Reflexive Learning through Visual Methods

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Abstract

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).
Original languageEnglish
Title of host publicationSituated Design Methods
EditorsJesper Simonsen, Connie Svabo, Sara Malou Strandvad, Kristine Samson, Morten Hertzum, Ole Erik Hansen
Number of pages19
Place of PublicationCambridge, MA
PublisherMIT Press
Publication date2014
Pages161-180
Chapter9
ISBN (Print)978-0-262-02763-2
Publication statusPublished - 2014
SeriesDesign thinking, design theory

Keywords

  • design thinking
  • reflexivity
  • visual methods
  • dialogic communication
  • pragmatic learning
  • facilitation
  • Lego serious play
  • Creativity
  • photo-elicitation

Cite this

Frølunde, L. (2014). Reflexive Learning through Visual Methods. In J. Simonsen, C. Svabo, S. M. Strandvad, K. Samson, M. Hertzum, & O. E. Hansen (Eds.), Situated Design Methods (pp. 161-180). Cambridge, MA: MIT Press. Design thinking, design theory
Frølunde, Lisbeth. / Reflexive Learning through Visual Methods. Situated Design Methods. editor / Jesper Simonsen ; Connie Svabo ; Sara Malou Strandvad ; Kristine Samson ; Morten Hertzum ; Ole Erik Hansen. Cambridge, MA : MIT Press, 2014. pp. 161-180 (Design thinking, design theory).
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Frølunde, L 2014, Reflexive Learning through Visual Methods. in J Simonsen, C Svabo, SM Strandvad, K Samson, M Hertzum & OE Hansen (eds), Situated Design Methods. MIT Press, Cambridge, MA, Design thinking, design theory, pp. 161-180.

Reflexive Learning through Visual Methods. / Frølunde, Lisbeth.

Situated Design Methods. ed. / Jesper Simonsen; Connie Svabo; Sara Malou Strandvad; Kristine Samson; Morten Hertzum; Ole Erik Hansen. Cambridge, MA : MIT Press, 2014. p. 161-180 (Design thinking, design theory).

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

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AB - 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).

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KW - reflexivity

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KW - Lego serious play

KW - Creativity

KW - photo-elicitation

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BT - Situated Design Methods

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PB - MIT Press

CY - Cambridge, MA

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Frølunde L. Reflexive Learning through Visual Methods. In Simonsen J, Svabo C, Strandvad SM, Samson K, Hertzum M, Hansen OE, editors, Situated Design Methods. Cambridge, MA: MIT Press. 2014. p. 161-180. (Design thinking, design theory).