Aims and Learning Outcomes
Module aims are to:
- apply your knowledge, skills and attitudes to the facilitation of adult learning programmes
- establish and implement programmes which are likely to be effective, as measured by attendee’s interest, motivation, attitudinal awareness, skills awareness and development.
By the end of the module students will be able to:
- assess needs, plan, deliver (facilitate) and evaluate an event
- apply interactive processes to the needs of people in different learning situations.
Programme of Study / Course Content
The module is studied face-to-face in 2 study blocks of 3 days each.
There are major strands running through this programme. These are all of importance and are integral to the design, planning, implementation and evaluation of interactive educational programmes. This module will provide ways to access and develop each of these strands. The strands are:
- Enabling, Empowering People to engage in their own process
Recognition, acceptance and respect; enabling the individual to recognise and value their life experience; building confidence; helping the individual to recognise realistic and practical strategies for their own lives - Development of Facilitation Skills
Identifying the basis for effective facilitation; the recognition of existing facilitation skills and those used in everyday life; the nature of energetics in groups; developing and enhancing skills; practising and refining skills; self-reflection on skills development; the application of facilitation skills to the needs of the individual; recognising the underpinning knowledge for adult education and facilitation - Knowledge and understanding for the approaches which underpin working with adults
A key form of underpinning knowledge is the theoretical basis for change; transition and transformation; and personal development - Ensuring Equity in Access and Delivery
To ensure responsiveness to individual need, ability and stage of life including any impairments. Specifically, in terms of cognitive access, visual access, auditory access, linguistic and emotional access - Planning the internal and external observed practices
Exploring competency requirement for the observed practices; individual and group planning of practical sessions - Internal & External Observed Practice
Reflective practice on process and methods used - individual, group and tutor feedback; feedback and discussions of positive and negative aspects of observed practices; what worked well; what would you change/do differently; identifying further facilitation skills needed - Practice of further skills
Handling difficulties in groups; redesigning activites after implementation - Review and evaluation
For the ‘internal’ observed practice, students must each prepare and facilitate a session of 30 minutes, the purpose and subject of which should be negotiated and discussed beforehand with personal tutor, and session plan agreed. The ‘internal’ observed practice involves fellow students as group participants.
The ‘external’ practice must be observed over a period of a minimum of 3 hours (approx. 0.5 day) but could be continued over 1 or 2 days according to the style of the course facilitated. Preparation for this piece of work may be demanding and requires tutorial involvement and, usually, co-operative work with other students.
