Publish at November 19 2018 Updated November 03 2021
The definition of facilitation is to "make things easy ". Facilitation is developing as an alternative or complement to adult education. It values practices that aim to create a flow that carries collective energy, using the best of each individual skill.
The idea of flow comes from the discoveries of psychologist Mihaly Csikszentmihalyi[1], for whom a smoothly flowing sequence of events produces a state of concentration so strong that challenging times seem to have no impact. From this discovery stems the " flow pedagogy " which emphasizes the continuity in the harmony of perfectly matched pedagogical sequences.
These practices come into play throughout processes of team coaching, group learning, or the implementation of a culture of collective intelligence in organizations. They have a variety of functions throughout a learning process such as:
The realization of these practices takes the form of games called "icebreakers" (ice-breaker) or (warm-up), sensory exercise, kick-off (kick-off), "energizer", quiet or creative time from which the imagination can be stimulated.
Several conditions for success are necessary for their implementation:
Facilitation practitioners are careful to alternate between 3 types of activities. They are presented here from the longest to the shortest:
Content-focused activity times provide the meaning of the meeting. They take the form of lectures, practical exercises, role-playing, group work, all methods that enable learning. They mobilize our attention. They bring a surplus of knowledge on a given subject. They bring to consciousness facts, know-how, or theories
They serve the variety of functions previously listed which allows the purpose to advance according to the moment and the state of the group. They become part of a process and induce the sequence to follow, it is even a mental opening to what is to come. This moment is a little bit different, it does not claim to teach anything but it unconsciously teaches us things that are essential to the relationship with others.
Ma is a Japanese term that describes a form of emptiness. It is a concept full of nuance. A suspended time that settles in the interstices, a displacement, a pause, a wait, a comma, a parenthesis, a silence, a slight disturbance between framed times, announced institutional. This time which seems to float when it is welcomed and perceived allows the harmonious sequence, the change from one sequence to another without almost noticing it.
A facilitator deals with these three activities and promotes a tuning between the activities, the participants, the situations, and the goals. Tuning means adjusting the frequencies and rhythms of the group. In the same way that a mechanic knows the state of a machine by its noises and hesitations, an experienced facilitator draws clues from the vibrations of a group. He or she adjusts his or her proposals and exercises accordingly and doses his or her speech.
Here is advice from McGrath et al. (2014) to create an effective icebreaker for online training :
A well-designed icebreaker for online training also helps to quickly assess the participants. It is relevant to assess them against their current level of skills or knowledge, their attitude towards the teacher, and towards the learning environment.
Then it remains to invent online ice breakers to boost learning.
My agile partner – Ice breaker agile – trouvez vos jumeaux
https://blog.myagilepartner.fr/index.php/2018/03/12/ice-breaker-agile-3-trouvez-vos-jumeaux/
Communication gagnante – Animer un groupe en mode facilitateur avec les ice-breakers
http://www.communicationgagnante.com/animer-un-groupe-en-mode-facilitateur-avec-les-icebreakers/
Recompose.it – energizer intelligence collective
http://www.recompose.it/2014/09/10/energizers-intelligence-collective/
Facilitation graphique - Le stylo collectif http://facilitationgraphique.art/?cat=8
Guide du Cédip – Répertoire d’activités brise-glace
http://www.cedip.developpement-durable.gouv.fr/IMG/pdf/repertoire_dactivites_brise-glace_cle0a2d4a.pdf
Recompose.it - 100 façon d’animer un groupe
http://www.recompose.it/wp-content/uploads/2014/09/energiser_guide_fr.pdf
Université du Nous - Du je au nous matériel didactique http://universite-du-nous.org/
Liberating.structure – 35 exercices et jeu pour développer l’intelligence collective http://www.liberatingstructures.com/
Modernisation.gouv – Répertoire d’activités brise glace
http://www.modernisation.gouv.fr/en/node/198037repertoire_dactivites_brise-glace_cle0a2d4a.pdf
Radissonblu - Trois exercices pour briser la glace
https://www.google.fr/amp/blog.radissonblu.fr/trois-exercices-pour-briser-la-glace/amp/
The insperience – Ice Breaker pour stimuler l’intelligence collective
http://www.blog.theinsperience.co/icebreaker-pour-stimuler-l-intelligence-collective/
Agilea – Les ice breakers en formation ou l’art de briser la glace http://blog.agilea.fr/les-icebreaker-en-formation-ou-lart-de-briser-la-glace
Ice breaker en amphithéâtre
Eagles teambuilding – Team building
http://www.eagles-teambuilding.com/activites/team-building-Tubular,Tunes-1-34.html
Educpro – Fenêtre sur cours 50 profs en quête d’innovation
http://blog.educpros.fr/jean-charles-cailliez/2017/10/27/fenetre-sur-cours-50-profs-en-quete-dinnovation/
http://lpgrh-nantes.fr/?p=2536
Sources
4cristol.over-blog - From needs-based to flow-based pedagogy
http://4cristol.over-blog.com/article-of-the-pedagogy-of-needs-a-flow-78390567.html
Wikipedia - icebreaker - https://en.m.wikipedia.org/wiki/Icebreaker_(activit%C3%A9)
Orygin https://www.orygin.co.uk/coaching-team/ice-breaker/
Communication gagnante
http://www.winningcommunication.com/facilitating-a-group-in-facilitator-mode-with-ice-breakers/
Le blog de la facilitation – Les critères pour choisir un bon ice-breaker
http://www.leblogdelafacilitation.com/the-criteria-for-choosing-a-good-icebreaker/
Recompose.it Energizers Collective Intelligence Recomposit.it
http://www.recompose.it/2014/09/10/energizers-intelligence-collective/Wikipedia - ma - https://fr.wikipedia.org/wiki/Ma_(esth%C3%A9tique)
[1] CSIKSZENTMIHALYI, M. (1990). Flow : The Psychology of Optimal Experience, Harper and Row, New York
https://www.decitre.fr/livres/flow-9780061339202.html#ae85
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