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| Line 36: |
Line 36: |
| | </div> | | </div> |
| | <div class=left-box> | | <div class=left-box> |
| − | ===Learning space(s): === | + | ===Learning space(s): Where === |
| − | '''Where'''
| |
| − | | |
| | In the seminar | | In the seminar |
| | * | | * |
| Line 51: |
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| | </div> | | </div> |
| | <div class=left-box> | | <div class=left-box> |
| | + | |
| | ===With whom, through what kind of action:=== | | ===With whom, through what kind of action:=== |
| | '''How''' | | '''How''' |
Revision as of 14:00, 25 April 2022
Before leading a group through a learning process,facilitators can create a list of learning objectives and set a scale next to each skill or ability they would like to improve upon during their moderation.
E. Heublein
Related:
Also interesting:
Holistic Learning
Handbook for Facilitators: Read more
Goals:
What
For example it could be:
- Improve my ability to impart knowledge about design ...
- Increase awareness of others in the facilitator's team...
- Improve my ability to gauge group moods and dynamics...
Learning space(s): Where
In the seminar
At home...
With whom, through what kind of action:
How
- Seminar group
- Facilitator colleagues
- External persons
- Sources
Reference
Nils-Eyk Zimmermann, Elke Heublein (Ed.): Holistic Learning - Planning experiential, inspirational and partcipatory learning processes; Facilitator handbook #2; Competendo - Tools for Facilitators
