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SNPG960 Facilitation And Education Skills For Practice

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SNPG960 Facilitation And Education Skills For Practice

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SNPG960 Facilitation And Education Skills For Practice

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Course Code: SNPG960
University: University Of Wollongong is not sponsored or endorsed by this college or university

Country: Australia

Building on the content in your group’s wiki – create a concept map relating learning theories in adult education to a facilitation model. In addition, write  a 500 word reflection on your understanding of facilitation, how undertaking this mapping has impacted your learning and and how this understanding impacts on your work in the future.You should have two main or key concepts (one your chosen facilitation model and one your chosen learning theory) and they should be easily identified. Graphically describe the relationships between your chosen learning theories in relation to facilitation. Use the map to connect concepts and facts (nodes) and to demonstrate relationships between concepts – i.e. between facilitation and your chosen theory of learning. This should not be linear but it is expected that there will be complexity as you analyse and discover the links between your learning theory and your chosen model of facilitation.Your map should contain appropriate descriptive links between nodes (short phrases or specific/descriptive words describing the relationship between concepts). Do not repeatedly reuse the same link; construct a variety of links that describe the unique relationship between specific nodes and include specific examples that clarify the meaning of a given concept. Include cross-links which demonstrate the complexity.In your reflective commentary provide a description and reflection of the development of the concept map. Do not simply describe the map. Consider how undertaking this assessment task has impacted on your understanding of what facilitation is and means to you in your practice. Consider how the development of this assessment task has impacted on your understanding of facilitation and theories of learning. Include a reference list and a bibliography if appropriate, relating to the concept map.

Learning theories in adult education
Functionalism theory of Education regarded as one of the most significant part of social society. The theory highlights that the education constitutes two types of functions in society manifest or primary function and latent or secondary function (Levinson, Cookson, Sadovnik, 2014). The primary functions are visible function which can be experienced directly among learners whereas secondary functions are hidden. The manifest functions are associated with education through socialization and practice of various societal roles (Porter & Cordoba, 2009). Latent function are also fulfilled by the education and introduce an individual to built a social network that last for years which helps them in future work experience.
There is difference between adult learner and children. The adult learner has few characteristics which need to address.

Need for Knowledge: without knowing the need for knowledge Adults would not learn.
Motivation:For an adult learner, the internal motivation is necessary, in most the cases adult learn for some purpose which remains motivation factor for them.
Willingness: the relevance of the knowledge is creates the willingness among adult learner (Cercone, 2008).
. It must be known to a learner how learning will help them in future or make their life better.
Foundation or Experience: After getting the knowledge a learner analyze, synthesize, and develop new ideas with experience (Kaufman, 2003). It is important during the learning process a learner should exposed to the arena in order to analyse the worth of learning.
Self-Direction: unlike children Adults are self-directed individuals who want to implement the knowledge accordingly (Johnson & Johnson, 2009).
Orientation to Learning:In modern learning process, orientation is significant. The task-oriented learning related a learner with their workplace realities.

Facilitation model in Education:
There are numerous facilitation models which facilitate learning process. In this case I have selected “Constructive Learning Environment” as a facilitation model of learning. In my opinion the learning environment is the major factor that motivates an adult learner to learn some things. In the Constructive Learning Environment the primary requirements are Facilitator, interactivity, quality learning and collaboration (Garrison, 2011).
Concept map relating learning theories in adult education to a facilitation model 
Source (Concept Map):

(Novak & Canas, 2008)
(Johnson & Johnson, 2009)
(Porter & Cordoba, 2009)

A constructive learning environment is very important, if there is need and willingness for knowledge. The learners always search for such learning environment where they can get the knowledge what is required for them. At the same time motivation is necessary; an adult learner is partially or fully self motivated, but a comprehensive facilitator (teacher, mentor, learning environment) can help to sustain the motivation level of a learner. the authenticate or high quality learning is always desirable by a willful learner, a authentic or high quality learning is provided by the teacher through prior knowledge, apprenticeships and case study (Cercone, 2008). A self direction approach and orientation of a learner increases through collaborative activities such as group work, wikis, blog, form and many more. The experience and orientation can be gained through learning process and implementation of knowledge in professional field. During learning process, a learner gains the experience and orientation through interactivity process of learning that includes group discussion, investigation and research.
Concept map relating learning theories in adult education to a facilitation model helps to explore the general principles that can be apply in adult learning process. With the help of concept map it is possible to acknowledge the critical requirement for an adult education and at the same it also enhances understanding about the required facilities during a learning process. The map also presents a clear picture of each facilities having particular impact on the assumptions of learning theory. The concept map also create a clear view about various  about education environment and its factors that influence an individual to make a social relationship that  going to help in future endeavor and mitigate all the hurdles which will appears in professional arena.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE journal, 16(2), 137-159.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Routledge.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
Kaufman, D. M. (2003). Applying educational theory in practice. Bmj, 326(7382), 213-216.
Levinson, D., Cookson, P., & Sadovnik, A. (Eds.). (2014). Education and sociology: An encyclopedia. Routledge.
Porter, T., & Córdoba, J. (2009). Three views of systems theories and their implications for sustainability education. Journal of Management Education, 33(3), 323-347.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them.

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