|
|
| Line 50: |
Line 50: |
| | | | |
| | ===With whom, through what kind of action:=== | | ===With whom, through what kind of action:=== |
| − | '''How'''
| |
| − |
| |
| | *Seminar group | | *Seminar group |
| | *Facilitator colleagues | | *Facilitator colleagues |
| Line 59: |
Line 57: |
| | | | |
| | <hr class=boldline> | | <hr class=boldline> |
| | + | |
| | ==Reference== | | ==Reference== |
| | Nils-Eyk Zimmermann, Elke Heublein (Ed.): [[Holistic learning | Holistic Learning - Planning experiential, inspirational and partcipatory learning processes]]; Facilitator handbook #2; Competendo - Tools for Facilitators | | Nils-Eyk Zimmermann, Elke Heublein (Ed.): [[Holistic learning | Holistic Learning - Planning experiential, inspirational and partcipatory learning processes]]; Facilitator handbook #2; Competendo - Tools for Facilitators |
| | </div> | | </div> |
Revision as of 14:01, 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:
- 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
