Module 2: Learning Process

TOPIC/CONTENT SCRIPT

Good day! I am
______________________ of
___________________. I will discuss
the session on Learning Process.

Module 2 Learning Process is

subdivided into 3 sessions namely:
Learning Process with all concepts and
principles; Facilitation Concepts,
Principles, and Practice; and
Assessment and Evaluation.

Learning is a lifelong process that can

happen within the confines of
academic institutions, in our respective
workplace, everyday mundane
moments through social interactions
from different walks of life.

At the end of the module, the

participants are expected to be able to:

1. Discuss the concepts and

principles of learning process;
2. Explain the domains of
learning;
3. Illustrate factors that affect
learning; and
4. Demonstrate effective learning
methods.
Module 2: Learning Process

The 3 sessions in this module consist

of the following:

Session 1: covers discussion on

Learning Process

Session 2: includes topics on

Facilitation Concepts, Principles, and
Practice.

Session 3: deals about Assessment and

Evaluation.

Let us now discuss Session 1,

Learning Process.
Module 2: Learning Process

At the end of the session on

Introduction to Learning, the
participants are expected to be able to:
1. Demonstrate an understanding
of the learning process
including its principles and
domains;
2. Appreciate the learning process
and adult learning principles
and its relevance in conducting
training or any form of learning
and development interventions;
and lastly,
3. Apply the concepts of the
learning process in conducting
training for an effective
learning and application of the
knowledge.

This slide presents the outline of

Session 1 of the Module on Learning
Process.

This covers the first topic Introduction

to Learning which is subdivided into
three subtopics namely: Passive and
Active Learning; Characteristics of
Learning and the 70:20:10 Approach
to Learning. The second topic
discusses the Principles of Learning;
followed by Lectures on Theories of
Learning; Adult Learning; Domains of
Learning; and lastly the Bloom's
Taxonomy.
Module 2: Learning Process

Let us discuss the first topic,

Introduction to Learning.

What is learning to you? Can you

please share your idea/s about
learning?

Continue by asking any of the

questions below to engage the
participants into discussion:

What does learning mean to you?

How do you approach learning new
things?
What are some challenges you face
when trying to learn something new?
How do you think technology has
impacted your learning?
What motivates you to learn?

Let us read some definitions on what is

learning?

“We define learning as the

transformative process of taking in
information that—when internalized
and mixed with what we have
experienced—changes what we know
and builds on what we do. It’s based
on input, process, and reflection. It is
what changes us.” This is from
–The New Social Learning by Tony
Module 2: Learning Process

Bingham and Marcia Conne

Another meaning by Mr. Richard

Gross, “Learning is the process of
acquiring new understanding,
knowledge, behaviors, skills, values,
attitudes, and preferences.”
Additional definition and insights of
what is Learning are:

Learning is a lifelong process of

transforming information and
experience into knowledge, skills,
behaviors, and attitudes.

Learning is a change in behavior as a

result of experience.

And it is not dependent upon classes

and courses.
Let us differentiate between passive
and active learning?

Passive learning is when learners

receive information without actively
engaging with it, which leads to lower
retention rates.

On the other hand, Active learning

involves participation, discussion,
application, and this oftentimes leads
to higher retention.
Module 2: Learning Process

Along these are the range of learning

from kinesthetic where there is a 90%
retention rate in teaching others, 75%
in practice doing, and 50% in
discussing.

Visual Learners are crossing from

active to passive where through
demonstration the learning retention
rate is around 30%, 20% acquired
from audio-visual technique, and 10%
from reading. Lastly, a 5% retention
rate is acquired when the lecture
method is employed.

Apart from Passive and Active

learning, teaching others also
reinforces more the learner’s
understanding thus a higher average
retention rate is possible.

In this slide of Cone of Experience by

Edgar Dale, the Father of Modern
Media in Education shows that the
more senses are engaged in the
learning process the more material is
retained for a longer period of time.
This also illustrates how retention rate
transforms from passive to active
learning.

We remember about 10% of what we

read;
About 20% of what we hear;
About 30% of what we see;
About 40% of what we see and hear;
About 70% of what we can describe
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and talk about; and

About 90% of what we can say and do.

The cone is a visual analogy,and like

all analogies, it does not bear an exact
and detailed relationship to the
complex elements it represents.

Edgar Dale considers the 8M’s of

Teaching that influence learning,
namely:

1. Milieu – the learning

environment
2. Matter – the content of learning
3. Method – teaching and
learning activities
4. Material – the resources of
learning
5. Media – communication
system.
6. Motivation – arousing and
sustaining interest in learning
7. Mastery – internalization of
learning
8. Measurement – evidence that
learning took place

Active and passive learners are

differentiated in the way they behave.
Active Learners are those active in the
classroom, who have current
knowledge and content, develop
implementation skills, and learn as
solo learners, to record and absorb
knowledge.

Passive Learners learn thru verbal

lectures, verbal textbooks, passive tape
recorder; and in collaborating with
other learners to discover knowledge.
Module 2: Learning Process

This slide shows further the difference

in the characteristics in active learning
and passive learning. From the
involvement of learners, focus of the
learning environment, roles of the
teachers, roles of learners, types of
thinking involved, how or ways to
achieve the learning, their advantages
and disadvantages.

Please take note of the advantages of

active learning based on how learning
is described per area.

Active learner allows for frequent

feedback; stimulates attention,
participation, and discussion; develops
critical thinking. However, this is not
conducive to a teacher’s planned
lessons; students may become
distracted; information shared is
minimal.

On the other hand, a passive learner

allows for more information to be
presented; gives the teacher more
control over the learning environment;
organized presentation of the material.
This can be disadvantageous since the
students become disengaged;
knowledge gained may be superficial;
and feedback is minimal.
Module 2: Learning Process

Activity 2: From the 3 most common

types of learners; Which one are you?
Which is common among learners?

Now, we move on to the

Characteristics of Learning.

Again, learning cannot only occur

inside the premise of academic
institutions (formal learning). It is a
lifelong process that continues
throughout our lives, we constantly
learn new things, acquire skills, and
we are also capable of updating our
acquired knowledge as we experience
the world.

Prominent figures to exemplify are:

[Link] Gates - Co-founder of

Microsoft, dropped out of Harvard.
[Link] Zuckerberg - Co-founder of
Facebook, left Harvard during his
Module 2: Learning Process

sophomore year.
[Link] Ellison - Co-founder of
Oracle, dropped out of the University
of Illinois and later attended the
University of Chicago.
[Link] Ortega - Founder of Zara,
left school at the age of 14.

Secondly, as dynamic and adaptable,

learning is connected to our first
characteristic, it is not a linear process
since we can revisit and revise our
understanding as we experience and
encounter new information and
experiences. Learners can adapt their
strategies based on their progress and
feedback.

The third characteristic is that learning

is purposeful. As such, learning is
driven by a desire to achieve a goal
(e.g. mastering a new skill, solving a
problem, or understanding a concept,
etc.) This can be achieved, by having
clear goals and outcomes would
increase learners’ motivation in
engaging with the material and
persisting through challenges.
Module 2: Learning Process

Fourth, learning is multi-faceted. It is

important to note that there is no one-
size fits all learning method, because
learners can be visual, active learners
engage in hands-on experience, some
also learn through audio-visual either
by listening or reading.

To make learning effective, trainers/

facilitators shall cater to the diverse
learning styles and adapt to learning
preferences.

The fifth characteristic is ‘Experience-

Driven’.

This resonates with the adult learner’s

experiences. If we instill self-
awareness then we learn from our
successes and failures, engaging with
others, and observing the world around
us (e.g. travel).

Moreso, hands-on experiences and real

world applications solidify learning
and make it more meaningful.
Module 2: Learning Process

The sixth and last characteristic, it is

social and collaborative.

A social learning approach occurs

when people discuss with each other.
Learning from each other through
discussion, group projects, and
interacting with diverse perspectives.

In addition, collaboration allows us to

share knowledge, build upon each
other's ideas, and gain different
viewpoints.

We have finished discussing the

passive versus active learning, and the
characteristics of learning.

Now we will discuss the 70:20:10

Approach to Learning.

In the 70:20:10 learning approach,

70% is the on-the-job experiential
learning; while the 20% learning is
acquired through others and the last
10% is from formal training or
learning from short courses and other
types of formal education.
Module 2: Learning Process

In the 70%, the following are the

examples of workplace learning
approaches: Shadowing; Job
enlargement; Cross-training and
posting; Job Rotation; Special job
assignments; Benchmarking;
Exposure/ field visits; On-the-job
training; and Work Improvement
Teams.

On the other hand, these are examples

of social learning approaches. Among
these are: Coaching; Mentoring;
Behavior modeling; Feedback;
Performance discussion; Good
performance recognition;
Conversations (interpersonal and
interdepartmental); and Communities
of practice.

And the remaining 10% accounts for

the structured learning such as:
Training programs (face-to-face, web-
based, blended); Educational programs
(Advanced studies); Self-study
programs (e-learning); Professional
conferences; and Reading self-selected
books.
Module 2: Learning Process

Share which among these learning

approaches is commonly practiced in
your respective workplaces and
following these approaches, is how to
do it right?

We will now proceed with the

discussion of the principles of
learning.

The first principle is Readiness. It

implies the degree of single
mindedness and eagerness; individuals
learn when they are physically,
mentally, and emotionally ready to
learn; important to instill rational
reason, clear objectives and learning
outcomes for learning (to satisfy the
basic needs of learner).

Learners and trainers/ facilitators to

meet at least halfway in terms of
expectations to make everything
smooth sailing.
Module 2: Learning Process

The 2nd principle is exercise which

states that those things most often
repeated are best remembered. This is
the basis of drill and practice. Human
memory is fallible. The mind can
rarely retain, evaluate, and apply new
concepts or practices after a single
exposure. They learn by applying what
they have been told and shown. Every
time practice occurs, learning
continues. The instructor must provide
opportunities for learners to practice
and, at the same time, make sure that
this process is directed toward a goal.

Important principles are:

● Most things most often

repeated are best remembered
(earlier we have learned that
hands-on practice solidifies
learning and makes it more
meaningful, right?)
● And, we cannot effectively
learn if we only have a single
exposure with a certain
knowledge but through
meaningful practice and
repetition, we learn best and
retain information.

Thus, facilitators must provide

opportunities for learners to practice,
and make sure this process is directed
toward a goal.
Module 2: Learning Process

The third learning principle is ‘Effect’.

This is based on the emotional reaction
of the learners, therefore it has a direct
relationship to motivation.

Learning is strengthened when there is

a pleasant or satisfying feeling
(positive reinforcements), learning is
weakened when associated with an
unpleasant feeling (feelings of defeat,
frustration, anger, etc) .

Hence, it is imperative for us trainers/

facilitators to create a conducive
learning environment where learners
feel safe and free to take on the
process of learning.
The fourth principle is primacy.

For the instructor/facilitator, what is

taught must be right the first time.
Hence, information must be evidence-
based and validated carefully to avoid
discrepancies.

Keep in mind that every learner must

be started right; and that the first
experience should be positive,
functional, and lay the foundation for
all that is to follow.
Module 2: Learning Process

The fifth one is intensity. It is the

vivid, dramatic, or exciting learning
experience that teaches more than a
routine or boring experience.

A learner is likely to gain greater

understanding of slow flight and stalls
by performing them rather than merely
reading about them. The principle of
intensity implies that a learner will
learn more from the real thing than
from a substitute.
The 6th principle is recency or
relevance. This states that things most
recently learned are best remembered.
Conversely, the further a learner is
removed time-wise from a new fact or
understanding, the more difficult it is
to remember. It is easy, for example,
for a learner to recall a torque value
used a few minutes earlier, but it is
usually impossible to remember an
unfamiliar one used a week earlier.

The instructor repeats, re-states, or re-

emphasizes important points at the end
of the lesson to help learners
remember them.
The 7th principle is ‘Requirement’.
This principle states that learners must
have something to obtain or do
something or gain something like
knowledge and skill, ability, or
instrument that are essential in their
personal or professional growth.
Module 2: Learning Process

The 8th principle is ‘Freedom’. It is

the principle that states, all things
freely learned are best learned. Hence,
there should be acceptance and
readiness established in the first place.

If individuals are forced or coerced, it

is more difficult for them to learn,
assimilate, and implement what is
learned.

Now, we will proceed with discussing

the theories of learning.

What is the difference between these 2

theories - Pedagogy and Andragogy?

Pedagogy is the art and science of

teaching children or dependent
personalities. Teaching children
centers learning on the essential stages
that a child must accomplish before
being able to move on to the next
stage.

While Andragogy is the art and

science of teaching adults, who are
self-directed learners. Teaching adults
centers learning on the necessary
competencies to further personal and
Module 2: Learning Process

professional development
There are key differences between
children and adult learning.

In Pedagogy (children); learners rely

on others to decide what is important
to be learned; accept the information
being presented; expect that what they
learned is useful in their long-term
future; are relatively ‘blank slates’,
with little or no experience; and have
little ability to serve as knowledgeable
resource to either teachers or fellow
classmates.

For Andragogy; learners decide for

themselves what is important to be
learned; need to validate information
based on their beliefs and values;
expect what they learn can be
immediately useful; have substantial
experience upon which to draw but
may have fixed view point; manifest
significant ability to serve as
knowledgeable resource to both their
trainer and fellow learners.
In addition, to the above two theories
is Heutagogy. This is the management
of learning for self-managed learners.

Heutagogy is based on the idea that

learners are autonomous, self-directed,
and responsible for their own learning,
regardless of their age. This approach
recognizes that learners have a wealth
of knowledge, experience, and skills
that they bring to the learning process,
and that their learning needs are
shaped by their individual goals,
interests, and motivations.
Module 2: Learning Process

In a heutagogical approach, the role of

the teacher or facilitator is to support
and guide learners as they identify
their own learning goals and develop
strategies to achieve them. This
approach emphasizes the importance
of learner autonomy, self-directed
learning, and collaborative learning,
and recognizes that learners are active
participants in the learning process.

Heutagogy is often used in adult

education, workplace learning, and
online learning environments, where
learners may have diverse
backgrounds, experiences, and
learning styles. It is also applicable in
formal education settings, such as
schools and universities, where
learners of all ages may benefit from a
more learner-centered approach to
education.
We are now done with the theories of
learning and will focus our discussion
on adult learning since the majority of
the learners we handle are adults.

This can be more of andragogy or

heutagogy because of our varied
learners.
Module 2: Learning Process

There are various types of Adult

Learning.

Self-directed learning pertains to an

individual who takes responsibility for
his/her learning process.

In critical reflection, adult learners are

inclined to elaborate established
meaning schemes.

There are those who learn by doing

and this pertains to experimental
learning.

Learning to learn is problem-centered

rather than content-oriented. The focus
is on the strategies on how to best
learn.

This part of the presentation is

intended to develop a better
understanding of the learning styles in
the course of increasing age.

Generally, older learners have slower

reaction time compared to
younger learners. Vision generally
declines from the age of 18 to 40. At
around age 70, hearing begins to
decline. And older adults have a hard
time acquiring and retrieving
information.

These factors need to be considered in

Module 2: Learning Process

managing the learning process.

Whereas there are general learning
principles, there are principles that
apply only to Adult Learners.

First principles is the Self-directedness

and Autonomy in which adults are
intrinsically motivated and prefer to
have control over their learning
experience. They can set their own
learning goals; choose a method that
works for them; and actively
participate in the learning process.

The second principle is ‘Relevance

and Applicability’. It is where adults
are more engaged when they see the
immediate connection between what
they're learning and their professional
or personal lives; and they appreciate
learning which demonstrates real
world application of the knowledge
and skills.

The third principle is, ‘Experience as a

Resource’. Effective learning
environments capitalize on this rich
resource of experience by encouraging
collaboration, discussions, and peer-to-
peer learning. Adults can learn from
each other's experiences and
perspectives.
Module 2: Learning Process

The fourth principle, ‘Problem-

centered focus’. Adults are often
driven by a desire to solve problems or
improve their performance in a
specific area; focusing on practical
application and solutions rather than
just theoretical knowledge.

The fifth principle is collaborative

learning. We learn effectively through
collaboration and interaction with
others. And interaction with others
creates a sense of community, shared
learning, and diverse perspectives.

The sixth principle is ‘Feedback and

Evaluation’. Feedback helps learners
identify areas for improvements and
enables celebration for achievements.
Evaluation should focus on the
application of the knowledge and skills
to measure how effective the learning
process is and not just the ability to
memorize.
Module 2: Learning Process

To maximize learning in adults, these

are very useful tips: Use Presentation
Roadmap by:
● Start with a memorable point;
● Get their attention;
● Provide overview;
● Develop the main themes or
points;
● Wrap it up; and
● End on TIME.

The next topic covers the domains of

learning.

Domains of Learning are important for

the following: Useful in instructional
design (writing goals and objectives);
serve as a means for trainers to decide
about depth and breadth issues when
developing lesson plans; and serve as a
means for trainers to develop test
questions.
Module 2: Learning Process

Domains of Learning were introduced

by Benjamin Bloom, et al, in 1956.

His research described the major areas

of learning and thinking, and classified
them into 3 large groups called the
domains of learning: Cognitive -
mental skills (thinking); Affective-
growth in feelings (attitude); and
Psychomotor- manual/ performance
(skills).

This work has been revised to help

teachers understand and implement a
standards-based curriculum by
Anderson and Krathwohl in 2001.
Cognitive domain involves
knowledge; the development of
intellectual skills; recall and
recognition; and has degrees of
difficulties.

Level 1: Knowledge (low level) it

involves knowledge/ comprehension
Level 2: Application (intermediate
level) this involves application
Level 3: Problem solving (high level)
centers on the analysis, synthesis,
evaluation
Module 2: Learning Process

Cognitive Domain has different

categories such as: Knowledge which
refers to the recall data or information;
Comprehension is to be able to
understand the meaning and the
translation; Application is the use the
concept in a new situation; Analysis is
the separation of materials or concepts
into component parts to be
understood; Synthesis refers to the
process of building structure from
diverse element that is putting parts
together to form a whole; and
Evaluation which is to make judgment
about the value of ideas.

Affective Domain (attitude) or the

manner of dealing with things
emotionally. The affective domain has
3 levels which are:

Level 1: Knowledge (low level) it

involves receiving and responding
Level 2: Application (intermediate
level) valuing
Level 3: Problem solving (high level)
organization; characterization
Module 2: Learning Process

Categories of the affective domain are:

1. Receiving Phenomena which is

the awareness and willingness
to hear;
2. Responding to Phenomena that
is the active participation of
learners;
3. Valuing is putting worth or
value a person attaches to a
particular object or
commitment;
4. Organization as organizing
values into priorities; and
5. Internalizing values has a
value system that controls their
behavior.

The next domain is the Psychomotor

Domain that involves physical
movement and coordination; the use of
motor skills, an area requiring
practice; measures in terms of speed,
precision, distance, techniques and its
execution; and is described in seven
major categories which will be
presented in the next slide.

The three levels of Psychomotor

Domain are:

Level 1: Imitation and Manipulation

Level 2: Precision
Level 3: Problem solving (high level)
articulation and naturalization
Module 2: Learning Process

As mentioned earlier, Psychomotor

domain has 7 categories namely:

1. Perception which is the ability

to use sensory cues to guide
motor activity;
2. Set pertains to the readiness to
act;
3. Guided response includes
imitation and trial and error;
4. Mechanism is the movements
performed with some
confidence and proficiency;
5. Complex Overt Response
which is a highly
coordinated response;
6. Adaptation which is the ability
to modify movement to fit
requirements; and the last is the
7. Origination is the act of
creating new movement
patterns to fit a particular
situation.
This slide presents again the difference
between Cognitive Domain and
Psychomotor Domain.

Cognitive domain involves

knowledge; the development of
intellectual skills; recall or
recognition; and degrees of
difficulties.

In contrary, Psychomotor Domain

refers to the physical movement and
coordination that use of motor skills
areas requiring practice. These are
measured in terms of speed, precision,
Module 2: Learning Process

distance, techniques, execution with

the seven major categories just
presented.
Here is the table showing the
characteristics of each level, from
level 1 to 3.
Level 1: Knowledge (low level)
Level 2: Application (intermediate
level)
Level 3: Problem Solving (high level)

In the Cognitive Domain

Level one is knowledge
Comprehension. Next level is the
application and last or level 3 is the
analysis, synthesis and evaluation.

For the Affective Domain. Receiving

Responding is the level one, two is
valuing, and the last is the organization
and characterization.

While for the Psychomotor Domain,

the basic level is imitation and
manipulation, followed by level 2 as
precision, and last level or level 3 is
the articulation or naturalization.
Module 2: Learning Process

Cognitive Domain uses the verb such

as: Define, describe; design, analyze,
discuss; and Identify.

Affective Domain uses the action

words such as defend; appreciate;
value; and model.

While, in the Psychomotor Domain

words such as demonstrate; show;
perform; and conduct.

These are just a few of the verbs which

can be used in developing learning
objectives per domain.
Included in the classroom activities for
cognitive domain are lecture;
discussion; reading; diagramming;
case studies and drills.

Affective Domain activities may

include modeling behaviors where the
learners have to emulate - tolerance,
punctuality, respect, kindness, honesty
and integrity; role playing situations
involving affective domain content;
and sensitivity training and awareness
courses.

Lastly, activities for the Psychomotor

Domain includes skills practice;
scenarios; simulations, and role
playing.
Module 2: Learning Process

The last topic for session 1 is Bloom's

Taxonomy.

Bloom’s Taxonomy is a classification

of the different outcomes and skills
that educators set for their learners or
the learning outcomes.

The taxonomy was proposed in 1956

by Benjamin Bloom, an educational
psychologist at the University of
Chicago. The terminology has been
recently updated to include the
following six levels of learning. These
6 levels can be used to structure the
learning outcomes, lessons, and
assessments of the course:

1. Remembering takes place in

Retrieving, recognizing, and
recalling relevant knowledge
from long‐term memory.
2. Understanding means
constructing meaning from
oral, written, and graphic
messages through interpreting,
exemplifying, classifying,
summarizing, inferring,
comparing, and explaining.
3. Applying is carrying out or
using a procedure for
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executing, or implementing.
4. Analyzing refers to breaking
material into constituent parts,
determining how the parts
relate to one another and to an
overall structure or purpose
through differentiating,
organizing, and attributing.
5. Evaluating is done through
making judgments based on
criteria and standards through
checking and critiquing.
6. Creating is simply putting
elements together to form a
coherent or functional whole;
reorganizing elements into a
new pattern or structure
through generating, planning,
or producing.
In the revised model, the nouns were
transformed into verbs to emphasize
the action needed for learning to take
place.

In addition synthesis is now integrated

in creating which is expected to
happen in the highest level of learning.
Module 2: Learning Process

This is another representation of

Bloom's Taxonomy.

Please read through the definition of

each level of learning from remember
to create.

This provides the guide questions to

check if the learner has attained each
level of learning.

Please read through the questions per

level and the description.

Note that there are appropriate verbs

that can describe the level of learning
per level in the Taxonomy model.
These are suggested for use in coming
up with the learning objectives and/or
learning outcomes.

Finally, the key differences between

the Domains of Learning and Bloom’s
Taxonomy of Learning are described
on the following areas:
1. Focus: The domains of
learning focus on the type of
learning (cognitive, affective,
psychomotor), while Bloom's
Taxonomy focuses on the level
of complexity or cognitive
process involved in learning.
2. Level of abstraction: Bloom's
Taxonomy is more abstract and
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focuses on the cognitive

processes involved in learning,
while the domains of learning
are more concrete and focus on
the specific areas of learning
(cognitive, affective,
psychomotor).
3. Overlap: There is some overlap
between the domains of
learning and Bloom's
Taxonomy. For example,
cognitive processes like
analysis and synthesis can
involve both cognitive and
affective learning.

In summary, while both concepts are

important in understanding the
different types of learning, the
domains of learning focus on the broad
categories of learning (cognitive,
affective, psychomotor), while
Bloom's Taxonomy provides a more
detailed framework for categorizing
learning objectives based on their level
of complexity.

Let us review if the session objectives

were met. Can you as the participants
able to:

● Demonstrate an understanding of
the learning process including its
principles and domains;

● Appreciate the learning process

and adult learning principles and
its relevance in conducting training
or any form of learning and
development interventions; and

● Apply the concepts of learning

Module 2: Learning Process

process in conducting training for

an effective learning and
application of the knowledge.

Thank you and hope you learned a lot

from this session.

Good day! I am
______________________ of
___________________.

As we know, Module 2, Learning

Process is subdivided into 3 sessions.
The second session titled Facilitation
in Learning Process focuses on
Facilitation Concepts, Principles, and
Practice.

At the end of the second session, the

participants will be able to: Enumerate
the different facilitation principles;
Describe the different facilitation
techniques; Identify the different roles
of facilitators; Explain the methods of
instructing; Discuss the different
techniques in managing group
dynamics; and Identify the different
technologies used in facilitating
learning.
Module 2: Learning Process

The second session covers the

Facilitation Concepts, Principles, and
Practice. The discussion starts on what
is Facilitation followed by the
Facilitation Techniques; Facilitator’s
Roles; Methods of Instructing;
Managing Group Dynamics; and the
role of Technology in Facilitation.

The first topic focuses on facilitation.

Let us start with the definition of

terms.

Facilitate is a word that comes from

the Greek word “facile” – which
means “to make easy” or “ease a
process”. It involves helping learners
to discover by themselves. With
facilitation, it is making it easy for
individuals to learn together in a
group, or to achieve something
together as a group.
Module 2: Learning Process

A facilitator is a guide to help people

move through a process together, not
the seat of wisdom and knowledge.
Facilitation focuses on HOW people
participate in the process of learning –
not just on the WHAT. A facilitator is
neutral and never takes sides.

There are four (4) facilitation

principles namely; Principle of neural
ground, principle of inclusivity;
principle of reliability; and principle of
engagement.

We will discuss each of these

principles at a time.

The first one is the Principle of Neutral

Ground. In here as a Facilitator,
creating a safe and non-judgmental
environment is crucial in encouraging
open and honest dialogue among
participants. By adopting a neutral
stance, the Facilitator can set aside
personal opinions, biases, and
preconceived notions, thereby
fostering an atmosphere of trust and
respect among all individuals
involved.

Neutral ground allows participants to

feel comfortable expressing their
thoughts, ideas, and problems without
fear of being judged or dismissed.
When people feel that their
contributions are valued and respected,
they are more likely to engage actively
in the discussion, leading to richer
insights and more meaningful
Module 2: Learning Process

outcomes.

This principle is especially crucial

when dealing with sensitive or
controversial topics, as it helps prevent
potential conflicts and ensures that all
voices are heard and considered.
However, adhering to the principle of
neutral ground does not mean being
detached or unresponsive. It involves
active listening, empathetic
understanding, and validating
participants' emotions and
perspectives. The Facilitator must
strike a delicate balance between
neutrality and engagement. They must
ensure that they are approachable and
supportive while still avoiding
personal biases that could influence
the group's dynamics.
The next is the Principle of Inclusivity.
It is a cornerstone of effective
Facilitation, emphasizing the
importance of creating an environment
where every individual feels included,
welcomed, and respected.

Inclusivity goes beyond

acknowledging diversity; it involves
actively seeking out and embracing
different perspectives, experiences,
and backgrounds to enrich the
collective wisdom of the group. To
foster inclusivity, Facilitators must be
sensitive to potential barriers that
might hinder participation. These
barriers could include cultural
differences, language barriers, or
power dynamics within the group. By
being mindful of these challenges,
Facilitators can implement strategies
to level the playing field and ensure
Module 2: Learning Process

equitable participation. One practical

approach to promoting inclusivity is to
set ground rules that emphasize respect
and openness. Establishing an
environment where people feel safe to
express themselves without fear of
judgment encourages diverse
viewpoints to emerge.

Inclusivity is not limited to

encouraging participation during the
session; it also extends to decision-
making processes. Facilitators should
involve participants in shaping the
meeting agenda, co-creating solutions,
and evaluating outcomes. This
collaborative approach not only
reinforces inclusivity but also boosts
ownership and commitment among
participants.
The principle of flexibility is the 3rd
Facilitation principle. Flexibility
empowers Facilitators to remain open-
minded and adjust their approach in
real-time, ensuring the Facilitation
process remains relevant, engaging,
and productive. Embracing flexibility
means being prepared to pivot and
modify the Facilitation plan when
necessary, based on the group's needs
and emerging circumstances.

In practice, the principle of flexibility

requires Facilitators to continuously
observe the group's dynamics, assess
the level of engagement, and gauge the
participants' receptiveness to the
current approach. If they sense
disinterest or confusion, a flexible
Facilitator will readily switch gears
and employ alternative methods to re-
Module 2: Learning Process

energize the group.

To stimulate engagement, Facilitators
can incorporate interactive activities
and group exercises into the session.
This is what the Principle of Active
Engagement promotes. These hands-
on experiences encourage participants
to apply their knowledge, sparking
curiosity, and deepening
understanding. Additionally,
employing visual aids, multimedia,
and technology can make the
facilitation process more dynamic and
captivating.

Encouraging questions and discussions

is another essential aspect of
promoting active engagement.
Facilitators should create opportunities
for participants to challenge
assumptions, explore different
viewpoints, and engage in critical
thinking.

By encouraging healthy debate,

Facilitators facilitate a deeper
exploration of ideas, leading to more
comprehensive and informed decision-
making.
Module 2: Learning Process

Let us now discuss Facilitation

Techniques.

Facilitation techniques refer to a

variety of methods and strategies used
by facilitators to guide a group in
achieving its objectives during
meetings, workshops, or collaborative
processes. The main goal of these
techniques is to enhance participation,
encourage open communication,
resolve conflicts, foster creativity, and
ensure that the group's outcomes are
met effectively.

The following slides will discuss the 8

common facilitations techniques.
Ice Breakers and Warm-Up: Its
purpose is to help participants loosen
up, feel comfortable with each
other, and break the ice, especially in
new groups. Examples are sharing fun
facts, quick games, group
challenges, or team-building activities.

Ground Rules and Setting

Expectations: This is employed to help
create a safe space for discussion and
ensures everyone is on the same page.
Examples: Active listening, taking
turns speaking, respecting diverse
viewpoints, and maintaining
Module 2: Learning Process

confidentiality (if applicable).

Brainstorming and Idea Generation: In

here facilitators, encourage creative
thinking and generate a large number
of ideas without judgment or criticism.
Some of the examples are Mind
Mapping, brain-writing (writing ideas
on sticky notes), or round-robin
brainstorming

Active Listening and Questioning:

Through the use of active listening and
questioning, facilitators ensure
everyone feels heard and understood.
This encourages deeper thinking and
exploration of ideas. We can do this by
paraphrasing what others say, asking
open-ended questions, and reflecting
on key points.

Another facilitation technique we can

employ is the use of visual aids and
flip charts. Through the presented
information visually, this can enhance
communication and understanding by
the learners. Facilitators should
capture ideas and key points generated
during discussions. It uses
whiteboards, flip charts, digital
whiteboards, or online collaboration
tools.
Module 2: Learning Process

Another facilitation technique a

facilitator can use is breakaway
sessions and group discussions. It
allows for smaller group discussions
where people can delve deeper into
specific topics or challenges.
Facilitators do this by dividing the
large group into smaller teams for
focused discussions and reporting back
to the larger group.

Next is the Energizers and Activities.

Facilitators do this to boost energy
levels, improve focus, and maintain
engagement throughout the session,
especially during longer meetings.
Some of the examples for this will be
short physical stretches, quick games,
or energizing challenges that can be
done while seated.

And the last one of the common

facilitation techniques is the use of
debriefing and wrap-up. This is to
summarize key takeaways, decisions
made, and next steps. In adopting this,
allow for feedback and closure at the
end of the session. Reviewing notes or
flip charts, assigning action items, and
soliciting feedback from participants
on the facilitation process are among
the common techniques utilized.
 Module 2: Learning Process

During the learning process, a

facilitator plays a crucial role in
creating an environment that is
conducive to learning, encouraging
participation, and guiding the learners
towards achieving their goals. The
facilitator's roles can be broadly
categorized into three stages:
Preparation, Facilitation, and
Evaluation.

Preparation Stage includes the

following activities:

● Needs assessment: Identifying the

learning needs of the participants
and designing the program
accordingly.
● Program design: Creating a clear
outline of the program, including
\ the objectives, activities, and
evaluation plan.
● Resource allocation: Gathering
necessary resources, such as
materials, equipment, and
technology.
● Pre-program communication:
Communicating with participants
about the program schedule,
expectations, and requirements.
Module 2: Learning Process

Facilitation stage build up from:

● Welcome and introduction:

Greeting participants, introducing
themselves, and setting the tone for
the program.
● Establishing a positive learning
environment: Creating a
comfortable and inclusive
atmosphere that encourages
participation and active learning.
● Framing the agenda: Clearly
outlining the program's objectives,
agenda, and expected outcomes.
● Leading discussions and activities:
Guiding group discussions,
facilitating activities, and ensuring
that all participants have an
opportunity to contribute.
● Encouraging participation:
Encouraging shy or hesitant
participants to share their thoughts
and ideas.
● Monitoring progress: Tracking the
progress of the program and
adjusting the agenda as needed.

● Providing feedback and guidance:

Offering constructive feedback and
guidance to participants throughout
the program.
Module 2: Learning Process

Evaluation Stage is done through:

● Assessing learning outcomes:

Evaluating whether the program's
objectives were met and what was
learned by the participants.
● Gathering feedback: Collecting
feedback from participants to
identify strengths, weaknesses,
opportunities, and threats (SWOT
analysis).
● Identifying areas for improvement:
Analyzing feedback to identify
areas for improvement for future
programs.
● Reporting results: Sharing the
findings with stakeholders,
including participants, sponsors, or
organizations.
Let us proceed with methods of
instructing.

There are various methods that a

facilitator can employ to instruct
effectively depending on the context,
audience, and subject matter.
Module 2: Learning Process

The first one is by lecture and

discussion.

Lecture is a traditional method where

the instructor presents information
verbally to the students.

Discussion is where students are

encouraged to engage in conversations
about a topic, exchanging ideas, and
challenging each other's viewpoints.

Another method is the use of

demonstration. It refers to a method
where the instructor shows a concept,
skill, or process through action or
visuals to aid student understanding.

Demonstrations allow teachers to

model proper techniques or behaviors
they want students to learn.

Problem-based learning (PBL) and

case-based learning (CBL) are
engaging instructional methods that
use real-world scenarios to teach.

PBL focuses on open-ended problems

that require students to define the issue
and develop solutions. The learning
outcome is focused on critical thinking
and problem-solving

CBL however is focused on the

analysis of a specific case study with a
defined problem or situation. Learning
Module 2: Learning Process

outcome is focused on application of

theories learned to solve the case
given.
An interactive multimedia is a
powerful tool that can transform
learning from a passive experience to
an engaging and effective one. It
combines different media elements
like text, audio, video, images, and
animations to create dynamic and
interactive experiences for learners.

E.g. educational games, interactive

videos, branched learning modules

Now with the next one, is the

experiential learning.

It is a powerful approach to education

that emphasizes learning by doing. It
goes beyond passive knowledge
transfer and instead focuses on
actively engaging learners in
experiences that allow them to grasp
concepts, develop skills and gain
confidence.

In Flipped Classroom, it is reversing

the traditional learning environment by
delivering instructional content online
outside of class and using class time
for activities and discussions.
Module 2: Learning Process

Peer Teaching is where students teach

each other under the guidance of the
instructor, promoting both teaching
and learning skills

Activity 1: Give examples of the

advantages and disadvantages of the
methods of instructing.

Note: The whole group can be

subdivided into smaller working
groups.

These are additional methods that can

be employed: (Note: Slides are hidden
to serve as RP’s reference)

Lecture is considered a traditional,

verbal, and exponential didactic
method.

Conditions to achieve a high level

efficiency:

● Information content should be

logically connected, essentially,
without redundant information;
Module 2: Learning Process

● Use examples to connect theory to

practice;
● Use language appropriate to the
audience’s competency, explaining
less-known scientific terms;
Maintaining an optimal verbal rhythm
(approximately 60–70 words per
minute) and an intensity adapted to the
particularities of the audience.
Additional conditions are:

● Increased attention to expressive

elements of verbal and nonverbal
communication;
● Use of means of scientific
expression to help communication
(diagrams, schemes, or semantic
maps);
● Providing recapitulative loops to
maintain the logical connection of
ideas; and
● Providing breaks or alternating
scientific discourse with less
formal or fun aspects that allow
defocusing and refocusing the
audience’s attention.
Module 2: Learning Process

The advantages of lecture method are:

● Students know modalities to

express and express themselves;
and
● Students can receive additional
information that helps explain the
interpretation of a scientific reality.

On the other hand, the disadvantages

include:

● Presents fewer formative and more

informative links;
● Generates passivity among
students;
● Mild loss of attention and
boredom;
● Does not allow individualizing the
pedagogical discourse;
● Induces a high degree of
uniformity in behavior; and
● Few opportunities to check
understanding.
The next method is conversation. It
consists of didactic use of questions
through in-depth examination of a
theme. It capitalizes on students’
answers in order to develop the logical
reasoning of thinking.

To ensure a socio-emotional climate

appropriate to the conversation that
will follow, to raise interest in the
subject to be debated, manage the
Module 2: Learning Process

number of participants in the

discussion (maximum 20 people are
considered optimal);

● To allow each member to express

their opinion;
● If the number of participants is
higher, it is recommended to build
several smaller discussion groups;
and
● Assign the role of discussion
moderator, will temper the
tendencies of some to monopolize
discussions and stimulate the
involvement of the more reserved.
The advantages of conversation are:

● Flexibility of logical operations,

hypothetical-deductive reasoning
of thinking;
● Developing the vocabulary,
organizing ideas in elevated
communication structures; and
● Forming a personal
communication style.
Disadvantages of conversation method
are:

● It is dependent on the student’s

previous knowledge and
experience;
● Lack of interest on certain topics
may generate passivism or
negativity;
Module 2: Learning Process

● Difficulty in involving all

participants;
● Some important aspects may
remain undiscussed.
Demonstration is a method of direct or
indirect exploration. It consists in
condensing the information that the
student receives into a concrete object,
a concrete action, or the substitution of
objects, actions or phenomena.

To achieve a higher level efficiency,

the method requires certain conditions
for organizing the space where the
demonstrations take place (such as
opaque curtains, lab, or niche.); and
Special training for the teacher in
maintaining the equipment, devices,
materials used for this purpose.
In doing a Demonstration, here are the
procedures that can be employed:

● Develop procedural guide, job aid,

or set of activity instructions
describing the process step by step.
● Practice the demonstration. It
should never be given without a
trial run.
● Make sure that all required
equipment and materials are on
hand before beginning a
demonstration.
● Seat the group so everyone to see
and hear the instruction and
demonstration.
● Explain the purpose and objectives
Module 2: Learning Process

to prepare the group in advance for

what will occur.
● Present demonstration, keep the
directions simple; vary the tempo
to suit the group.
● Check the progress of each
participant and provide assistance
when necessary.
● Summarize and review the key
points of the demonstration.
Identified advantages of the
Demonstration are as follow:

● Access to concrete objects or

phenomena that cannot be
accessed within limits of time and
space;
● Using substitutes simplifies,
through visualizing or
schematizing, the understanding of
the composition of objects or
phenomena;
● Can be used for a long time;

● The use of substitutes or technical

means is less expensive than
originals; and
● Some aspects of reality cannot be
reduced to be explained in a
teaching environment.
Module 2: Learning Process

Disadvantages of Demonstration are:

● The lack of correlation of this

method with the modeling and the
exercise may lead to didactic
inefficiency;
● Requires special technical
equipment;
● Students receive ready-made
knowledge, thus not practicing
independent thinking; and
● Use of complicated procedures and
pretentious language can distract
the student from the essence of the
activity.
The method of Information
Management and Graphic
Visualization is the use of conceptual
maps. It is important to get students to
work with them because their
construction involves the practice of
cognitive operations such as:
analysis, synthesis, comparison,
systematization, classification,
hierarchy, argumentation, and
evaluation;

By building maps, the student actively

participates in their own training,
seizing the structures that further
develop the strength of the links
between knowledge, and learning
much more easily;

Conceptual maps facilitate easy

updating of information systems
through evidence-based information.
Module 2: Learning Process

The advantages in using conceptual

maps are:

● Facilitates the storage and updating

of information systems;

● Forms logical thinking;

● Visual memory is exercised;

● The imagination, and creativity is

exercised;

● Can be a pleasant and coherent

way of systematization, and
consolidation of knowledge; and

● Are flexible structures that can

undergo improvements, and
enrichments.

On the other hand the disadvantages

include:

● Requires a high degree of activism

and involvement of students in
their training;

● May require mental effort too

demanding for some students; and

● Those with a visual learning style

are advantaged.
Module 2: Learning Process

Brainstorming Method stimulates

students’ productivity and creativity.
The basic principle of the method is
“quantity generates
quality”. Brainstorming facilitates
exercising capabilities to critically
analyze real situations, a random
association that allows discovering
unpredictable sources of inspiration,
and making decisions about choosing
the most appropriate solutions.

Methods or steps involved in

brainstorming are:

1. The theme is chosen and the task is

announced;
2. Students are asked to express as
quickly, as concisely as possible
all ideas ;
3. All ideas are recorded;
4. Leave a few minutes to “settle”
ideas that were given and received;
5. The ideas issued are repeated, and
students build criteria to assemble
concepts given by categories, and
key words.
To continue with the steps,
6. The class of students is divided into
subgroups, according to ideas, for
debate. A variation at this stage is a
debate in a large group, critically
analysing and evaluating ideas; and

7. The results of each subgroup are

communicated in varied and original
forms such as: schemes, verbal
constructions, images, songs, mosaic,
Module 2: Learning Process

and role-plays

The advantages of Brainstorming are:

● It stimulates creativity;

● The development of critical

thinking and the ability to argue;

● The development communication

skills; and
Active participation of all
students/learners.
In addition, the advantages of
Brainstorming are :

● Low application costs, broad

applicability;
● Enhancing the self-confidence and
the spirit of initiative of a student;
and
● The development of a positive
educational climate.

The disadvantages should be weighed

against the advantages and these are:

● Time-consuming;

● Success of the method depends on

the moderator’s ability to lead the
discussion in the desired direction;
● It can be tedious and demanding
for the participants; and
Module 2: Learning Process

● It proposes possible solutions to

solve the problem, not an effective
solution.
As a facilitator, your role goes beyond
simply presenting information or
leading discussions.

You're also responsible for managing

the dynamics within the group,
ensuring everyone feels comfortable
participating and contributing
effectively.

To effectively manage your

participants, here are some pointers:

Phases of Group Development are as

follows:

1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
Module 2: Learning Process

Forming

Description: This initial stage is all

about getting acquainted. Group
members are new to each other,
hesitant, and unsure of their roles
within the group. The focus is on
introductions, understanding the
group's purpose and goals, and
establishing basic ground rules.

Challenges: Shyness, awkwardness,

and lack of clarity about expectations
can hinder progress.

Facilitator Role: Set clear

expectations, encourage introductions
and icebreakers, and establish a
foundation of trust and psychological
safety.
Storming

Description: As the group delves

deeper into its work, inevitable
disagreements and conflicts arise.
Personalities clash, and members
jockey for position or challenge ideas.
This "storming" phase can be
uncomfortable but is also a sign of
healthy engagement.

Challenges: Conflict, frustration, hurt

feelings, and potential for group
fragmentation.
Facilitator Role: Actively listen,
mediate disagreements constructively,
guide discussions towards finding
common ground, and ensure everyone
Module 2: Learning Process

has a voice.
Norming

Description: Having weathered the

storm, the group starts to develop
cohesion and a sense of "us" versus
"them." Members become more
comfortable with each other, establish
norms for communication and
collaboration, and begin to trust one
another's skills and contributions.

Challenges: Ensuring all voices are

heard and potential for reverting back
to storming if conflicts resurface.

Facilitator Role: Acknowledge

progress, reinforce positive group
dynamics, and maintain a focus on the
group's goals while fostering open
communication.
Performing

Description: This is the ideal stage

where the group functions as a well-
oiled machine. Members collaborate
effectively, leverage each other's
strengths, and are highly productive in
achieving shared goals. There's a
strong sense of trust, open
communication, and shared
accountability.

Challenges: Complacency, external

pressures, or changes in group
composition can disrupt the flow.
Module 2: Learning Process

Facilitator Role: Provide opportunities

for continuous learning and
improvement, celebrate successes, and
keep the group motivated and focused
on long-term objectives.
Adjourning

Description: This stage focuses on

wrapping up loose ends,
acknowledging accomplishments, and
facilitating closure for group members.
Tasks during this stage might include:

● Finalizing and documenting

project outcomes.

● Recognizing individual and

collective contributions.

● Holding a farewell gathering or

debriefing session (optional).

● Disbanding the group or

transitioning members to new
roles/teams.

Challenges: Letting go and dealing

with potential feelings of loss or
sadness, especially for groups that
have become close-knit.

Facilitator Role: During adjourning, a

facilitator can help by:

● Guiding discussions about the

group's achievements and
learnings.
● Encouraging closure and
goodbyes.
Module 2: Learning Process

● Helping members connect with

future opportunities or projects (if
applicable)
Power Dynamics in facilitation refers
to the ways in which power influences
the interactions and relationships
among participants in a facilitated
process.

Individuals in a group tend to

influence how decisions are made,
how conflicts are resolved, and how
group members interact with each
other.

Understanding and effectively

managing power dynamics can lead to
more productive and harmonious
group interactions. These include:

1. Promote open communication

2. Facilitate inclusive Decision-
Making
3. Balance Power among members
4. Address conflicts constructively
5. Build Trust and Respect
6. Encourage autonomy and
empowerment
7. Monitor and Evaluate
Module 2: Learning Process

Effective group management is

achieved through:

1. Set Clear Expectations: At the

outset, establish ground rules for
respectful communication, active
listening, and participation. Outline
the meeting agenda and desired
outcomes.
2. Create a Safe Space: Foster an
environment where people feel
comfortable sharing ideas without
fear of judgment. Actively
discourage interrupting or
dominating discussions.
3. Encourage Participation: Draw out
quieter individuals with open-
ended questions and active
listening. Use techniques like
brainstorming or round-robin
participation to ensure everyone
has a chance to contribute.
4. Manage Conflict Constructively:
Disagreements are natural, but they
should be addressed
constructively. Help the group
focus on the issue at hand, not
personal attacks. Guide them
towards finding common ground
and solutions.
5. Body Language and Tone: Be
mindful of your nonverbal cues.
Maintain eye contact with different
group members, use an inclusive
tone of voice, and project a
positive and encouraging
demeanor.
6. Use Icebreakers or Warm-Up
Activities: Especially for new
groups, icebreakers can help
people loosen up and feel more
comfortable interacting with each
other.
Module 2: Learning Process

7. Be Flexible and
Adaptable: Sometimes, things
don't go according to plan. Be
prepared to adjust your approach
based on the group's dynamics and
the flow of the discussion.
8. Seek Feedback: After the session,
ask participants for feedback on
the discussion and your facilitation
style. This can help you improve
your skills for future sessions.
Technology in Facilitation is the use of
various technological tools and
platforms to enhance the process of
facilitating discussions, meetings,
workshops, training sessions, or
collaborative activities.

In the next slides are examples of the

technology you can consider in
conducting your training and activities.

An online learning platform is a web

space or portal for educational content
and resources that offers a student
everything they need in one place:
lectures, resources, opportunities to
meet and chat with other students, and
more.

It is also an excellent way for the

student and the teacher to monitor
student progress.

It combines Synchronous Learning

and Asynchronous Learning.
Module 2: Learning Process

The next is Blended learning. Blended

learning combines traditional
classroom instruction with online
learning activities.

Flipped classrooms, for example,

involve students learning foundational
concepts online before coming to class
for interactive activities and
discussions. This allows for a more
efficient use of classroom time.

The skills component of the training is

done face to face.
Online conferencing platforms.

Who of us have yet to use or attend a

meeting using conferencing or virtual
platforms?

This use of software applications

enables real-time communication and
collaboration between students,
teachers, and instructors in a virtual
environment.

These platforms transcend

geographical limitations and offer a
flexible approach to remote learning.
Examples: Zoom, Webex, Google
meet
Module 2: Learning Process

Moving beyond passive learning,

social learning through online
platforms emphasize collaboration
and interaction among learners.

Online platforms can facilitate group

discussions, project work, and peer
feedback.

Fosters critical thinking,

communication skills, and problem-
solving abilities.
Micro learning focuses on delivering
short, focused bursts of information
that are easily digestible and readily
applicable. This caters to shorter
attention spans and busy schedules.

Examples: Micro learning can be

delivered through short videos,
infographics, interactive modules, or
gamified experiences.

Game-based learning is a type of

active learning experience within a
game framework, which has specific
learning objectives and measurable
outcomes.

The learning experience gives a

student clear and challenging goals
within a virtual game framework,
requires a high-degree of student
interaction and offers informative
feedback on student performance.
Many times, the games are designed to
allow the player to understand the
subject matter within a real world
Module 2: Learning Process

context.

Example of game-based learning :

[Link]
me/
Benefits of Using Technology in
Facilitation are:

1. Increased productivity:
Technology can help to keep
meetings focused and on track. It
can also automate tasks, such as
taking notes and distributing
documents.
2. Improved collaboration:
Technology can make it easier for
people to collaborate, regardless of
location.
3. Enhanced creativity: Technology
can help to spark new ideas and
encourage creative thinking.
4. Better decision-making:
Technology can provide access to
information and data that can help
to inform decisions.

However, it is important to use

technology wisely in facilitation,
remember to:

● Choose the right technology for the

task at hand.
● Make sure everyone has access to
the technology and knows how to
use it.
● Don't let technology get in the way
of face-to-face interaction.
Module 2: Learning Process

● Be prepared for technical

difficulties.
Were we able to meet the session
objectives?

1. Enumerate the different facilitation

principles.
2. Describe the different facilitation
techniques.
3. Identify the different roles of
facilitators.
4. Explain the methods of
instructing.
5. Discuss the different techniques in
managing group dynamics.
6. Identify the different technologies
used in facilitating learning.
Thank you and hope you learned a lot
from this session.
Module 2: Learning Process

Good day! I am
______________________ of
___________________.

Session 3 in Module 2 is all about

assessment and evaluation.

These two go hand-in-hand.

Assessment is the process of collecting
information to understand and evaluate
a person's knowledge, skills, abilities,
or performance, while the evaluation
involves making judgments based on
the information gathered during the
assessment process.

Learners must gain a deeper

understanding of the importance of
assessment and evaluation in the
learning process, as well as the various
methods and considerations involved
in designing effective assessments.

At the end of this session, participants

are expected to: Discuss the types of
assessment; Explain the importance
and purpose of doing
assessment; Describe the assessment
methods and procedures;
and Demonstrate the mechanics of
testing and evaluation as applied to
learning.
Module 2: Learning Process

The third and last session is Session 3:

Assessment and Evaluation. This
covers the Types of Assessment;
Importance of Assessment; Methods
of Assessment; Criteria for
Assessment; Feedback and Self-
Assessment; Assessment Tools and
Technologies; Assessment Ethics;
Testing and Evaluating; and the last
topic is Follow-Up Activities.

There are different types of assessment

such as:

Formative assessment is ongoing,

informal, and feedback-focused.
Ongoing assessments during the
learning process are used to inform
instruction and adjust teaching
strategies.

Summative assessment is described as

summative, evaluative, and judgment-
focused. These are final assessments at
the end of a course or program, used to
evaluate student learning and
achievement.

Diagnostic assessment is diagnostic

and seeks at identifying knowledge
gaps. These identify learners'
strengths, weaknesses, and knowledge
gaps, informing instruction and
identifying areas for improvement.

And the last is the Formative-

evaluative assessment which combines
formative and summative elements.
Module 2: Learning Process

This is used to inform instruction and

adjust teaching strategies during the
learning process.
The importance of assessment are:

● Improves Learning Outcomes:

Helps learners focus on areas of
improvement, leading to better
learning outcomes.
● Enhances Instructional Design:
Informs instructional design and
delivery, ensuring that teaching
strategies align with learning
objectives.
● Promotes Learner Autonomy:
Encourages learners to take
ownership of their learning, setting
goals and tracking progress.
● Supports Program Evaluation:
Helps institutions evaluate
program effectiveness and make
data-driven decisions.

The purposes of assessment are:

Evaluation of learning outcomes;

Identification of learning gaps;
Improvement of teaching and learning
strategies; and Certification and
accreditation.
Module 2: Learning Process

The assessment methods facilitator can

employ are the following:

● Multiple-choice questions are a

type of assessment where students
are presented with a question or
statement and a set of possible
answers. They are asked to select
the best answer from the options
provided. This type of question is
designed to test students'
knowledge, understanding, and
recall of specific information.
Multiple-choice questions typically
have four or more options, and the
correct answer is usually one of the
options.

● Short-answer questions are a type

of assessment where students are
asked to provide a brief response
to a question or prompt in writing.
These questions typically require
students to provide a concise
answer, usually in 1-2 paragraphs
or less. Short-answer questions are
designed to test students'
understanding of a concept, their
ability to apply knowledge, and
their critical thinking skills.

● Essay questions are a type of

assessment where students are
asked to provide a written response
to a question or prompt in the form
of an essay. Essay questions
typically require students to
provide a detailed and well-
supported argument, analysis, or
explanation in response to the
Module 2: Learning Process

prompt. Essays can be short or

long, depending on the assignment,
and may require students to use
evidence from texts, research, or
personal experiences.

● Group projects and

presentations are a type of
collaborative assessment where
students work together to complete
a task or project. Students are
typically assigned specific roles or
responsibilities within the group,
and are expected to contribute to
the project's completion. The
project may involve research, data
analysis, creative problem-solving,
or other activities. The final
product is often presented in a
format such as a presentation,
poster, or report.

● Portfolios and exhibitions are

types of assessments that involve
students collecting and presenting
their work over a period of time.
Portfolios typically include a
collection of student work, such as
writing samples, artwork, or
projects, that demonstrate their
skills and knowledge. Exhibitions
are similar, but may involve a
more public display of student
work, such as an art exhibition or
science fair. Both portfolios and
exhibitions are designed to provide
students with an opportunity to
reflect on their progress and
showcase their achievements.
Module 2: Learning Process

● Peer reviews and self-

assessments are types of
assessment that involve students
evaluating their own work or the
work of their peers. In peer review,
students receive feedback from
their peers on their work, which
can help them identify areas for
improvement and develop critical
thinking skills. Self-assessment
involves students evaluating their
own work and reflecting on their
strengths and weaknesses. Both
peer review and self-assessment
can help students develop a sense
of ownership and responsibility for
their learning, and can provide
valuable feedback for
improvement.
Criteria for assessment are a set of
specific standards, measures, or
benchmarks used to evaluate or judge
the quality, performance, or
effectiveness of a project, a program,
or a product. These criteria help ensure
that the assessment process is
objective, consistent, and transparent.

Common examples are:

● Learning objectives and outcomes

refer to the specific, measurable,
achievable, relevant, and time-
bound (SMART) goals that
students are expected to achieve by
the end of a lesson, course, or
program. They are often written in
the form of a sentence or statement
that outlines what students will
know, understand, or be able to do
Module 2: Learning Process

as a result of their learning.

Anyone who can volunteer to give
examples?

Examples of learning objectives and

outcomes include:
● By the end of this session,
trainees will be able to discuss
the importance of assessments
in learning.
● By the end of the module,
trainees will be able to analyze
and interpret factors that can
affect acquisition of
competencies.

● Standards and benchmarks are the

criteria used to measure student
performance against a set of
expectations. They are often
developed by educational
institutions, state or national
authorities, or professional
organizations, and provide a
framework for evaluating student
learning.

Standards typically define the

knowledge, skills, and attitudes that
students should possess at a particular
level of education. On the other hand,
benchmarks are specific indicators or
criteria that demonstrate student
achievement against these standards.

Examples: If they can do compressions

Module 2: Learning Process

with the right rate, depth, and attaining

chest recoil.

● Rubrics and grading criteria are

specific guidelines used to evaluate
student performance based on a set
of criteria. They provide a clear
and transparent framework for
assessing student work,
assignments, or projects.
Rubrics typically outline the criteria
against which student work will be
evaluated, as well as the levels of
achievement or grades that students
can earn. Grading criteria may include
factors such as quality, completeness,
effort, or creativity.
Examples are the Skills Sheets with
guides or scales for rating.
Next are feedback and self-assessment.

Feedback can be collected prior,

during and at the end of a learning
session. Hence , we have formative,
summative, and diagnostic feedback

Feedback can be written, verbal or

conducted through peer review.

Self-assessment and self-reflection are

crucial components of the learning
process, as they enable individuals to
generally develop essential skills,
build confidence, and achieve goals. It
is because self-assessment and self-
reflection promote learners to:
Module 2: Learning Process

● Take ownership of their learning:

Learners are empowered to take
responsibility for their own
learning, acknowledging their
strengths and weaknesses, and
setting goals to improve.
● Develop metacognitive skills:
Learners develop metacognitive
skills, such as planning,
monitoring, and evaluating their
own learning.
● Identify areas for improvement:
Learners identify areas where they
need to focus their efforts to
improve, allowing them to adjust
their learning strategies
accordingly.
● Build confidence and self-
awareness: Learners develop a
deeper understanding of their
strengths and weaknesses, which
can boost their confidence and
self-awareness.
● Enhance critical thinking and
problem-solving skills: Learners
are encouraged to question their
own assumptions, analyze their
thought processes, and develop
more effective problem-solving
strategies.
● Improve communication and
collaboration: Learners can
develop effective communication
and collaboration skills, which are
essential in many professional
contexts.
● Develop a growth mindset:
Learners with a promoted growth
mindset are able to view
Module 2: Learning Process

challenges and setbacks as

opportunities for growth and
development.
● Set realistic goals and
expectations: Learners based on
their progress can set realistic
goals and expectations, which
helps them stay motivated and
focused.
● Develop a sense of purpose and
direction: Learners can clarify their
values, goals, and priorities,
providing them with a sense of
purpose and direction.
● Prepare for future challenges:
Learners can better prepare
themselves for future challenges
and uncertainties, becoming more
adaptable and resilient.
● Encourage learner autonomy:
Learner’s autonomy is promoted,
allowing individuals to take
ownership of their learning journey
and make informed decisions
about their own development.
● Foster a culture of continuous
improvement: Learners can
develop a culture of continuous
improvement, where they
continually seek to improve
themselves and their performance.
Module 2: Learning Process

In doing assessment, tools and

technologies used can take the form of
various instruments, methods, and
platforms a facilitator can use to
evaluate, measure, and analyze
knowledge, skills, competencies, or
performance in various contexts, such
as education, training, and
organizational settings.

Samples of tools are:

● Online quizzes and exams

● Learning management systems

(LMS)

● Automated grading systems

● e-Portfolios and digital exhibits

With the advancement in technology, a

Learning Management System (LMS)
is introduced. This is a software
application used to manage, track, and
deliver online learning resources,
courses, and training programs. An
LMS is designed to facilitate the
learning process by providing a
platform for instructors, learners, and
administrators to interact and
collaborate.

Common features of a Learning

Management System:

1. Course creation and management:

Create and manage online courses,
Module 2: Learning Process

including course content, quizzes,

assignments, and discussions.
2. User management: Manage user
accounts, roles, and permissions
for instructors, learners, and
administrators.
3. Learning content: Store and
organize learning content, such as
videos, images, documents, and
audio files.
4. Assessment and grading: Create
and manage assessments, quizzes,
and exams, with automated
grading and feedback options.
5. Discussion boards and forums:
Facilitate online discussions and
interactions between learners and
instructors.
6. Collaboration tools: Enable
learners to work together on
projects, share files, and
communicate with each other.
7. Progress tracking: Monitor learner
progress, including course
completion rates, quiz scores, and
assignment submissions.
8. Reporting and analytics: Generate
reports on learner performance,
course engagement, and system
usage to inform instructional
decisions.
9. Integration with other tools:
Integrate with other tools and
systems, such as email marketing
software, customer relationship
management (CRM) systems, or
single sign-on (SSO) solutions.
10. Security and backup: Ensure data
security and backup to prevent loss
of critical information.
Module 2: Learning Process

By using an LMS, educators can create

a more efficient, effective, and
engaging learning environment that
supports the needs of their learners.
Here are the benefits of the Learning
Management System:

● Improved accessibility: Online

learning made accessible to
learners anywhere in the world.
● Increased efficiency: Streamlined
administrative tasks, such as course
creation and learner management.
● Enhanced learner engagement:
Interactive learning experiences
that encourage participation and
motivation.
● Personalized learning: Tailored
learning experiences based on
individual learner needs and
preferences.
● Better tracking and reporting:
Accurate tracking of learner
progress and performance for
informed instructional decisions.
There are assessment challenges and
ethical considerations that we need to
prepare for and observe.

Challenges are as follows:

● Bias and Validity: Assessments

can be biased or invalid, affecting
learner performance and overall
assessment outcomes.
Module 2: Learning Process

● Time and Resource Constraints:

Conducting assessments can be
time-consuming and resource-
intensive, requiring significant
planning and execution.
● Learner Feedback: Collecting and
incorporating learner feedback can
be challenging, but essential for
improving assessment validity and
relevance.
● Technological Challenges:
Integrating technology into
assessments can pose technical
issues, such as connectivity
problems or system glitches.
Ethics are:

● Fairness and bias

● Cultural sensitivity and inclusivity

● Academic integrity and plagiarism

detection
As facilitators, it is important to
consider various contexts, such as
educational settings, workplace
evaluations, or healthcare assessments.

However, there are some overarching

best practices and principles that can
apply across these contexts:

● Clear Learning Objectives: Clearly

define learning objectives to guide
assessment development and
evaluation.
Module 2: Learning Process

● Authentic Assessments: Use

authentic assessments that mirror
real-world scenarios, promoting
meaningful learning experiences.

● Multiple Assessment Methods: Use

a variety of assessment methods to
accommodate different learning
styles and needs.

● Regular Feedback: Provide regular

feedback to learners, instructors,
and administrators to inform
instruction and improve assessment
quality.

By incorporating these best practices

on assessment into the learning
process, educators can create a more
effective, engaging, and supportive
learning environment that promotes
learner growth and achievement.
After the discussion on assessment, we
now proceed to testing and evaluating.
Module 2: Learning Process

By definitions,

Knowledge testing measures

participants retention of facts and
concepts. A written or oral test is the
usual method.

Performance testing measures the

participants skill at using facts,
concepts, processes or procedures and
manipulative skills to accomplish a
specific task.

These are important principles in

testing:

Validity: the extent to which a test

measures what it is supposed to
measure.

Reliability: the degree to which a test

repeatedly measures the same thing.

Why do we test? These are purposes of

testing:

Feedback: To give participants and

instructors a progress check.

Validation: Is instruction doing what it

is supposed to do.

Certification: Have participants

reached a specified competency level.
Module 2: Learning Process

Alternatives: Participants demonstrate

skill or knowledge- competency in lieu
of training.
Along the identified purposes, what
are we testing?

● Knowledge: facts, concepts,

vocabulary, procedures and
processes.

● Skill: use of knowledge and ability

to perform tasks.

● Competence: the level of

knowledge and skill as rated
against a criterion.

● Ability: innate capabilities to

perform tasks.

And how do we test learning

acquisition in our participants? It can
be through:

Written: Widely used in education

and training. Knowledge testing.

Oral: An alternative for written testing

for students who have unique
situations.

Performance: To test skills and the

use or application of knowledge.
Module 2: Learning Process

You may consider any or all of the

following types of test:

1. Essay: The student is asked to write

what they know about a subject.

2. Matching: Statement and facts are

matched from scrambled lists.

3. True False: Statements are

identified as true or false.

Other than the 3 mentioned earlier,

other types of test items we can use
are:

4. Multiple choice: The correct

answer is selected from among several
incorrect choices.

5. Listing or Enumeration: The student

is asked to produce a list of facts,
steps, items etc.

6. Fill-in: A statement is given with

blank spaces to be filled in by the
student.
Module 2: Learning Process

The diagram depicts a system for ideal

testing designed to determine if an
employee is qualified for a particular
job. It outlines a series of steps that
assess an applicant’s qualifications
against the job requirements.
Here’s a breakdown of the different
stages:

Employee: This represents the

applicant or potential employee
undergoing the testing process.

Job Requirements: This section

outlines the specific skills, knowledge,
and experience necessary to perform
the job successfully. These
requirements should be clearly defined
beforehand and should guide the
testing process.

Performance Test: This stage

assesses the applicant’s abilities and
competencies relevant to the job. The
test format will vary depending on the
specific requirements but could
involve written exams, practical
demonstrations, simulations, or role-
playing exercises.

Pass: If the applicant successfully

meets the performance standards
established in the test, they progress to
the “On to the Job” stage.

Fail: If the applicant’s performance on

the test falls below the required
standards, they are not considered
Module 2: Learning Process

suitable for the job at this time.

On to Training: Successful applicants

who pass the performance test move
on to job training. This stage equips
them with the necessary knowledge
and skills to perform the job
effectively.

On to the Job: After completing

training, the qualified applicant
transitions into the job role.

The diagram compares with how

through learning performance
improves and qualifications increase.
An ideal system for testing has 3 levels
of assessment, to help evaluate the
learning process at different levels.

To achieve the best outcomes, it is

crucial to integrate insights from these
three levels of assessment.

Data collected from classroom

assessments can inform programmatic
improvements, while program
evaluations can influence institutional
strategies.

Continuous feedback loops help create

a responsive educational environment
that prioritizes student learning and
institutional effectiveness. That goes
hand in hand with knowing more and
more about student learning.
Module 2: Learning Process

Now, let’s talk about the follow up

activities after each learning
opportunity.

As they help reinforce knowledge,

assess understanding, and encourage
the application of skills learned during
training or educational sessions.

Learning Application Plan/ Re-entry

Action Plan (REAP) or in DOH terms,
it is Work Application Plan.

This plan identifies the learning goals

of the learner/participant and describes
how learning may be applied to the
workplace. Thus, it contains a
participant’s commitment to identify
an opportunity to apply the learning at
work, and then later report the result to
the Supervisor and/or Head of Office.

It is the responsibility of the Head of

Office/Supervisor to demand the
completion of the said Plan to
motivate the participants to
demonstrate the desired behaviors.
Module 2: Learning Process

Here is an example of
an accomplished WAP.

This is monitored after the date the

activities committed are accomplished
usually after 3 to 6 months.

Make sure to fill this out, affix your

signature, and submit on a quarterly
basis.

Here are other follow-up activities, we

can consider using:
1. Performance-based assessment
(e.g. projects, simulations, case
studies)
2. Written assessments (e.g. reflective
essays, open-ended questions)
3. Practical Assessment (e.g.
observation in performing task,
presenting, self-assessment)
Module 2: Learning Process

Were we able to meet the session

objectives?
1. Discuss the types of
assessment;
2. Explain the importance and
purpose of doing assessment;
3. Describe the assessment
methods and procedures; and
4. Demonstrate the mechanics of
testing and evaluation as
applied to learning.

These are the references used but other

references can be reviewed.

To wrap our session up, did we meet our

learning objectives?

1. Discuss the concepts and

principles of learning process;
2. Explain the domains of learning;
3. Illustrate factors that affect
learning; and
4. Demonstrate effective learning
methods.
Module 2: Learning Process

Do you have questions and

observations to share?

Thank you for your kind attention and

I hope you learned a lot from this
module.