The Voice of the Visualexplored visual learning strategies for problem analysis and policy design

Slide 2:are complex problems related to social systems and values, Ker Rault (2008:23) have no single solution, that is right or wrong, good or bad or true or false, Involve many stakeholders, all of them framing the problems and issues in a different way. are complex problems related to social systems and values, Ker Rault (2008:23) have no single solution, that is right or wrong, good or bad or true or false, Involve many stakeholders, all of them framing the problems and issues in a different way.

Slide 3:The visual language analysed in this study: uses pictures or images �even mental pictures included, alters time, distances, places and spaces calls upon the audience to become engaged in a mental process of reframing and reconsidering the representation and meaning of issues at stake. The visual language analysed in this study: uses pictures or images �even mental pictures included, alters time, distances, places and spaces calls upon the audience to become engaged in a mental process of reframing and reconsidering the representation and meaning of issues at stake.

Slide 4:The visual language analysed in this study: uses pictures or images �even mental pictures included, alters time, distances, places and spaces calls upon the audience to become engaged in a mental process of reframing and reconsidering the representation and meaning of issues at stake. The visual language analysed in this study: uses pictures or images �even mental pictures included, alters time, distances, places and spaces calls upon the audience to become engaged in a mental process of reframing and reconsidering the representation and meaning of issues at stake.

Slide 5:Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops. Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops.

Slide 7:Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops. Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops.

Slide 9:The corresponding filmographies are presented in Table 2 and the bibliography in Table 3 The combined presentation of films and articles is an indication of the very nature of this research project as explained previously. The corresponding filmographies are presented in Table 2 and the bibliography in Table 3 The combined presentation of films and articles is an indication of the very nature of this research project as explained previously.

Slide 10:Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops. Proceeding from these questions the research advanced in the dynamic practice of education, research, consultancy, film making and editing, facili�tation and evaluations of workshops.

Slide 12:Visual learning changes the role of the audience from neutral observer, experts and researchers to engaged co-constructors of knowledge as it may provide tools for observation, reflexivity and mirroring that are not catered for similarly in traditional text based learning environments. Visual learning changes the role of the audience from neutral observer, experts and researchers to engaged co-constructors of knowledge as it may provide tools for observation, reflexivity and mirroring that are not catered for similarly in traditional text based learning environments.

Slide 13:The corresponding filmographies are presented in Table 2 and the bibliography in Table 3 The combined presentation of films and articles is an indication of the very nature of this research project as explained previously. Visual Problem Appraisal (VPA): Audience encounters the Other in a mediated dialogue ? interpersonal reflection Embedded Filming: Audience identifies with others like him / herself ? intrapersonal reflection The corresponding filmographies are presented in Table 2 and the bibliography in Table 3 The combined presentation of films and articles is an indication of the very nature of this research project as explained previously. Visual Problem Appraisal (VPA): Audience encounters the Other in a mediated dialogue ? interpersonal reflection Embedded Filming: Audience identifies with others like him / herself ? intrapersonal reflection

Slide 14:The designed visual learning strategies overcome physical, cultural and social barriers between vulnerable stakeholders and decision makers. Film can replace direct exposure as a primary experience in settings of experiential learning.The designed visual learning strategies overcome physical, cultural and social barriers between vulnerable stakeholders and decision makers. Film can replace direct exposure as a primary experience in settings of experiential learning.

Slide 15:Visual learning can change the role of the audience from neutral observer, experts and researchers to engaged co-constructors of knowledge. Visual learning can provide tools for observation, reflexivity and mirroring, in a way that is not catered for similarly in traditional text based learning. Visual learning can change the role of the audience from neutral observer, experts and researchers to engaged co-constructors of knowledge. Visual learning can provide tools for observation, reflexivity and mirroring, in a way that is not catered for similarly in traditional text based learning.

Slide 16:The mediated encounters with �the Other� and �meeting� other realities in social dialogues turned out to contribute to problem analysis. The mediated encounters with �the Other� and �meeting� other realities in social dialogues turned out to contribute to problem analysis.

Slide 17:A specific visual learning strategy requires a particular film style or visual language. It is not film in general that defines the outcome of a learning process; it is the conceptual design, grounded in specific learning and film theories and film making expertise that lays foundations for the learning process that can be induced. A specific visual learning strategy requires a particular film style or visual language. It is not film in general that defines the outcome of a learning process; it is the conceptual design, grounded in specific learning and film theories and film making expertise that lays foundations for the learning process that can be induced.

Slide 18:The experiences with the design, production and use of VPA and Embedded Filming indicate the relevancy of designing and producing specific visual learning strategies in the context of wicked problems in multi stakeholder settings and sustainable development. The experiences with the design, production and use of VPA and Embedded Filming indicate the relevancy of designing and producing specific visual learning strategies in the context of wicked problems in multi stakeholder settings and sustainable development.