Facilitate

(verb)

To make easy or easier.

Related Terms

Examples of Facilitate in the following topics:

  • Skills for building positive relationships

    • Two key skills that promote positive relationships are negotiation and facilitation.
    • Facilitation skills deal with the understanding of group processes and feedback.
    • Facilitation involves listening to the views of all parties and ensuring that critical issues are heard, regardless of their origin.
    • Technology can aid managers in facilitating group discussions and recording group interactions.
    • In some situations, professional facilitation may be appropriate if either side has reached a point where reaching a mutual understanding is difficult.

  • Facilitated transport

    • Facilitated diffusion is a process by which molecules are transported across the plasma membrane with the help of membrane proteins.
    • Facilitated transport is a type of passive transport.
    • Unlike simple diffusion where materials pass through a membrane without the help of proteins, in facilitated transport, also called facilitated diffusion, materials diffuse across the plasma membrane with the help of membrane proteins.
    • The substances are then passed to specific integral proteins that facilitate their passage.
    • Facilitated transport moves substances down their concentration gradients.

  • Toolkit for Facilitators of Adult Learning

    • In addition to applying the various learning styles discussed in previous ebook chapters, trainers/facilitators in such environments need to have a working skill set to meet the demands of fast-paced, changing environments.
    • New trends involve instructional designers and facilitators becoming long-term assets to training departments.
    • The most significant trend that continues to make an impact on facilitators is the demand for the incorporation of technology into the content and delivery of professional development (King, 2003).
    • Professional development of facilitators of adults should promote dialogue, reflection, and quality.

  • The Role of an Advisor

    • The advisory group of an investment bank is primarily concerned with facilitating the mergers and acquisitions of businesses.
    • They are not consultants, but are more like facilitators.
    • Investment banks play a large role in facilitating M&A deals.
    • The advisory group is charged with the task of helping buyers find sellers and vice versa, and then facilitating the deal.

  • Facilitating Private-Voluntary Associations

    • A second function of government is to facilitate private-voluntary associations.

  • Transport of Electrolytes across Cell Membranes

    • Ions cannot diffuse passively through membranes; instead, their concentrations are regulated by facilitated diffusion and active transport.
    • The mechanisms that transport ions across membranes are facilitated diffusion and active transport.
    • Facilitated diffusion of solutes occurs through protein-based channels.

  • Components of Learning by Design

    • Learning by Design strongly suggests that tasks should be based on hands-on experience in real-world contexts.The designers/participants should be given the option of multiple contexts so that they can devise multiple strategies when they use the problem-solving process.Because the learning process is open and varied according to the student learning preferences, skills, and knowledge, it is important that there be a balance among guided tasks, challenges, discussions and reflections that follow.Collaborative work allows the learners to obtain feedback from both peers and the instructor, who primarily plays the role of facilitator.
    • The visual model of the Design Process (see Figure 1) represents the essence of Learning by Design.The learner begins walking down the "path of knowledge," and stops to choose a topic or task (Stop 1).This task would be based on a real-world application that is meaningful for the learner.The next stop (Stop 2) is to describe the audience.The choice of audience will guide the learner as he designs the specific artifact.The following stop (Stop 3) along the path is the actual creation of the artifact.Once the artifact is created, the learner will then pilot the artifact (Stop 4).At this point, the learner should receive feedback from the facilitator and peers (Stop 5).The learner then reflects on the artifact and the feedback in order to evaluate his work (Stop 6) .The learner can then modify the artifact based on this evaluation (Stop 7).The entire design process is overseen by the facilitator who is represented by the "eye in the sky."
    • Kayla incorporated many strategies suggested by the Learning By Design (LBD) framework.First , Kayla created a learner-centered environment in which she assumed the role of the facilitator by minimizing lecture time and increasing learner participation through thought-provoking questions, feedback and guiding or scaffolding the learners as they began planning and designing their projects.The task Kayla prescribed was to construct an artifact, web-based instruction for their target audiences.The learners were provided with examples of many different contexts if they had none of their own.
    • However, because each of the trainers had their specific clients, they were provided with multiple contexts as options.Additionally, the group discussions allowed the participants to obtain feedback from their peers, which they used to modify their projects; further input came from the facilitator and their projected target audience when the projects were piloted at the end of the training session.Participants were allowed to reflect on their learning and what they were taking away from the instruction.This reflection process is helpful for both the facilitator and the participants, as constructionism is geared to prepare learners with skills that will make them life-long learners.
    • In the above flash animation a learner begins walking down the 'path of knowledge' by brainstorming (represented by a cloud) and finally choosing a topic, task, challenge, or idea to explore.This takes place under the careful watch of the facilitator, represented by the 'eye in the sky.'

  • Institutions, Markets, and Intermediaries

    • A financial intermediary is an institution that facilitates the flow of funds between individuals or other economic entities.
    • A financial intermediary is an institution that facilitates the flow of funds between individuals or other economic entities having a surplus of funds (savers) to those running a deficit of funds (borrowers).

  • Role of the Teacher in Resource-Based Learning

    • Teachers act as coaches, facilitators or guides as their learners are sampling and manipulating information in multiple formats.
    • Insightful teachers have recast the role of the instructor from providers of information to facilitators who ensure that learning occurs (Beswick, 1977).
    • Media specialists and teachers now facilitate learning rather than dispense content through worksheets and textbooks.

  • Pelvic Structure and Childbearing

    • The human pelvis has evolved to be narrow enough for efficient upright locomotion, while still being wide enough to facilitate childbirth.
    • Since the pelvis is vital for both efficient locomotion and childbirth, natural selection has been forced to strike a compromise between a wide pelvis to facilitate birthing large-brained infants and having a narrow pelvis to increase locomotive efficiency.