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The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.  \nThis publication was developed by Conexiones improbables with the support of the Steam Process partners.  \nVitoria-Gasteiz (Spain), 2023  \nRead more about the STEAMProcess project: [https://www.xamk.fi/en/research-and-](https://www.xamk.fi/en/research-and-)  \ndevelopment/steam-process-innovating-the-transitionprocess-from-stem-to-steam-approach-in-scienceteaching/  \n© Authors, Conexiones improbables and South-Eastern Finland University of Applied  \nSciences  \nCREDITS  \nAUTHORS  \nRoberto Gómez de la Iglesia, Nerea Ayer be, Anna Pinotti, Lucas Dedyn a nd Itziar Puente.  \nABSTRACT  \nThis guide is aimed at facilitators who seek to foster the relationship between different disciplines and sectors in STEAM projects within the framework of higher education. It focuses on the need to develop atransdisciplinary look at learning processes from the understanding of the complexity of the world and the need to seek simple solutions in their application. This requires being able to formulate new questions, something in which the Arts are a privileged framework. The aim is tovindicate the A of Arts as a field of knowledge generation on an equal footing with the rest: Science, Technology, Engineering and Mathematics. The guide provides resources and reflections to facilitate the task of really connecting these different fields of knowledge, although it emphasizes the facilitation processes that can be promoted from the arts, culture or creativity, the currently weakest link in the chain.  \n3  \nINDEX  \n1. Notes for STEAM facilitators in the form of a guide……………………………………………..5  \n2. What does it mean to facilitate between different people?…………………………..7  \n3. STEAM process facilitation …………………………………………………………………………………………..12  \n4. Facilitation tools ……………………………………………………………………………………………….……………. 14  \n4.1 To create trusting environments (climates of empathy and active listening)….……………………………………………………………………………….…………. 15  \n4.2 To create a climate of equality and teamwork …………………………..17  \n4.3 To generate a common language (to harmonise the group and to come together)…………………………………………………………………………………18  \n4.4 To generate or resolve conflicts ……………………………………………………….20  \n4.5 To explore different opportunities and to encourage divergent thinking (generation of new ideas)…………………………………. 21  \n4.6 To foster cooperation ………………………………………………………………………….. 25  \n4.7 For visual process management …………………………………………………..…26  \n4.8 Creative meeting dynamics …………………………………………………………….. 28  \n5. References ………………………………………………………………………………..……………………………………… 30  \n6. STEAMProcess ………………………………………………………………………………………………………………... 31  \n1. NOTES FOR STEAM  \nFACILITATORS IN THE FORM OF GUIDE  \nThe aim of this guide is to define the role that facilitators can play in favouring the relationship between different sectors and disciplines, especially in the context of STEAM projects in higher education, providing some references of tools that they can use in their task. Although the approach is generalist, we cannot avoid, given the framework of the STEAM Process project and the background of the writers of this guide, putting special emphasis on the role that methodologies and tools from the arts can play in fostering such processes.  \nThere is an increasing tendency for families, students and even a large part of the formal education environment to ask the education system to train in specialization for employment. This produces graduates with a high level of technical skills but, perhaps, with an insufficient capacity to understand and analyse complex situations. Education must train for life an","cbCaivafnJHbPvKv","https://ap.wps.com/l/cbCaivafnJHbPvKv","pdf",2332324,32,"English","# Notes for STEAM facilitators in the form of a guide\n# What does it mean to facilitate between different people?\n# STEAM process facilitation\n# Facilitation tools\n## To create trusting environments (climates of empathy and active listening)\n## To create a climate of equality and teamwork\n## To generate a common language (to harmonise the group and to come together)\n## To generate or resolve conflicts\n## To explore different opportunities and to encourage divergent thinking (generation of new ideas)\n## To foster cooperation\n## For visual process management\n## Creative meeting dynamics\n# References\n# STEAMProcess","[{\"question\":\"Who is this STEAM facilitator guide intended for?\",\"answer\":\"It is aimed at facilitators seeking to foster relationships between disciplines and sectors in STEAM projects within higher education.\"},{\"question\":\"What learning approach does the guide emphasize?\",\"answer\":\"It stresses developing a transdisciplinary view of learning processes to understand the world’s complexity while seeking simple solutions for application.\"},{\"question\":\"Why does the guide highlight the role of the Arts in STEAM?\",\"answer\":\"It aims to indicate Arts as a knowledge-generation field on equal footing with Science, Technology, Engineering, and Mathematics, using arts methods to strengthen connection between domains.\"}]","Guideline for STEAM Facilitators | PDF",81]