Role of the Facilitator


In the Confucian model of learning eager students form a cohort to learn from the all-knowing master, the purveyor of all truth on a subject.

Socrates opined the idea of debate and the contest of ideas, and others, such as Archimedes, the principle of scientific discovery.

It is reasonable to say, that post-modern education thinkers turned this on its head in the 60’s, and 70’s encouraging a much freer view of learning through discovery and shared ideas.  This culminated in the greatest of Education revolutions since the printing press,  Tim Berners-Lee’s proposal of Hypertext, and later Google’s algorithms for web crawling and knowledge aggregation and search.

In this light, we discuss the Flipped Classroom idea and the role of a facilitator of this well-developed judgement to identify the most effective current learning options and methods.

We use Mark Keough’s Learning Utility model to debate the role of the facilitator, and the learner as the facilitator of their learning.

Key questions for this topic include:

Do we need a teacher, and if so, what for?

How does the learner become the facilitator in a Flipped Classroom model?

How do we encourage group facilitation and communities of learning practice?