Andere Kunden interessierten sich auch für
![Training Facilitation Guide]( "Training Facilitation Guide")
Training Facilitation Guide36,99 €![The nature and dynamics of learning]( "The nature and dynamics of learning")
The nature and dynamics of learning36,99 €![From volunteering to the profession, from implicit learning to expertise]( "From volunteering to the profession, from implicit learning to expertise")
From volunteering to the profession, from implicit learning to expertise26,99 €![Work-based Learning as a Pathway to Competence-b - A UNEVOC Network Contribution]( "Work-based Learning as a Pathway to Competence-b - A UNEVOC Network Contribution")
Work-based Learning as a Pathway to Competence-b - A UNEVOC Network Contribution49,90 €![Heidegger's Contribution to the Understanding of Work-Based Studies]( "Heidegger's Contribution to the Understanding of Work-Based Studies")
Heidegger's Contribution to the Understanding of Work-Based Studies74,99 €![Heidegger¿s Contribution to the Understanding of Work-Based Studies]( "Heidegger¿s Contribution to the Understanding of Work-Based Studies")
Heidegger¿s Contribution to the Understanding of Work-Based Studies74,99 €![The Lived Experience of those who leave the Teaching of Nurses]( "The Lived Experience of those who leave the Teaching of Nurses")
The Lived Experience of those who leave the Teaching of Nurses53,99 €
There are at least two challenges that any group faces today in the field of running educational courses: 1) how to provide such a system of learning that enhances the learners' self-direction and thus self-actualisation; 2) and how to enhance such skills that are required for future success; And the book 'Facilitation and Its Contribution to Learning' tries to address these challenges and argues that 1) facilitation as an educational approach is more effective in learning than training; 2) as an educational strategy it helps learners remember more and be able to do more than the strategies of subject expert, standard-setter/evaluator and coach; 3) and the values and principles of facilitation are disseminated throughout the learning process, and hence become its outcomes; As a result, if facilitation is more adopted in the way how we run the courses, we can also provide such a system of learning that enhances the learners' self-direction and thus self-actualisation, and also that promotes critical thinking and creativity. This enables organisations, groups and educators to 'redesign' group learning in order to educate and learn more effectively and co-operatively.