Learning about Complex Multi-Stakeholder Issues: Assessing the Visual Problem Appraisal

Witteveen, Loes; Put, M.J.M.J.; Leeuwis, C.

doi:10.1080/13892240903533145

Cited by 6 publications

(8 citation statements)

References 6 publications

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“…Although aspects of this northern study bear a resemblance to insights of other research [43] [68] [105] [138], these UCN student findings address the empirical role of situated learning theory, participatory video and the idea of a "remote learning modality" in contrast to the taxonomy of culture in adult learning. A first note is that controversial assumptions regarding differences in academic performance between self-declared Aboriginal and non-Aboriginal students becomes less important once one dissociates from conventionally-didactic forms of teaching and metropolitan grading routines.…”

Section: Discussionmentioning

confidence: 67%

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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Academic performance is a challenge confronting many postsecondary students in Northern Manitoba. As such, this study explores the role of situated (field-based) learning and participatory video in facilitating scholastic achievement relating to local freshwater availability and mindfulness. First-year students (n = 97) enrolled at the University College of the North in The Pas were randomly assigned to four adult education approaches containing identical subject matter. Student performance was assessed using outcomes of quantitative testing that focused on either foundational concepts or applied skills. Empirical data were examined using ordered multinomial logistic regression and explored cursorily in relation to unsolicited qualitative statements arising from in-stream participatory video and digitally-captured post-test interviews for each enrollee. Non-conventional lesson interaction inclusive of a modified participatory video approach significantly (p = 0.003) increased quantitative test score means by 26%, raised applied skill scores by one grade level (12%) and significantly (p = 0.07) improved concept understanding between five and 20%. Despite benefits, northern self-declared Aboriginal students still had lower (−11%) test scores on average. Importantly, there was less of a difference academically between non-and self-declared Aboriginal student test scores when situated learning and participatory video use were compared to didactic delivery alone. By identifying non-conventional strategies for improvement in environmental education, tertiary level institutions are presented another option for increasing academic performance ideally mitigating high attrition rates that continue to plague postsecondary education in Northern Manitoba; and for that matter, Canada.

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Section: Discussionmentioning

confidence: 67%

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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“…From this example, we learn that the VPA design principle of providing an alternative to fieldwork (Witteveen, Put & Leeuwis, 2010) continually returns on the agenda when comparing mediated experiences with reality. In line with notions of "experiential learning", we elaborate in Witteveen, Put and Leeuwis (2010) that we consider VPA to be a simulation of reality that provides a mediated primary experience.…”

Section: The Art Of Facilitationmentioning

confidence: 99%

“…VPA users, such as future practitioners and secondary stakeholders, indicate that they learn about the substantive, strategic and institutional components of a problem (see Witteveen, Enserink & Lie, 2009;Witteveen, Put & Leeuwis, 2010). They experience the multi-stakeholder complexity and learn about the short-and long-term variations of problem definitions.…”

Section: Problem Analysismentioning

confidence: 99%

“…An example of such a visual learning strategy is the methodology of Visual Problem Appraisal (VPA) (Witteveen & Enserink, 2007a, 2007bWitteveen, Enserink & Lie, 2009;Witteveen, Put & Leeuwis, 2010). VPA is based on aspects of experiential learning.…”

Section: Visual Problem Appraisal (Vpa)mentioning

confidence: 99%

“…It is the co-construct of realism in the films and the real engagement coming together in a space for learning. When this aspect was assessed using VPA in formal education (Witteveen, Put & Leeuwis, 2010), it was labelled as "the strength of the simulation" and was considered a threshold indicator for the visual learning strategy. A particular example of the co-construct of reality in the VPA is the interview selection in the stakeholder consultation stage.…”

Section: Social Dialoguementioning

confidence: 99%

See 2 more Smart Citations

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

Witteveen

Lie

2012

MedieKultur

Self Cite

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Learning environments for multi-stakeholder participation in water management: Visual Problem Appraisal Citarum River

Fliervoet,

Witteveen,

Roosmini

et al. 2024

E3S Web of Conf.

Self Cite

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Sustainable management of the Citarum River is a complex problem due to climate challenges such as increase of extreme weather events, as well as by increased anthropogenic activities leading to water pollution, waterborne diseases and floods. To act on this, active engagement of diverse stakeholders in decision-making for integrated water management is needed to share knowledges and understand diverse perspectives. This research reflects on the potential of the Visual Problem Appraisal (VPA) methodology to facilitate stakeholders’ participation in the complexity of sustainable water management in Indonesia. A VPA consists of a series of filmed interviews allowing stakeholders to express their concerns and issues. The interviews are used in thematic workshops to enhance dialogue and stimulating social learning in complex multi-stakeholder settings, in order to enhance environmental governance. Using the VPA solves two well-known problems: shortage of time and means for stakeholders to participate (stakeholder fatigue) and the fact that often the same people participate in diverse arenas (the usual suspects). The VPA could be used at ITB for bachelor’s and master’s degrees regarding Environmental Engineering, at Dutch universities and as a method to facilitate mediated participation within the Living Lab Upper Citarum.

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Learning about Complex Multi-Stakeholder Issues: Assessing the Visual Problem Appraisal

Cited by 6 publications

References 6 publications

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

Learning environments for multi-stakeholder participation in water management: Visual Problem Appraisal Citarum River

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