Concept Map and Reflection on Facilitation and Gestalt Learning Theory

CONCEPT MAP AND REFLECTION
Introduction
A concept map is a pictorial presentation showing suggested relationships between ideas used by designers,
engineers as well as technical writers to structure and coordinate knowledge (Ahmed & Ahmad,
2019). Facilitation on the other hand is a teaching approach that seeks to assist learners to construct
meanings and comprehend ideas as well as processes (Dismukes & Smith, 2017). This study
examines speculations of visual discernment alluded to by the Gestalt theory of education.

Objectives
The main objective of this study is to reflect content mapping with regards to theories of facilitation as a
method of teaching by examining outcomes and discussing various aspects of facilitation with a
focus on problem based learning.
Roles of the concept map
1. It plays the harmonization role of merging all the sources of knowledge to a common goal. The main
objective of this strategy is to create a shared vision throughout the learning program with a focus
on culture and its impact on the outcome.
2. Fosters understanding of relationship between the different concepts learnt by the student. This is
achieved through providing avenue for feedback delivery and actively engaging learners in the
training program as well as the evaluation phase.
3. Can help the learner to design new methods of acquiring knowledge through innovation and
inventiveness. As opposed to other approaches, it is concerned with delivery of quality services
with a deep focus on organizational change and innovation.
GESTALT LEARNING THEORY
CANONS OF GESTALT THEORY
1. Reification (the law of closure)
According to Mosotho et al. (2017), this law is exhibited by the existence of a missing between elements of
the same class hence one can only see the whole element by linking up the loose patches.
2. The law of similarity
According to Chiu et al. (2017), this principle is experienced when human eye perceives things as
appearing in the same class and forming a pattern. In this category, objects which have the same
visual characteristics are believed to be originating from the same class. This law is use by

facilitators to assist the trainer to explore values and norms which create a shared purpose to the
learners. This helps people to identify and acknowledge what connects them as a society and to
foster a personal connection to the wave of transformation expected in the institution.
3. The law of continuity
This law explains how human eyes visualize closely related patterns in densely populated area with a
number of similar images. This principle is used to develop a content map that can be used to
compare the activities being undertaken and locating the gaps that exist in content delivery
(Jaafarpur, Azami & Mozafari, 2016).
4. Figure-ground articulation
Harihana et al. (2015) define this canon as a type of perceptual grouping of items and separating them from
an enclosure to see the shape as a figure and the surrounding as a ground.
5. The law of Perceptual Organization
According to Hoehberg (2017), this law is applied in situations where minute items are systematically
patterned to realize a bigger shape. The aim of this approach is to maximize the potential for
learners to exploit their full capability in growth and development. Scholars such as Yew and Goh
(2016) agree with this reasoning and suggest that practice development in Gestalt learning enhance
development of effective education cultures which are deeply rooted in the systems, processes and
methods of production.
Relationship between Gestalt learning theories in adult education and facilitation.
Gestalt came up with a set of principles which described human perception of the environment by summing
up similar designs, features and classifying complex objects to give them meaning. The learning
process has been boosted by the rich experience which is brought to class by the adult folks which
requires significant change in beliefs, approach and pedagogical practices of the traditional