Concept Map Analysis: Operant Conditioning and Facilitation Theories

This report presents a concept map that illustrates the relationship between the Operant Conditioning Learning Theory and the Five Finger Model of Facilitation, alongside a reflective analysis. The student explores the practical application of these theories, emphasizing experiential learning and learner-centered approaches. The report highlights the student's experience in constructing the concept map, including research, synthesis, and visualization of ideas. It also discusses the key concepts of Operant Conditioning and facilitation, such as the importance of learner participation and the role of the facilitator. The reflection section emphasizes the acquisition of practical skills applicable to the student's profession, particularly in designing and implementing facilitation programs. The student acknowledges the significance of experiential strategies and commits to applying the lessons learned to enhance facilitation processes, promoting effective engagement and learning outcomes.

Running head: FACILITATION MODELS 1
Concept Map for the Operant Conditioning Learning Theory and the Five Finger
Model of Facilitation
Name
Institution

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References for the Concept Map
1. Anderson M, Xu F, Ou-Yang MH, Davis J, Van Nostrand WE, Robinson JK.
Intensive ‘Brain Training’Intervention Fails to Reduce Amyloid Pathologies
or Cognitive Deficits in Transgenic Mouse Models of Alzheimer’s Disease.
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2. De Houwer J, Barnes-Holmes D, Barnes-Holmes Y. What is cognition? A
functional-cognitive perspective. Core Processes of Cognitive Behavioral
Therapies. Oakland, CA: New Harbinger. 2018 Jan 2.
3. Ginja S. Commentary: What more can we learn from early learning theory?
The contemporary relevance for behaviour change interventions. Frontiers in
psychology. 2018 Jan 31;9:23.
4. Lowe CF, Higson PJ. Self-instructional training and cognitive behaviour
modification: a behavioural analysis 1. InApplications of conditioning theory
2017 Nov 1 (pp. 162-188). Routledge.
5. Overskeid G. Do we need the environment to explain operant behavior?.
Frontiers in psychology. 2018 Mar 20;9:373.
6. Parga MX, de Prado Gordillo MN, de Pascual Verdú R. Cognitive techniques
and language: A return to behavioral origins. Psicothema. 2017;29(3):352-7.
7. Powers YO, Kalodner CR. Cognitive behavior theories. Counseling and
psychotherapy: Theories and interventions. 2016 Mar 24:227-52.

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8. Price RB, Greven IM, Siegle GJ, Koster EH, De Raedt R. A novel attention
training paradigm based on operant conditioning of eye gaze: Preliminary
findings. Emotion. 2016 Feb;16(1):110.
9. Price RB, Greven IM, Siegle GJ, Koster EH, De Raedt R. A novel attention
training paradigm based on operant conditioning of eye gaze: Preliminary
findings. Emotion. 2016 Feb;16(1):110.
10. Villabø MA, Compton SN. Cognitive Behavioral Therapy. InPediatric
Anxiety Disorders 2019 Jan 1 (pp. 317-334). Academic Press.
11. Zhang X, Ruan X, Xiao Y, Huang J. A self-learning sensorimotor model based
on operant conditioning theory. In2015 IEEE Advanced Information
Technology, Electronic and Automation Control Conference (IAEAC) 2015
Dec 19 (pp. 572-576). IEEE.

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Part II: Reflection
WHAT: I took my time to construct a concept map that shows the relationship
between the Operant Conditioning Learning and the facilitation theory. In this section,
I would like to present a brief reflection on the experiences that I had as well as the
lessons that I acquired as a result of this task.
SO WHAT: The construction of the concept map was a pleasant experience. It gave
me a chance to learn a lot. It enabled me to acquire practical lessons on what it takes
to conduct research, synthesize ideas, and concert them into a visual and pictorial
form. I was very much happy with the entire process as it was involving ad required
me to display a high-degree of patience, keenness, resilience, hard work, and
dedication (Harasim, 2017). I had no choice, but to try my best to ensure that I
succeed in designing a perfect concept map. The concept map has all the necessary
information about the theory, its developers, main and minor concepts that it entails
(Juvova, Chudy, Neumeister, Plischke & Kvintova, 2015). I was pleased with the
overall result because I ended up having a detailed, aesthetic, and appealing concept
map that contains different layers of information as instructed by the lecturer.

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The construction of the concept map was a worthy undertaking because it gave me a
chance to acquire new lessons about the application of the Operant Conditioning
Learning Theory and facilitation theories. Facilitation theory was, on the other hand,
developed by Rodgers Carl. The most important knowledge that I got from the
concept map is that the two theories can be effective in the facilitation process
because they advocate for experiential learning. The theories emphasize that the
teaching process should be learner-cantered. Meaning, it should focus on the learner
as the main focal point of the process (Paquette & Trudel, 2018). The facilitator is not
supposed to dominate the process because his role is facilitation. The facilitation
process, hence, requires that the learner should be given a chance to actively-take part
in the process (Fowler, Lazo, Turner & Hohenstein, 2015). As the map shows, the
learner should participate by asking queries, answering queries, engaging in group
discussions, responding to quizzes, and solving problems.
NOW WHAT: The task is useful because, through it, I learnt a lot of lessons that I
can apply in my profession. It imparted me with practical skills that I will always
apply when engaging in any facilitation process. The Operant Conditioning Learning
Theory and facilitation models advocate for the application of experiential learning
(Bouton, 2019). When designing and implementing my facilitations, I will always try
my best to incorporate these ideas. Although I have powers over my learners, I will
not pretend to be a know-it-all. Instead, I will be participative in my approach.
Meaning, I will be learner-cantered. If I appreciate that I should engage my learners, I
cannot fail not to put that into practice.

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Through this reflection, I have acknowledged the significance of experiential
strategies in the facilitation process. I will have to apply all the lessons learnt. If I do
this, I will succeed in delivering a successful facilitation programs to my audience no
matter how challenging it might be to other facilitators.
References
Bouton, M. E. (2019). Extinction of instrumental (operant) learning: interference,
varieties of context, and mechanisms of contextual control.
Psychopharmacology, 236(1), 7-19.
Fowler, D., Lazo, M., Turner, J., & Hohenstein, J. (2015). Facilitating program,
faculty, and student transformation: A framework for curriculum redesign.
Journal of Transformative Learning, 3(1), 59-73.
Harasim, L. (2017). Learning theory and online technologies. New York: Routledge.
Paquette, K., & Trudel, P. (2018). The evolution and learner-centered status of a
coach education program. International Sport Coaching Journal, 5(1), 24-36.

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