Workshop Title:
Developing Visual Inquiry through Personas
IVLA 09 Workshop Facilitator: Emma Jefferies, Northumbria University, U.K. Email: emma.jefferies@gmail.com Website:http://www.cfdr.co.uk/profiles/ejefferies.html
Background 1
Background Aim: to explore how teachers can develop students’ visual literacy through ‘Visual Inquiry Personas’.
About this approach The ‘Visual Inquiry Personas’ are an approach to help students to observe and evaluate how they apply their visual knowledge and skills during a project or when creating an image.
Background When creating a product, website or any type of service it is important to understand the user; one method of doing this is through the use of Personas. The workshop facilitator was aware of this method as her background is in Multimedia Design. Personas, which have been popularised by Alan Cooper (1999), are invented characters created using in-depth ethnography and qualitative research to embody the different user types that might use a website, product or service. In design, personas are useful in considering the goals, desires and limitations of the users, in order
to help guide design decisions about a product, such as features, interactions and visual design (Wikipedia, 2009). The ‘Visual Inquiry Personas’ use the metaphor of Sherlock Holmes (see handout 2), inspired by Perkins’ (1994) use of dialogue between Dr. Watson and Sherlock Holmes that shows, through a story, how each character ‘sees’ and ‘analyses’ the world around them. The ‘Visual Inquiry Personas’ were developed as part of a PhD study using a year long action and case study research project with 1st year Multimedia Design students and staff at Northumbria University in the U.K. The Personas were used as a guide for students to evaluate how they apply their visual knowledge and skills during a project.
Background 2
Background How were they used? In the PhD study, the ‘Visual Inquiry Personas’ were effective in a number of ways, for instance: • Peer feedback: The ‘Visual Inquiry Personas’ generated a language (to describe how students have been ‘seeing’, what is stopping them from doing so and how they could improve their ability) that developed in a relaxed fashion designed to aid the way students critique each others’ work during presentations. Both students and tutors recognised that the Personas were effective because criticism was directed towards external characters rather than the students themselves. In addition, the way 1st year students gave and received feedback when using this tool was seen by two tutors to be far superior to similar feedback from 3rd year Multimedia Design students.
• Tutor feedback: The ‘Visual Inquiry Personas’ helped tutors to diagnose students’ weaknesses, enabling them to propose more effective guidance to improve their visual engagement.As a Multimedia Design tutor involved in the project commented: ‘It is really fantastic in terms of having a clear understanding of the students, the characters make it really easy to identify where the student is at, what problems they have got and where they need to get to, to move on.’(2007) • Self-assessment: In a formal teaching session after students had completed two projects they were asked to carry out a selfassessment using the ‘Visual Inquiry Personas’. First they were asked to identity where they had been ‘Looking’ and ‘Seeing’ during two design projects, and then consider which character they had been and where they needed to
improve. Most students found this session enlightening, one example of this is a student saying: ‘I am seeing at the start of the project, but I am not seeing at the end of the project…what I need to do to improve is get other people’s feedback and improve my research’ (2007). At the end of the session, a student was overheard saying they wanted to be like Sherlock Holmes; this was not the only time that it was commented that ‘Visual Inquiry Personas’ were developing students’ aspirations. This was also recognised by the tutors.
Output By the end of this workshop, you will have learned more about visual literacy and methods of developing it through the ‘Visual Inquiry Personas’, and gained practical knowledge that you can take back and implement into your own curriculum.
Task 1
Task 1 - Understanding the difference between ‘Looking’ and ‘Seeing’ Aim: to understand the difference between ‘Looking’ and ‘Seeing’. Time: 10 minutes
About this task The ‘Visual Inquiry Personas’ use a language of ‘Looking’ and ‘Seeing’. Before introducing the ‘Visual Inquiry Personas’ it is important you are able to understand the differences between these terms. In groups the workshop facilitator will ask you to consider and answer one of the following questions in your own words: Question A. What is the difference between ‘Looking’ and ‘Seeing’? Question B. What is the difference between the act of seeing when driving a car and taking a picture? You could find the answer to Question A on pages 1-4 and Question B on pages 11-14 in Handout 1 in excerpts from Tony Schirato and Jen Webb’s book entitled ‘Understanding the Visual’.
Which question are you answering? A or B (please circle one) Give the group response to the question here:
_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________
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Handout - 1 Schirato and Jen ‘Understanding the Visual’ Handout Pages 1-2 1 Schirato and Webb ‘Understanding the Visual’ Pages 1-2
Task 1 4
Handout -11Schirato ‘Understandingthe theVisual’ Visual’ Schiratoand andWebb Jen ‘Understanding Pages 3-4
Task 1 5
‘Understandingthe theVisual’ Visual’ Handout -11Schirato Schiratoand andWebb Jen ‘Understanding Pages 11-12
Task 1 6
‘Understandingthe theVisual’ Visual’ Handout -11Schirato Schiratoand andWebb Jen ‘Understanding Pages 13-14
Task 1 7
Task 2
Task 2 - Group discussion Aim: explore ways to develop students’ visual literacy through the use of ‘Visual Inquiry Personas’. Time: 25 minutes
About this task This exercise involves a group of 2 or 3 teachers ‘reviewing’ and ‘exploring’ the Visual Inquiry Personas, then ‘refining’ and ‘sharing’ ideas for possible future use in their own curriculum. ‘Reviewing’ As a group discuss the Visual Inquiry Personas in Handout 2. Each Visual Inquiry Persona is made up of the following elements: a. Seeing: How am I seeing? b. Reflection: How am I reflecting? c. Barriers: Areas which are stopping me from seeing. d. Improvements: How do I improve? At this point in the exercise it is important to focus on and explore how each Persona ‘sees’. Then explore the other elements as and when they are needed. It is important to note that students can be more than one Persona
students can be more than one Persona at one time. ‘Exploring’ Explore in a group mind map on a sheet of paper, ideas of how the ‘Visual Inquiry Personas’ could be used in your own curriculum or in a classroom setting, in order to help students observe or evaluate how they are seeing. Examples of using the ‘Visual Inquiry Personas’ as an observation tool could be: • Ask students to observe an image of a famous artist and ask them to look at the image through the eyes of each Persona. • Ask students to select two Personas and then walk around a city looking through the Persona’s eyes. Then ask them to come back and discuss or writeup their experience about their visual awareness during this activity.
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Task 2
Task 2 - Group discussion Examples of using the ‘Visual Inquiry Personas’ as an evaluation tool could be: • Create your own Personas, based on the attributes of the Sherlock Holmes characters, that students can relate to. Students can be involved in this process. Then at the end of a design or art project ask them to use the selected Personas as a self-assessment tool. This would involve asking them which Personas they think they have been and why, then selecting one Persona to use as a model for improvement. • Introduce students to the difference between ‘Looking’ and ‘Seeing’. Then use this basic language to give informal feedback on an image, or how they have read a map, i.e. asking the question ‘Where have you been ‘Looking’ or ‘Seeing’, and what is stopping you from seeing.
‘Refining’ Select one of the ideas from the mind map and on a spare sheet of paper write instructions to be shared with another group describing how you would implement the ‘Visual Inquiry Personas’ into your teaching practice.
‘Sharing’ Finally, share your written instructions with another group.
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Task 2
Seeing:
Reflect:
To improve: She need to take responsibility for her work by:
...She works hard through trial and error where decisions are based on personal opinion and knowledge.
...She doesn’t reflect on her work or herself, therefore her decision-making is not informed.
1. Reflecting regularly, questioning ‘what’, 'where' and 'how, to understand 'what is appropriate' for her audience.
...She can see the need for change if this is pointed out to her.
... single minded does not seek to add to her knowledge pool.
Barriers which stop 'Seeing’:
...unquestioning about her work, finds it difficult to offer suggestions to others. ‘Looking but not seeing’
Dr. Watson
‘Looking and Seeing’
Sherlock Holmes
‘Knows when to look and when to see’
2. Employing methods to question and update her knowledge during the: b. Development stage: a. Research stage: Expand: Brainstorming and sketch work. Expand: Brainstorming and sketch work. Explore: Inspiration of all types, be Explore: Inspiration of all types, inquisitive and question visual images magazines, artists, exhibitions, looking throughout the design process. around and see alternatives. Analysis: Taking time to “see”, and analyse Analysis: To employ guidance from others. what they are seeing.
Seeing:
Reflect:
To improve:
...Knows he is capable of ‘seeing’ using trial and error and previous knowledge, but will realise there are other ways to see by: -taking photographs -understanding his audience -sketching -new research material. ...He takes responsibility of his work by: -questioning his work. -offering feedback to others, wants to contribute. -being able to take direction and incorporate this into his practice.
...He reflects on his work giving a good diagnosis, see his weaknesses. However he does not yet reflect on himself.
3. Reflecting on himself: a. To realise when it is necessary to take some time to 'think', when the stake are high. Asking: ‘Why am I doing it this way?’.
Seeing:
Reflect:
To improve: He must constantly transform his ability to see and
...Applies himself to new challenges by: -looking at the audience and brainstorming. -discover new knowledge to help him solve problems. -interested in looking beyond his peer group for insights. -comparing his work to others -actively seeking feedback from others. -still working by trial and error but guided by a systematic process,developed through past notes. ...However, he realises the importance of evaluating 'what is appropriate', before putting new process and data into practice.
....takes ownership of his own learning by: - questioning what he does not understand. -takes responsibility for his work. -Reflects upon problems actively, (regularly). -reflect on himself.
learn through:
Barriers which stop 'Seeing’: ...sometimes he does not know when and how to use his ‘seeing’ ability. ...does not feel confident enough to look round the edges. ...pursuit of perfection can stop him moving on and experimenting.
Barriers which stop 'Seeing’: ...There may be times when he over reflects, which stops him from solving the problem.
He needs to take ownership of his learning through:
b. To acquire an understanding of any weakness in his learning style. Asking: ‘…is there anything stopping me from seeing?’ 4. Developing as a self-directed learner by: c. Being more adventurous, trying a. Actively seeking to update his out new ideas or tools. Feeling brave knowledge rather than waiting for enough to explore further, analyse information from others. what is unusual and what is not b.Seeing that failure is a positive thing, understood. and that failure early in a project can lead to a better outcome and learning experience.
5. Continuing to question, evolve, experiment and change 6. Apply reflection on a plan by: a. Acquiring an understanding of any weakness in his learning, taking this into account when planning.
b. Developing some imaginative ways to plan, trying new methods 'of seeing'.
Handout 2 - Visual Inquiry Personas
Mrs. Hudson
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Bibliography 11
Bibliography Cooper, A. (1999). The inmates are running the asylum. Indianapolis, IN: Sams. Calabria, T. (2004). An introduction to personas and how to create them. Available at: http://www.steptwo.com.au/files/k mc_personas.pdf Pruitt, J. and Grudin, J. (2003). Personas: Practice and Theory. Available at: research.microsoft.com/research/co et/Grudin/Personas/Pruitt-Grudin.pdf Perkins, D. (1994). The Intelligent Eye: Learning to Think by Looking at Art. Santa Monica, CA: The Getty Center for Education in the Arts. Schirato, T. and Webb, J. (2004) Understanding the Visual. London: Sage.