Reflection 3: Charrette Process: benefits and disadvantages?
In theory, the idea of using a charrette to help with re-designing my learning space swamp was promising. My reading had revealed plenty of benefits to this participatory approach. However, it wasn’t until actually embarking on the process that I understood its real value. I conducted three charrettes: one with library staff and teachers, one with students and one with the eLearning committee (IT Administrator, key teachers, Deputy Principal).
The mere suggestion of using the approach to staff members was met with surprise and enthusiasm. It seemed that teachers were not accustomed to having any say at all in the spaces in which they operate. Students were also excited and willing participants, but it wasn’t until actual changes started occurring (albeit minor!), that they realised that they had been given some real power over their learning experiences.
The vast range of ideas that the teachers and students came up with was astounding and some were so simple and budget-friendly that they were introduced almost immediately. Several teachers came to me with additional ideas in the weeks following the session, which resulted in further improvements. The design ideas shared was an obvious advantage, but to me, the greatest benefit was the development of a greater sense of value, ownership and agency that developed as a result of the charrette process.
The disadvantages that I discovered could be better described as inconveniences. Finding the time in the busy school environment to conduct each charrette was a challenge. For some participants, there was disappointment when their ideas were not supported by the other participants. The only other inconvenience that I found, was the need to be very clear (and further clarify) about the purpose of the process, so that the outcome resulted in a list of achievable, realistic ideas and not just lofty dreams that are not likely to come to fruition.
