Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design
Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design
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图片是必要的，但还不够：使用一系列视觉方法让用户参与学校设计
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
K. Wall
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文献类型：
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作者：
P. Woolner;Jill Clark;E. Hall;Lucy Tiplady;Ulrike Thomas;K. Wall
教育学家和社会研究人员都认为，视觉方法特别适合于调查人们对学校环境的体验。目前和预期在英国学校进行的建设工作提供了一个探索方法的机会，也需要确定如何实现包括学生在内的一系列学校用户的参与。本文介绍了一个咨询，是在英国的一所中学进行的参与性设计过程的一部分，集中在重建的学校。使用了一系列基于照片和地图的视觉方法，调查了学校用户的各种样本的意见，包括学生、教师、技术和支助人员以及更广泛的社区。这里报告的是使用这些工具的经验，考虑到不同的视觉为基础的方法在从事广泛的跨部门的学校社区和揭示有用的信息的成功。使用一系列的视觉方法可以构建和发展对特定学校环境的复杂但连贯的理解。有人进一步认为，这样一系列的视觉和空间的方法是必要的，以发展适当的理解。因此，这项研究有助于了解特定的视觉研究方法，工具之间的关系，并对视觉方法的实用性进行一般的方法论理解，以发展对学习环境的理解。
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.