My research about Visual facilitation in Education

Keywords: visual facilitation, modern approach to learning, educational innovation

Theoretical background.
Visual thinking is a very powerful way to solve problems (Roam, 2013). According to Baughcum (2019), the brain works visually because the eyes process images faster than text, the images are more language-free, they strengthen memory and they help to recall information. When a teacher supports students’ thinking skills with visual methods, students find their way to effective reviews, sketching notes, and self-study (Margulies and Valenza, 2005). According to Frank and Madsen (2020), visual facilitation is the organization, simplification, and support of learning and collaboration through text, images, and symbols. One of the characteristic features of this method is the creation of holistic images (Sibbet, 2001), which can be used to create connections in the material being studied, to create the surrounding context, to see the future and one’s role in shaping it. Creating a big picture also invites you to write down ideas together, create together and discover them together through connections (Sibbet 2010).

According to Flyvbjerg (2006), good social science is problem-based, not method-based, ie methods are used that best help to answer the research questions. The data collected and analyzed by different methods complement each other, and using the obtained results it is possible to get a more complete overview of the phenomenon (Harrison, Birks, Franklin and Mills, 2017). Solving this research problem required both a comprehensive mapping and a deeper view.

Study 1–3. the research questions were aimed at mapping the situation, which required reaching as many respondents as possible. Therefore, a quantitative research method would be chosen, which is suitable if the aim is to create general knowledge that does not depend on the combination of individual subjects (Õunapuu, 2014). The mapping was not intended to provide an overview of the implementation of visual simplification and respondents were not expected to have prior knowledge of this method. For the above reason, a focus group was also included, which included participants who have learned visual simplification and are familiar with the application of a modern approach to learning. The implementation of the focus group provided an answer to research question 4, ie an in-depth understanding of the potential of visual simplification in education in the context of the bottlenecks in the application of a modern approach to learning. Therefore, the method is a qualitative research method, which is introduced when the aim is to get a thorough description of the phenomenon under study and it is not numerical data (Õunapuu, 2014).

The future potential of visual facilitation is mainly seen in a conscious, more systematic and methodical approach to this method. Visual facilitation is seen as a possible method of developing goal-setting skills and should be a recognized method in our educational landscape, systematically learned, taught and based on supportive materials.

Another important aspect of the work is the creation of preconditions for further research on visual facilitation, and this is conveyed by the following visual.



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Kati Orav

Kati Orav


I encourage people to dream bigger and be more creative and entrepreneurial. For that, I teach them how to use the Magic of an Imperfect Line.