Looking forward to sharing our workshop from the IAF Singapore Conference 2014 here in Melbourne this Thursday 19/2/15
Facilitating at the edge of transformation in organisations – bringing process facilitation to the organisational learning and development context. Join us for a philosophical experiment in possibility as we explore the relevance of transformative learning theory in our quest to navigate the boundaries between process and content.
· This workshop was very successfully run at the IAF Asia Conference in 2014.
Join us for a transformative facilitation session; a ‘reflective discourse’ about the fine lines between process and content and how to manage those boundaries.
VENUE - Leveson Hotel North Melbourne.
TIME: 6:00 pm drinks and fellowship. Kick off at 6:30
FEE - free for members, $20 non members
MEAL: Buy your own and eat with your colleagues
MORE INFO: firstname.lastname@example.org
To find out more about the IAF: International Association of Facilitators
The mission of the IAF is to promote, support and advance the art and practice of professional facilitation through methods exchange, professional growth, practical research, collegial networking and support services. This is accomplished through peer-to-peer networking, professional development and annual conferences which are critical means for fulfilling the mission and reflecting our core values
Most of the information I’ve seen being shared &/or marketed online about organisational learning is full of well-intended tips or instructions on what you can do to make your training programs more effective. Sometimes they will tell you how. Rarely do they tell you why
I went back to Uni last year to do my Master of Adult Education (Global)) through Monash University. Subject #1: Adult Learning and Perspectives which was all about adult learning theories.
Theories are useful and practical. They help you make informed instructional design decisions:
· From the content e.g. what’s in? What’s out? How much can we realistically fit into the time we have if we want learning to happen (and so the training session is not just an information session in disguise J)?
· To the pitch level e.g. who is my audience? How do they need to use their learning? To the evaluation e.g. how will we know if the learners have learnt what they were intended to learn (taking into account teaching and learning are two different things.
Adult Learning Theory #1 - Constructivism
Constructivism tells us that learners construct their knowledge based on their personal, subjective experience of a world that external/independent to them.
‘constructivism involves the active creation and modification of thoughts, ideas, and understandings as the result of experiences that occur within socio-cultural contexts’ (Doolittle and Hicks 2003, p.77).
In constructivism, knowledge is built through the dynamic interactions processes between the learners internal environment and their external environment
· Their internal environment includes the learner’s cognitive abilities, values and beliefs, emotions, perceptual filters, personality, confidence and current state of knowledge.
· The external environment includes the social and cultural structures and the traditions of thought and language where the learner lives and works. This external environment defines how knowledge is known, what knowledge is worth knowing and what is not.
It is through the learners lived experience that they develop the skills, knowledge and behaviours required to be successful in their role. Both in and out of the training room.
Doolittle P.E. & Hicks D. (2003) Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies, Theory & Research in Social Education, 31:1, 72-104, DOI: 10.1080/00933104.2003.10473216