Facilitating Learning

Facilitating learning always constitutes a practical activity irrespective of whether it takes place in an educational institution, the student’s workplace or in virtual environments. High-quality teaching facilitation of learning and their development are based on a sufficient theoretical knowledge of learning, the building of competence and of human beings as learners and builders of their own competence.

Knowledge of the fundamental principles of learning and a theoretical understanding of human activity, which is based on a valid conception of learning, thus constitutes one of the core competences of a teacher. Teachers must also understand the diversity of people as learners. As student’s cultural backgrounds become increasingly diverse, teachers must have the capacity to act in accordance with the capabilities of the learners and to respond to the individual learning needs of different learners.

The planning of learning processes and learning environments always involves value choices that reflect the conceptions of teacher communities and individual teachers regarding the desired outcomes. By nature, teaching thus constitutes a deeply value-based and ethical activity.

New learning environments and their utilisation function to expand the traditional conception of teaching work. A central development target in the near future will be the development of pedagogical solutions enabled by new technologies for the guidance of the learning process. The different solutions must be economically sustainable. This means that the teacher must have the ability to adapt the guidance activities to the resources available.

This requires the following skill set from the teacher:

  • knowledge and understanding about learning, which refers to the teacher’s awareness of learning from the theoretical and philosophical perspective,
  • knowledge and understanding about learners meaning the teacher’s awareness of the diversity of learners
  • teaching and facilitating learning and assessment skills, which means the teacher’s ability and willingness to account for the individual characteristics of the students in the planning and implementation of teaching and in the guidance and assessment of learning and his or her capacity to engage in positive interaction with different learners and skills to develop and renew teaching and learning environments in cooperation with other parties,
  • new technology skills, which means the skills and motivation of the teacher to utilise the opportunities provided by new technologies in the development of learning environments and the ability to develop its use in learning, teaching and facilitating learning in a pedagogically sound manner.