Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 50
Facilitating self-directed learning
Adults learn best when they have choice and can direct or
shape their own learning goals. Think of self-directed learning
as an arrow inside the learner that directs attention, follows
interests, creates meaning, and is able to connect the learning
material to their needs (e.g., work-skill requirements, research or
engagement opportunities, management strategy). Learners will
absorb and retain more of the material that they want to learn
than the material they must learn if it is not seen as relevant
or interesting. Thus, trainers must set out opportunities and
processes for trainees to identify what it is they need or want
to learn. They also must support trainees in self-assessment
and reflection – alone and with peers – to reinforce and
deepen learning. Peers can help each other see – and take in –
shortcomings and advances, and thus enhance the desire in each
other to get better at something.
Tending to group dynamics
Given the desire to have participants actively engage with one
another, it is important that trainers pay continual attention
to group and power dynamics. A trainer can prepare to some
extent by being mindful in the pre-training participant survey
or registration and selection process (see Audience, page 13).
Attention should be given to gender balance; racial and ethnic
diversity; and hierarchies based on class, religion, sect, and
position.
The point is not to control or minimize the diversity of
participants, but to be aware of potential differences and
possible dynamics or tensions that might arise from them. How
exactly these dynamics play out can be culturally specific, and
p. 45
if a trainer is not familiar with a culture, they should inquire
what to be aware of from knowledgeable colleagues or the
organizers. What is important, however, during the training is to
set expectations of mutual respect, address potential issues in
the group norms/agreements, and be ever-aware of how group
dynamics unfold. Are certain people dominant, while others
don’t speak up or feel unheard? Is anyone disruptive? Do people
mingle and freely interact across differences, or do they sit apart?
How do people share the space? There are many techniques to
disrupt unhelpful group dynamics – varying group size so that
everyone gets to speak, using structured activities that allow
everyone’s input to be heard, splitting the group intentionally into
mixed or homogenous cohorts, etc. Disruptive behaviors can be
interrupted by shifting gears to a different activity, diverging from
an agenda if necessary to address an issue, or speaking privately
with the disruptive individual to address the issue.
No one learns well
if they feel unsafe,
shamed, dismissed, or
subject to criticism or
embarrassment.
In-depth exploration of adult learning
