TAADEL503A Provide advanced facilitation to support learning

Introduction

The concept of learning continues to evolve dynamically. The simple belief that people are 'empty vessels' that need to be filled with knowledge has eroded rapidly as technology and society change. From a psychologist's viewpoint learning is fundamentally about changing behaviours or the individual while also underpinning organisational and societal change processes (Smith, 2003). In this sense learning is linked to how societies, organsations and people change.

Examining advanced facilitation techniques places us into a paradoxical position. We are investigating how facilitation can be used by an individual at an advanced level; at the same time, this study is subject to one of the major constraints whereby the very environment within which facilitation is occurring is changing. The substance of the theory explaining facilitation is also shifting. In effect, as we study the practice of advanced facilitation we must also acknowledge that the theory is continuing to evolve.

This topic is not so much focussed on the theory of facilitation, but on the practice. We want to avoid previous theories and known approaches skewing our view on how facilitation can occur. To avoid a convoluted jumble of ideas on both practice and theory, we will study how advanced facilitation can support the learning process within a 'neutral' facilitation model. This model will draw upon previous theories while remaining quite distinct. The framework, and the theory underpinning it, will therefore serve as a backdrop to our study on how advanced facilitation may emerge not just in the workplace and classroom learning environments, but also in the digital or virtual context.

In somewhat of another paradox the main reading and much of the text in his topic will discuss facilitation against a backdrop of elearning. Out of this debate has emerged a better understanding that advanced facilitation (and the overall design and delivery of learning) can evolve from a known base to deal with new or more flexible approaches to learning. It is through the study of elearning and online facilitation that many of the more advanced facilitation techniques and processes can be isolated and examined.

Topics include:

• Develop and extend teaching, facilitation and learning practices
• Develop learner independence
• Manage learning
• Reflect on teaching, facilitation and learning practices