AbstractsCommunication

Reflexive Learning through Visual Methods; Refleksiv læring med visuelle metoder

by Lisbeth Frølunde




Institution: Roskilde University
Department:
Year: 2014
Keywords: design thinking; visuelle metoder; facilitering; refleksion; Creativity; design thinking; reflexivity; visual methods; dialogic communication; pragmatic learning; facilitation; Lego serious play; Creativity; photo-elicitation
Record ID: 1121292
Full text PDF: http://mitpress.mit.edu/books/situated-design-methods


Abstract

Kapitlet handler om hvordan visuelle metoder og materialer kan anvendes for at støtte kollaborative, kreative læringsprocesser. Der præsenteres To cases fra workshops afholdt på Roskilde Universitet. Tilgangen er kritisk i et forsøg på at undgå den ofte overdrevne eller "håndbogs" opskrift om hvad visuelle metoder tilbyder. Der er fokus på at bruge cases til at demonstrere hvordan metoder som fotoelicitering og skitsering eller modelbyggeri anvendes i en gruppesammenhæng, konkret vises fotokort og LEGO Serious Play. Målet er at opfordre læseren til at forberede sig på at facilitere med visuelle metoder og kunne forholde sig kritisk, refleksivt, analytisk samt legende og eksperimenterende. Der er anbefalinger om facilitering som diskuteres i forhold til en model kaldet "PASIR" om generiske gruppesamarbejdsfaserne. De teoretiske perspektiver på læring, kollaboration og visualitet bygger på pragmatiske (Dewey) og dialogiske (Bakhtin) teorier.; What. This chapter concerns how visual methods and visual materials can support visually oriented, collaborative, and creative learning processes in education. The focus is on facilitation (guiding, teaching) with visual methods in learning processes that are designerly or involve design. Visual methods are exemplified through two university classroom cases about collaborative idea generation processes. The visual methods and materials in the cases are photo elicitation using photo cards, and modeling with LEGO Serious Play sets. Why. The goal is to encourage the reader, whether student or professional, to facilitate with visual methods in a critical, reflective, and experimental way. The chapter offers recommendations for facilitating with visual methods to support playful, emergent designerly processes. The chapter also has a critical, situated perspective. Where. This chapter offers case vignettes that refer to design-oriented workshops where student groups generate ideas, such as for a campaign. The cases are set at Roskilde University. How. There are recommendations on how to facilitate workshops and develop your own practice as a reflexive facilitator. Some of the typical facilitation challenges are discussed, including supporting difficult group collaborative processes (such as dealing with interpersonal tensions). You will gain an understanding about how and why to work with visual methods and how to develop a dynamic, reflexive facilitation practice. The chapter contains recommendations on four aspects that can develop facilitation: being attentive to situatedness, differences, challenges, and nurturing reflexivity. Theoretical perspectives on facilitating with visual methods are discussed using pragmatic and dialogic approaches. A summary of facilitation stages is presented through a generic model (PASIR).