Lecturers in charge: 
Eila Burns and Sirpa Laitinen-Väänänen

Throughout this course you will work both individually and cooperatively within a learning circle. At the beginning  you need to familiarize yourself with the course objectives, content and evaluation criteria. On the basis of that you need to identify your own skills and competences, and define your own aims to further develop your skills as a learning facilitator.

This module includes practice periods that require you to planimplement, and assess a series of teaching activities. You can complete this individually or in combination with members of your learning circle. If you are a beginner as a teacher, your aims could focus on the principles of planning and implementing learning processes as a facilitator of learning. If you are working as a teacher and facilitation of learning is familiar to you, you should set yourself broader aims e.g. how to facilitate learning in new and different contexts (get out of your “comfort zone”).

The implementation of the series of teaching can be planned and implemented either individually or within your peers in a learning circle. These practice periods will also be video recorded according to the instructions that will be given at the seminars. The members of the learning circle will be your peer tutors. Each trainee teacher needs to analyse others’ teaching and participate in feedback discussions. It is important that all have an opportunity to learn from each others’ experiences.

You will get feedback from your mentor, colleagues, peers, and your teacher educator.

Throughout the course, you should write your reflection diary and collect material for your portfolio.

Figure 6. Facilitating Learning

Learning outcomes

Students are able to facilitate learning in a student-centred way and ethically sound manner, as well as, utilise the possibilities of technology and various learning environments in a pedagogically meaningful way. Students are able to realistically and critically assess their own skills as a facilitator of learning in cooperation with others.

Contents

  • goals, implementation plan and evaluation of  learning sessions
  • videos in facilitation learning activities
  • pedagogical approaches
  • practices supporting individual learning of all learners
  • self and peer assessment of skills and knowledge

Assessment material

  • documents justifying planning, implementing, and evaluating series of learning sessions
  • participation in seminars, learning circle work and working online
  • feedback from peers, students, mentors, teacher educator, and possibly representatives of working life
  • reflective analysis based on the video recordings
  • self-assessment of the course

Assessment criteria

Based on the assessment material, these skills will be assessed: knowledge and understanding about working life and entrepreneurship, contextual skills, knowledge and understanding about learning, knowledge and understanding about the learner, teaching and facilitating learning and assessment skills, interaction skills, new technology skills, reflection skills.

  Required skills
Knowledge and understanding about working life and entrepreneurship and contextual skills
  • You are aware of the competence required in your own field, including entrepreneurial skills, and able to conceptualise it for the purpose of planning and implementing teaching-learning process
  • You are familiar with the curriculum and the criteria of qualifications in your own subject and can plan your own teaching in line with the objectives in those documents.
Knowledge and understanding about learning, Knowledge and understanding about learners, and Teaching and facilitating learning and assessment skills,
  • You plan and facilitate learning processes based on the theoretical knowledge about learning and the features of professional growth
  • In teaching and facilitating learning situations, you take into consideration learners’ different circumstances, abilities and needs for learning.
  • You facilitate learning in such a way that it encourages activities that are focused on the   learning aims, and are student-centred.
  • You evaluate learning according to the principles of constructive assessment and you enable students’ self-assessment.
  • You give feedback in a supportive way.
Interaction skills
  • You act ethically and create the conditions for a positive atmosphere and cooperation in facilitating learning situations
 New technology skills
  • You are able to use online resources in a meaningful and appropriate way in your own pedagogical practices.
  • You participate  actively in online collaboration creating possibilities for positive   interaction.
 Reflection skills
  •  You realistically assess your practices as a facilitator of learning and as a collaboration partner and set new objectives for the development of your expertise.

Assessment scale

  • Pass/fail

Learning assignments

The Facilitating Learning course includes the following assignments:

  1. Frame plan for implementing the facilitating learning sessions (2 ECTS)
  2. Facilitating Learning in Practice (9 ECTS)
  3. Assessment of the course (1 ECTS)

1. Frame plan for implementing the facilitating learning sessions (2 ECTS)  

Your first task is to recognise and write about your own knowledge and skills in relation to the aims and the assessment criteria of this course. Then you need to set your own goals for this course: what are the skills and the knowledge you need to strengthen in order to achieve these aims. And, how are you going to do it during the Facilitating Learning course?

Next you will need to prepare the frame plan for your teaching. Your plan should detail the time scale of the series of teaching, its aims and its development focus. Additionally, it should show your pedagogical principles. Creating your implementation plan (frame plan) for facilitating learning is tutored during seminar days.

2. Facilitating Learning in Practice (9 ECTS)

The series of facilitating learning sessions should correspond to that of 3-5 ECTS. For example, it can be a module or a separate course, which may include group teaching, individual counselling, work-based instruction, web-based counselling. These learning sessions need to be planned and they can be implemented individually or in cooperation with the peers in your learning circle.

Video record at least three teaching or guidance sessions, one of each:

  1. A participant- or student-centred situation, in where you support, guide and enhance group activities in different ways
  2. An expert- or a teacher-centred situation e.g. a presentation, giving instructions, a lecture etc. in where your role is to offer information.
  3. A ‘mentor’ situation in where you support and guide learners on practical work tasks or a part of the task (e.g. using simulators, giving injections etc.)

The plans for these single learning sessions (video recorded), as well as, the frame plan and need to be accepted by the mentor and the teacher educator before implementation.

Those involved:

  • Student/learning circle
  • Peer-tutor = another student studying in the teacher education programme
  • Teacher educator = your own tutor
  • Colleague = teacher colleague from the same organisation (for those in teaching positions)
  • Mentor = a teacher within the organisation where you will conduct teaching practice (for those NOT in teaching positions)
  • Documents relating to planning, implementation and assessment of teaching.

3. Assessment of the course (1 cr)

Assessment consists of

  • analysis of your own recorded learning sessions. Analyse the videos by making observations and utilizing the viewpoints given in analysis assignment. Make notes to prepare yourself for collaborative discussion sessions
  • feedback given to your peers
  • self-assessment of the course where you should reflect on the materials you have produced in relation to the aims you had set for yourself. What has been meaningful? Also you should reflect on your skills and knowledge in relation to the assessment criteria: in which way and on what grounds did your process and your results reflect the criteria.

 Literature and other references

  • Atherton, J.S. 2009. Learning and Teaching; About the site  [On-line] UK.
  • Armitage, A et al. 2003. Teaching and training in post-compulsory education 2nd eds. Buckingham: Open University Press
  • Jarvis, P. et al. 2003. The theory & practice on learning. Kogan Page Limited. Great Britain.
  • Kansanen, P. et al. 2000. Teachers’ pedagogical Thinking. Theoretical Landscapes, Practical Challenges. Peter Lang: New York.
  • Kolb, D. A. 1984 Experiential Learning. Engelwood Cliffs, NJ: Prentice Hall.
  • Lefrancois, G. 1997. Psychology for teaching. Waldsworth . Belmont. CA.
  • Rogers, J. 2004. Adults Learning. Open University Press.
  • Schunk, D.H. 2000. Learning Theories. An educational perspective. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.