Running Facilitation
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Description
Book Introduction
"Learning Facilitation - Don't Teach, Let People Learn" is a book filled with the author's reflections and practices gained from his experience in corporate training.
Rather than simply imparting knowledge through lectures, it presents the philosophy and methods of 'learning facilitation' that helps learners learn on their own and put it into practice in the field.
This book, which guides students through course design, activity planning, and operational techniques, with learning transfer as a core educational criterion, vividly reflects the author's trial and error and experience.
This book will serve as a practical guide for all those who help learners learn and grow, including instructors, facilitators, and educational planners.
Rather than simply imparting knowledge through lectures, it presents the philosophy and methods of 'learning facilitation' that helps learners learn on their own and put it into practice in the field.
This book, which guides students through course design, activity planning, and operational techniques, with learning transfer as a core educational criterion, vividly reflects the author's trial and error and experience.
This book will serve as a practical guide for all those who help learners learn and grow, including instructors, facilitators, and educational planners.
- You can preview some of the book's contents.
Preview
index
Prologue
Will you learn if you are taught? Will you practice if you learn?
Part 1.
The Link Between Teaching and Learning, Learning and Practice - Learning Facilitation
1.
Where Teaching and Facilitation Meet: Learning Facilitation
2.
Who is the main character of the lecture? _Instructor vs.
learner
3.
What are the teaching methods? _Watermelon rind education vs. cotton candy education.
Peer interaction
4.
What is the purpose of a lecture?_Content delivery vs.
Problem solving
5.
So, is learning facilitation the only answer? Finding the criteria for choosing a teaching strategy.
First Reflection and Commitment_Feel/Learn/Do
Part 2.
Workshop Design: Curriculum Design that Solves Learner Problems
1.
Let the learner solve the learner's problem: Problem-centered design and learner-centered design theory and model
2.
Core Competency 1.
The power of questioning is the power of design_The ability to generate key questions
3.
Core Competency 2.
Empathy is the power of design_Learner Empathy
4.
Core Competency 3.
Vision is design power_The ability to establish a learning transfer strategy
5.
Explore, Reflect, and Search: Practical Know-How in Curriculum Design
6.
A Shortcut to Developing Design Capabilities: Know-How for Running a Learning Organization
Second Reflection and Commitment_Born/Awakened/Remembered
Part 3.
Activity Design: Designing Educational Activities to Promote Learning through Art (ART2)
1.
Let's Facilitate Artistically_ART2 Facilitation Cycle
2.
Let's connect before teaching_3S Opening
3.
Let's Design Meaning_3S Motivating
4.
Turning Tacit Knowledge into Explicit Knowledge_Knowhow Sharing
5.
Let's teach and learn_Knowledge Sharing
6.
Let's make the most of this last chance_ Tsunami Closing
Third Reflection and Commitment_Stop/Still/Start
Chapter 4
30 Learning Facilitation Techniques That Work in Practice
1.
Why Learners Don't Participate? _ Analysis and Prescription
2.
5 Nudge Techniques to Create Safe Spaces
3.
5 Presentation Techniques That Make Everyone a Star
4.
5 Communication Techniques to Help You Learn from Each Other
5.
5 Techniques for Managing Discussion Time
6.
5 Musical Techniques to Create a Learning Atmosphere
7.
Five Coping Techniques for Dealing with Problem Learners
Fourth Reflection and Commitment_Do & Don't
Epilogue Let's educate in a proper way
Appendix 1.
10 Books Recommended by Learning Facilitators for Deeper Learning
Appendix 2.
Introducing the Running Facilitator Program for Deeper Training
Appendix 3.
A Checklist of 30 Practical Training Techniques
References and Notes
Will you learn if you are taught? Will you practice if you learn?
Part 1.
The Link Between Teaching and Learning, Learning and Practice - Learning Facilitation
1.
Where Teaching and Facilitation Meet: Learning Facilitation
2.
Who is the main character of the lecture? _Instructor vs.
learner
3.
What are the teaching methods? _Watermelon rind education vs. cotton candy education.
Peer interaction
4.
What is the purpose of a lecture?_Content delivery vs.
Problem solving
5.
So, is learning facilitation the only answer? Finding the criteria for choosing a teaching strategy.
First Reflection and Commitment_Feel/Learn/Do
Part 2.
Workshop Design: Curriculum Design that Solves Learner Problems
1.
Let the learner solve the learner's problem: Problem-centered design and learner-centered design theory and model
2.
Core Competency 1.
The power of questioning is the power of design_The ability to generate key questions
3.
Core Competency 2.
Empathy is the power of design_Learner Empathy
4.
Core Competency 3.
Vision is design power_The ability to establish a learning transfer strategy
5.
Explore, Reflect, and Search: Practical Know-How in Curriculum Design
6.
A Shortcut to Developing Design Capabilities: Know-How for Running a Learning Organization
Second Reflection and Commitment_Born/Awakened/Remembered
Part 3.
Activity Design: Designing Educational Activities to Promote Learning through Art (ART2)
1.
Let's Facilitate Artistically_ART2 Facilitation Cycle
2.
Let's connect before teaching_3S Opening
3.
Let's Design Meaning_3S Motivating
4.
Turning Tacit Knowledge into Explicit Knowledge_Knowhow Sharing
5.
Let's teach and learn_Knowledge Sharing
6.
Let's make the most of this last chance_ Tsunami Closing
Third Reflection and Commitment_Stop/Still/Start
Chapter 4
30 Learning Facilitation Techniques That Work in Practice
1.
Why Learners Don't Participate? _ Analysis and Prescription
2.
5 Nudge Techniques to Create Safe Spaces
3.
5 Presentation Techniques That Make Everyone a Star
4.
5 Communication Techniques to Help You Learn from Each Other
5.
5 Techniques for Managing Discussion Time
6.
5 Musical Techniques to Create a Learning Atmosphere
7.
Five Coping Techniques for Dealing with Problem Learners
Fourth Reflection and Commitment_Do & Don't
Epilogue Let's educate in a proper way
Appendix 1.
10 Books Recommended by Learning Facilitators for Deeper Learning
Appendix 2.
Introducing the Running Facilitator Program for Deeper Training
Appendix 3.
A Checklist of 30 Practical Training Techniques
References and Notes
Detailed image
Into the book
I believe that the clear criterion that distinguishes successful and failed lectures is 'learning transfer.'
The primary goal of education is effective 'learning transfer'.
This book contains my thoughts on learning transfer.
This book explores the connection between teaching and learning, and between learning and practice.
--- p.11
Learning facilitation, as I define it, is a teaching method that helps learners solve problems and create learning through interaction with their peers.
The three axes of learning facilitation are learner-centered as the subject of learning, peer interaction-centered as the method of learning, and problem-solving-centered as the purpose of learning.
--- p.26
Who are those people sitting before you in the lecture hall? What do you call them? It's about turning the audience into speakers and drawing out the learners within the trainees.
I believe this is the very first mission a running facilitator must undertake.
So, an important virtue of a learning facilitator is trust in the ‘learner.’
We need to believe that all participants in a lecture can become learners.
--- p.33
The purpose of a lecture should be problem solving.
This is especially true if we agree that the primary goal of education is effective 'learning transfer'.
The purpose of a lecture should not be for the instructor to cover a topic (covered), but for learners to discover how to solve their own problems (uncovered).
--- p.45
Practical skills are needed to design a good curriculum.
If I were asked to name just three abilities, I would choose the ability to question, empathize, and see.
--- p.76
Personally, the more I teach using running facilitation, the more I realize the importance of questions.
When education is driven by learner-driven participation and the instructor's role is to guide learners to engage in class and construct meaningful knowledge, questions seem to open the door to true learning.
For the door to learning to open properly, 'what questions you ask' is more important than 'how many questions you ask'.
--- p.77
After designing and running various workshops over the years, something has become increasingly clear.
Empathy determines the level of design, and the level of design determines the quality of the lecture.
--- p.89
Learner-centered instruction doesn't leave everything up to the learner.
There is a clear difference between allowing learners to choose their own learning goals and designing learning strategies to achieve those goals.
The latter is an area that requires the expertise of both instructors and designers.
For learner-centered lectures to be effective, detailed activity design based on teaching principles is essential.
--- p.125
However, if the lecture is to be centered on learner participation, there is something that needs to be added to the opening.
It's a direct connection.
When it comes to education using learning facilitation, connection between learners is essential.
Activities that open the door to each other's words and hearts, commonly called icebreakers or rapport-building, should be well designed.
--- p.131
The reason why the act of creating and asking questions about the class before class is a metacognitive strategy is because it is an act of checking for yourself what you know and what you don't know.
It is also an act of deciding for yourself what to learn.
This method can also be applied to adult learners.
In my personal teaching experience, this method is very effective.
Just as student learning rates have increased by nearly 50%, adult learners' engagement has also increased significantly.
You can tell by the learners' attitude, look in their eyes, and posture.
First, at the beginning of the lecture, after explaining the topic for the day, have students write down what they most want to know or learn about the topic.
I mainly use post-it notes at this time.
Because it is easy for learners to categorize what they write by topic.
--- p.138
If you need to design educational activities for learners who already have sufficient relevant knowledge and experience, as in the example above, we recommend converting individual tacit knowledge into group explicit knowledge.
While tacit knowledge is knowledge that we already know but cannot properly explain, explicit knowledge is knowledge that is organized and revealed in the form of tacit knowledge.
In other words, formal knowledge can be viewed as manualized know-how that can be consciously accessed and intentionally utilized.
--- p.149
For learning transfer to occur, review time is essential to help you remember what you've learned.
If it's schoolwork, reviewing can be done at home or at an academy, but in adult education, reviewing must realistically take place during class time.
It may be irresponsible to ask adult learners, who already have a lot of work to do, to go home and review.
I recommend that you set aside even just 5-10 minutes to look up and organize what you learned in class.
There are three ways to write down what you've learned for review.
The primary goal of education is effective 'learning transfer'.
This book contains my thoughts on learning transfer.
This book explores the connection between teaching and learning, and between learning and practice.
--- p.11
Learning facilitation, as I define it, is a teaching method that helps learners solve problems and create learning through interaction with their peers.
The three axes of learning facilitation are learner-centered as the subject of learning, peer interaction-centered as the method of learning, and problem-solving-centered as the purpose of learning.
--- p.26
Who are those people sitting before you in the lecture hall? What do you call them? It's about turning the audience into speakers and drawing out the learners within the trainees.
I believe this is the very first mission a running facilitator must undertake.
So, an important virtue of a learning facilitator is trust in the ‘learner.’
We need to believe that all participants in a lecture can become learners.
--- p.33
The purpose of a lecture should be problem solving.
This is especially true if we agree that the primary goal of education is effective 'learning transfer'.
The purpose of a lecture should not be for the instructor to cover a topic (covered), but for learners to discover how to solve their own problems (uncovered).
--- p.45
Practical skills are needed to design a good curriculum.
If I were asked to name just three abilities, I would choose the ability to question, empathize, and see.
--- p.76
Personally, the more I teach using running facilitation, the more I realize the importance of questions.
When education is driven by learner-driven participation and the instructor's role is to guide learners to engage in class and construct meaningful knowledge, questions seem to open the door to true learning.
For the door to learning to open properly, 'what questions you ask' is more important than 'how many questions you ask'.
--- p.77
After designing and running various workshops over the years, something has become increasingly clear.
Empathy determines the level of design, and the level of design determines the quality of the lecture.
--- p.89
Learner-centered instruction doesn't leave everything up to the learner.
There is a clear difference between allowing learners to choose their own learning goals and designing learning strategies to achieve those goals.
The latter is an area that requires the expertise of both instructors and designers.
For learner-centered lectures to be effective, detailed activity design based on teaching principles is essential.
--- p.125
However, if the lecture is to be centered on learner participation, there is something that needs to be added to the opening.
It's a direct connection.
When it comes to education using learning facilitation, connection between learners is essential.
Activities that open the door to each other's words and hearts, commonly called icebreakers or rapport-building, should be well designed.
--- p.131
The reason why the act of creating and asking questions about the class before class is a metacognitive strategy is because it is an act of checking for yourself what you know and what you don't know.
It is also an act of deciding for yourself what to learn.
This method can also be applied to adult learners.
In my personal teaching experience, this method is very effective.
Just as student learning rates have increased by nearly 50%, adult learners' engagement has also increased significantly.
You can tell by the learners' attitude, look in their eyes, and posture.
First, at the beginning of the lecture, after explaining the topic for the day, have students write down what they most want to know or learn about the topic.
I mainly use post-it notes at this time.
Because it is easy for learners to categorize what they write by topic.
--- p.138
If you need to design educational activities for learners who already have sufficient relevant knowledge and experience, as in the example above, we recommend converting individual tacit knowledge into group explicit knowledge.
While tacit knowledge is knowledge that we already know but cannot properly explain, explicit knowledge is knowledge that is organized and revealed in the form of tacit knowledge.
In other words, formal knowledge can be viewed as manualized know-how that can be consciously accessed and intentionally utilized.
--- p.149
For learning transfer to occur, review time is essential to help you remember what you've learned.
If it's schoolwork, reviewing can be done at home or at an academy, but in adult education, reviewing must realistically take place during class time.
It may be irresponsible to ask adult learners, who already have a lot of work to do, to go home and review.
I recommend that you set aside even just 5-10 minutes to look up and organize what you learned in class.
There are three ways to write down what you've learned for review.
--- p.161
Publisher's Review
“Will the lectures I give really help?”
This is a question that any instructor or anyone who plans and implements training has probably thought about at least once.
Even when the learners sitting in the classroom nod and respond in front of them, the anxiety the instructor harbors inside does not go away.
Can this time truly bring about real change in their work and lives? This book, "Learning Facilitation: Let People Learn, Not Teach," is a record of reflection and exploration that began with that very question.
The author, CEO Jeong Kang-wook, has experienced various roles in the corporate training field.
I have been involved in adult learning for nearly 20 years as a corporate HRD manager, educational consultant, graduate researcher, and instructor/facilitator.
After his early days of studying teaching methods to survive in the education industry, he realized that the question he was pursuing was, “How can I get good grades on teaching evaluations?”
But the really important question was different.
A more weighty and fundamental question is, “Are my lectures actually helpful to learners?”
This book is the result of the author's reflections and practice on that question.
The author suggests 'learning transfer' as a criterion for determining success or failure in education.
In other words, whether what is learned is put into practice in the field determines the true success or failure of education.
No matter how passionately the instructor teaches or how diligently the learner takes notes, if no change occurs in the field, it is a serious problem that education has failed.
So how can learning translate into action? The author finds the answer in "Learning Facilitation."
It is a teaching method that goes beyond simply imparting knowledge, but helps learners learn on their own, interact with peers, and move on to solving problems in the field.
The book is largely divided into four chapters.
Chapter 1 presents the basic concepts and philosophy of running facilitation.
It clearly shows the direction of education that 'makes students learn, not teach' through three axes: learner-centered, interaction-centered, and problem-solving-centered.
Chapter 2 focuses on curriculum design.
It covers specific methods for empathizing with learners' needs and context, asking good questions, and developing strategies for learning transfer.
The author's course design know-how, which he has actually applied in corporate training settings, is vividly contained in this book, making it more of a practical guide than a simple theoretical book.
Chapter 3 is about designing learning activities.
A variety of activity ideas are presented to promote learner participation and reflection throughout the entire process, from introduction to development and conclusion of the lecture.
In particular, the activity examples that motivate learners, help them remember what they have learned, and help them put it into practice are specific enough to be used right away in the field.
Chapter 4 introduces 30 operational techniques that the author has used in actual lecture settings.
These are not correct answers, but rather 'references', practical tools that can be adapted to suit each individual's situation.
"Learning Facilitation - Don't Teach, Let People Learn" is especially useful for instructors, facilitators, educational planners, consultants, course developers, and others whose job is to "help others learn and grow."
For those who have been frustrated by their diligent teaching but found nothing meaningful for their students, those who want to go beyond simply imparting knowledge and bring about real change, and anyone who dreams of truly educational education, this book will serve as a solid guide. Don't teach, let them learn.
This simple yet essential shift is the starting point for making education a catalyst for true change and growth.
And this book will be a useful guide and warm companion to all educators seeking that path.
This is a question that any instructor or anyone who plans and implements training has probably thought about at least once.
Even when the learners sitting in the classroom nod and respond in front of them, the anxiety the instructor harbors inside does not go away.
Can this time truly bring about real change in their work and lives? This book, "Learning Facilitation: Let People Learn, Not Teach," is a record of reflection and exploration that began with that very question.
The author, CEO Jeong Kang-wook, has experienced various roles in the corporate training field.
I have been involved in adult learning for nearly 20 years as a corporate HRD manager, educational consultant, graduate researcher, and instructor/facilitator.
After his early days of studying teaching methods to survive in the education industry, he realized that the question he was pursuing was, “How can I get good grades on teaching evaluations?”
But the really important question was different.
A more weighty and fundamental question is, “Are my lectures actually helpful to learners?”
This book is the result of the author's reflections and practice on that question.
The author suggests 'learning transfer' as a criterion for determining success or failure in education.
In other words, whether what is learned is put into practice in the field determines the true success or failure of education.
No matter how passionately the instructor teaches or how diligently the learner takes notes, if no change occurs in the field, it is a serious problem that education has failed.
So how can learning translate into action? The author finds the answer in "Learning Facilitation."
It is a teaching method that goes beyond simply imparting knowledge, but helps learners learn on their own, interact with peers, and move on to solving problems in the field.
The book is largely divided into four chapters.
Chapter 1 presents the basic concepts and philosophy of running facilitation.
It clearly shows the direction of education that 'makes students learn, not teach' through three axes: learner-centered, interaction-centered, and problem-solving-centered.
Chapter 2 focuses on curriculum design.
It covers specific methods for empathizing with learners' needs and context, asking good questions, and developing strategies for learning transfer.
The author's course design know-how, which he has actually applied in corporate training settings, is vividly contained in this book, making it more of a practical guide than a simple theoretical book.
Chapter 3 is about designing learning activities.
A variety of activity ideas are presented to promote learner participation and reflection throughout the entire process, from introduction to development and conclusion of the lecture.
In particular, the activity examples that motivate learners, help them remember what they have learned, and help them put it into practice are specific enough to be used right away in the field.
Chapter 4 introduces 30 operational techniques that the author has used in actual lecture settings.
These are not correct answers, but rather 'references', practical tools that can be adapted to suit each individual's situation.
"Learning Facilitation - Don't Teach, Let People Learn" is especially useful for instructors, facilitators, educational planners, consultants, course developers, and others whose job is to "help others learn and grow."
For those who have been frustrated by their diligent teaching but found nothing meaningful for their students, those who want to go beyond simply imparting knowledge and bring about real change, and anyone who dreams of truly educational education, this book will serve as a solid guide. Don't teach, let them learn.
This simple yet essential shift is the starting point for making education a catalyst for true change and growth.
And this book will be a useful guide and warm companion to all educators seeking that path.
GOODS SPECIFICS
- Date of issue: August 26, 2025
- Page count, weight, size: 223 pages | 140*205*20mm
- ISBN13: 9791198840820
- ISBN10: 119884082X
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