How Graphic Facilitation Methods support your practice

Introduction

Graphic Facilitation offers opportunities for educators to rethink ways of delivering text heavy content.  This can be particularly useful when considering opportunities for working with Intellectual Disability (ID) audiences.  A primary goal of Universal Design for Learning (UDL) implementation is to create more equitable, accessible and inclusive learning environments (Kearney, 2022). Graphic Facilitation spans all three UDL networks (Affective, Recognition and Strategic) by offering options for recruiting and sustaining effort and persistence, opportunities for self-regulation (Affective), options for perception, options for language and symbols, options for comprehension (Recognition) options for expression and communication (Strategic).   This article will demonstrate ways in which Graphic Facilitation can facilitate greater clarity in content delivery.

Explanation  of Graphic Facilitation

Graphic Facilitation utilises a variety of visual approaches and creative media to capture big ideas, tell stories, map processes, engage audiences and present information clearly.  Influenced by the work of designers and architects, it began in San Francisco in the 1970s (Sibbet, 2008) and continues to grow. Graphic facilitation methods are used by community organisations, software engineers, businesses and healthcare planners among others (Hausmann, 2017).  Whilst Graphic Facilitation approaches are widely utilized in business settings the application of the approach to educational environments is a relatively new phenomenon (Nielsen, et al  2016).  

Visual language supports our increasing use of technology by providing information in an accessible format (Checkland, 1981; Horn, 1998; Sibbett, 2002; Simpson, 2000).  The use of images can stimulate new meaning and insight (Checkland,1981; Horan, 2000) and promote reflection and deep learning (Espiner and Hartnett, 2016).  Visual learning styles support thinking processes, as well as speaking to heart and soul (Bell and Morse, 2012; Gee 2019; Hooper, Low and Kearins, 2003) thereby engaging learners, facilitating creative thinking and problem solving (Bell and Morse, 2012; Hausmann, 2017).  

Drawing can reduce anxiety levels and increase mood (Bell and Robbins, 2007).  Different learning preferences and ways of processing information (Armstrong, 2000; Gardner, 1985) require flexible and accessible delivery methods (Kechego and Stolarchuk, 2022; Rose and Meyer, 2002).  Domain general strategies have been shown to improve student outcomes across a range of levels and subjects (Dinsmore et al, 2018).  Adopting graphic strategies has the potential to improve classroom behaviours and learning outcomes such as generating interest, increasing problem solving and activating domain specific knowledge (Cavaliero, Gilligan and McCabe, 2024)

How we Adapted Graphic Facilitation to an Educational Environment

Our interests in this area arose from practitioner-based observations working in a range of formal and informal learning environments with non-traditional learners where graphic facilitation strategies have been utilised (Cavaliero 2017, 2024).  We are both based in ATU Sligo (employed as lecturer, Tamsin, and instructional designer, Jennifer).  Our skill sets have been developed on the hoof as we grapple with the challenges and rewards of creating accessible learning content.  We offer these examples to demonstrate ways in which we have applied graphic facilitation in a variety of educational environments.  As different aspects of graphic facilitation can be applied in diverse contexts, we suggest that it is not simply applying images colour and text to support thinking but applying it in a structured and consistent manner that takes into consideration the specific needs of particular audiences to provide clarity. 

Easy read refers to the presentation of text in an accessible, easy to understand format.  It is often useful for people with learning disabilities.  Graphic facilitation methods lend themselves to supporting clear content delivery.  Whilst easy read can be helpful, documents are often longer (Buell et al, 2019) and the value of supporting images may be varied (Hurtado, Jones, and Burniston, 2013) particularly when images do not align stylistically causing visual confusion (Easy Read – Is there a better way? 2023) and some images can overwhelm readers (Chinn and Homeyard, 2016).  We have provided some examples below that demonstrate educational contexts in which we have used graphic facilitation.  We offer these as examples of a developing practice as we work towards acquiring a skill set and incorporating it into ID environments.  The examples reflect our developing skills and were all created using the Procreate application on an iPad.

Examples

Practical Applications

Graphic Translation provides a way of simplifying information.  The following example shows a piece of graphic translation that was created for the ATU Sligo Access Office (formerly IT Sligo) to simplify the Evidence of Disability form (DAWN).  The image below is the original information provided: 

This information was graphically translated into the version below:

Student Assistance Fund

The example below demonstrates a piece of graphic translation created for the IT Sligo Access Office (now ATU Sligo) to provide visual support for students applying to the Student Assistance Fund:

This information was graphically translated into the version below:

Meitheal Process

The example below was created as a learning resource as part of a module called Interdisciplinary Care to introduce first year Social Care Practice and Early Childhood Education and Care students to the Meitheal process.

This was then later created into an animation that students could access via the Moodle page – click the link to access the animation: Meitheal Animation

Summarising Research Findings

The example below was created for the Donegal Travellers project to support the dissemination of research findings as part of the Traveller men’s mental health study.

How we used Graphic Facilitation to a enhance an ID Inclusive Environment

ATU Project WAVE is a two-year project supported through the Higher Education Authority Path 4 funding that provides individuals with intellectual disabilities the opportunity to attend college. Project WAVE is currently running across three ATU campuses – Donegal (Letterkenny campus), Sligo and Mayo (Castlebar campus). There are 23 students in total. 9 students attend the Sligo campus. The students began college this September and we implemented Graphic Facilitation methods in the Sligo campus as part of the EDI module.  The examples below are taken from the adapted class materials.

Each week students received a visual agenda at the start of the class.  The visual agenda style was consistent with the same icons used to represent the same activities each week. 

Visual Agenda 

At the end of each class students were presented with a weekly checklist that reminded them of their tasks for the following week.

Weekly Checklist

EDI Moodle Page

These images were also used as place markers in weekly tiles on the VLE Moodle page to structure content delivery

E-Portfolio

Part of the focus of Project WAVE is to ensure students have access to employment. We decided to focus on building skills in using e-portfolios to document learning. Requiring the students to build an e-portfolio acts as a truly personal and authentic type of assessment. The students reflected on their learning across all modules of learning and used a process of selecting the most relevant and meaningful work to add into the E-Portfolio while developing meaningful and applicable digital skills during the process of adding them to Microsoft Sway. The students were given a visual template for their work in Sway which structured their content into containers of information. Students were also given a checklist which visually documented tasks into manageable chunks.   Frequent check-ins and feedback encouraged the students to work weekly on building their e-Portfolio.

PowerPoint Slides

PowerPoint slides were used in class to deliver content. Each slide was developed using a graphic facilitation approach.

Poster prompts

Images from slides were also used in the classroom in the form of e-statics that are easily removed, reused and assembled to create large visual notes in the classroom – smaller tabletop versions were also created as handouts.

Digital Badge

We currently deliver a live synchronous and asynchronous digital badge through ATU Teaching and Learning Centre which provides an introduction to these methods – click the link below to see an example: Graphic Facilitation Digital Badge Workshop

Conclusion

We hope this article provides you with some ideas for incorporating graphic facilitation methods into your practice to support audiences and provide strategies to improve learning outcomes.  Making time to forge the lecturer-instructional designer relationship allowed us to combine structured pedagogic approaches, drawing from Graphic Facilitation techniques and instructional design and thereby, learn from each other and draw on our strengths.  Creating opportunities to build a sense of community through drawing together has provided us with opportunities to connect with students and colleagues, furthering a sense of community, and allowing us to reflect on the value of incorporating inclusive teaching exchanges that incorporate diverse groups of students and, in some cases, improve their sense of wellbeing. We hope these examples will inspire you to incorporate graphic facilitation methods into your practice.