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This paper reviews the existing literature to explain practical uses of graphic facilitation and to outline directions for future research. Drawing on related areas such as design sketching, social learning theories, and problem-based learning, the review shows how these perspectives can broaden understanding of processes, outcomes, and participant roles, with special attention to digital possibilities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-review-of-graphic-facilitation-in-organizational-and-educational-contexts-research-review/601018/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-review-of-graphic-facilitation-in-organizational-and-educational-contexts-research-review/601018.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this paper?","Question",{"text":112,"@type":113},"To review existing literature and illustrate practical application of graphic facilitation, while suggesting potentials and barriers and directions for future research in educational and organizational settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is graphic facilitation typically carried out according to the review?",{"text":117,"@type":113},"Facilitators perform graphic illustrations in situ, combining participants’ utterances into visual forms that synthesize and integrate individual and group thinking to guide group processes.",{"name":119,"@type":110,"acceptedAnswer":120},"Which related research areas are used to expand perspectives on graphic facilitation?",{"text":121,"@type":113},"The paper connects graphic facilitation with design sketching and also draws on social learning theories and problem-based learning to broaden research perspectives on its processes and outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601018,1793136573,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Hautopp, H., and Ørngreen, R. (2018). A Review of Graphic Facilitation in Organizational and Educational Contexts. Designs for Learning, 10(1), 53–62. DOI: [https://doi.org/10.16993/dfl.97](https://doi.org/10.16993/dfl.97)  \n\n| RESEARCH\u003Cbr>A Review of Graphic Facilitation in Organizational and Educational Contexts\u003Cbr>Heidi Hautopp and Rikke Ørngreen |\n| --- |\n| Graphic facilitation is a growing practice in organizational contexts and is slowly emerging in educational contexts. However, as the review in this paper shall demonstrate, there is a shortage of research in the field. The purpose of this paper is to illustrate the practical application of graphic facilitation with the aim of outlining a suggestion for future research in relation to educational and organisational settings. Based on our review, we turn to related research areas, in particular design sketching, but also social learning theories and problem-based learning. We describe and exemplify how these related research areas can expand research perspectives on graphic facilitation, its use, processes, and outcomes and the roles of the participants involved. |\n| Keywords: Graphic facilitation; literature review; sketching; digital possibilities; learning; collaboration; education and organization |\n\nIntroduction  \nGraphic facilitation was initiated in the 1970s by David Sibbet and Geoff Ball, who used graphics to support group processes in organizations. In the 1980s, Ball (1999) stopped working with graphic facilitation, while Sibbet continued the practice in his company The Grove. Graphic facilitation is often used to describe what professionals do when visually representing group processes (Sibbet, 2001; Tyler, Valek and Rowland, 2005). The method was initially inspired by the ways in which designers and architects utilize visualizations and sketching with clients (Sibbet, 2001, 2008) . In the field of graphic facilitation, analogue drawing techniques are referred to as the typical way of doing graphic facilitation, whereby the facilitator drawson large pieces of wallpaper while involving participants and using their utterances to visualize and organize what is said (e.g., Sibbet, 2001; Tyler et al., 2005; Valenza and Adkins, 2009) . Often, practitioners who utilize graphic facilitation refer to a process whereby, as facilitators, they carry out the graphic illustrations in-situ, combining words and pictures based on the participants utterings during the facilitation process (as shown in Figure 1 below) . Thus, graphic facilitation is interpretive, as the graphic facilitator listens to the story in the conversations, translating verbal and nonverbal inputs into visual forms that serve to synthesize and integrate individual and group thinking so as to focus and direct group processes (Tyler et al., 2005) . Leading Danish consultants in graphic facilitation emphasize that interactions between  \nAalborg University, DK  \nCorresponding author: Heidi Hautopp ([hh@learning.aau.dk](hh@learning.aau.dk))  \nparticipants as well as with the graphic material produced during the sessions constitute the core of graphic facilitation (Nielsen et al., 2016) .  \nAs this paper seeks to demonstrate, graphic facilitation is a growing practice, but research-based knowledge on the method’s application, steps, and effects remains scarce (Nielsen et al., 2016). The aim of the paper, therefore, is to present a review of the existing literature in order to point to potentials and barriers in graphic facilitation processes and future developments of the method, particularly as it relates to the field of design and learning in organizational and educational contexts. Through this review, we found various factors at play and conclude that there is a need for more systematic empirically based research that focuses on how to use graphic facilitation as support for learning, reflection, and knowledge creation in groups, with a particular focus on digital possibilities.  \nGraphic facilitation – App","cbCainVjRjKUOqgY","https://ap.wps.com/l/cbCainVjRjKUOqgY","pdf",1369623,"English","# Introduction\n## Graphic facilitation in organizations and education\n# Graphic facilitation – Application in practice and as a research field","[{\"question\":\"What is the main purpose of this paper?\",\"answer\":\"To review existing literature and illustrate practical application of graphic facilitation, while suggesting potentials and barriers and directions for future research in educational and organizational settings.\"},{\"question\":\"How is graphic facilitation typically carried out according to the review?\",\"answer\":\"Facilitators perform graphic illustrations in situ, combining participants’ utterances into visual forms that synthesize and integrate individual and group thinking to guide group processes.\"},{\"question\":\"Which related research areas are used to expand perspectives on graphic facilitation?\",\"answer\":\"The paper connects graphic facilitation with design sketching and also draws on social learning theories and problem-based learning to broaden research perspectives on its processes and outcomes.\"}]","A Review of Graphic Facilitation in Organizational and Educational Contexts - research review | PDF",1792091815,25]