: Nature of Work and Time:
Activities What did I learn or gain from these activities?
Relate this analysis in relation to knowledge and understanding;
cognitive skills; and graduate skills.
Signed: Tutor/Supervisor

Signed: Student
Date:

Appendix V: Minutes of Meetings

Appendix VI: Simulation Results and Report