Shared Understanding Through Visualisation
Photo by Rifqi Ali Ridho on Unsplash
By Mette Mari Wold Johnson, Elli Verhulst, Sigrid Westad Brandshaug and Hanne Rustad, NTNU
This team exercise helps students visualize and share their understanding of a project or concept by drawing it individually, then discussing the similarities and differences. It encourages reflection and dialogue to uncover diverse perspectives and clarify the team’s current thinking. The goal is not full agreement, but awareness of the team’s shared and individual viewpoints to guide their next steps. It’s especially useful at the start of a project or when the team feels stuck or misaligned.
- Duration: 30-45 minutes
- Focus:
Strategic discussions and decision-making as a group of leaders
- Activity:
Group
- Keywords:
Shared understanding, teamwork, visualisation
About the exercise
This is a collaborative visualization exercise where students individually draw their understanding of the team’s concept, idea, or project. The goal is to make abstract thoughts visible and concrete, enabling the team to explore similarities and differences in their perspectives. By sharing and reflecting on each other’s drawings, students gain insight into how their teammates think, which can help clarify misunderstandings, surface new ideas, and strengthen team alignment.
The exercise is particularly useful at two key moments: early in the project when the team has just defined a problem or concept, and later when the team feels stuck or misaligned. It can be repeated throughout the project to track how the team’s shared understanding evolves over time.
There are no right or wrong drawings—what matters is the conversation that follows. The exercise encourages openness, reflection, and mutual understanding. Some students may prefer digital tools, while others may choose traditional drawing materials. The flexibility of the format allows teams to adapt it to their needs and working styles.
Learning objectives
- Develop a shared understanding of the chosen concept/problem through visual expression
- Identify and reflect on differences and similarities in team members’ perspectives
- Strengthen team communication and collaboration through structured reflection
- Practice articulating individual ideas clearly and listening actively to others
- Enhance awareness of team dynamics and how they evolve over time
- Use visualization as a tool for problem-solving and alignment
- Foster openness to diverse interpretations and creative thinking within the team
Usage suggestions
This exercise is well-suited for multidisciplinary student teams at the Master’s level or above, particularly those engaged in collaborative, innovation-driven, or project-based learning environments. It is especially valuable in courses or programs focused on teamwork, entrepreneurship, design thinking, or leadership development.
The exercise works best when students have already defined a concept or problem they are working on, but it can also be used as a reflective checkpoint during the project. No prior drawing skills are required—what matters is the ability to express and communicate ideas visually.
The exercise has been used effectively in the Experts in Teamwork (EiT) program at NTNU, where students from diverse academic backgrounds collaborate on real-world challenges. It supports both early-stage alignment and mid-project recalibration.
Digital version: The exercise can be adapted for online use by having students draw digitally (e.g., using tablets or drawing apps) and share their screens or upload images in breakout rooms. Facilitators should ensure that all students are included in the discussion and reflection phases.
Materials list and physical space
Materials:
- Blank A4 or A3 sheets of paper for each student
- Drawing tools such as colored pencils, markers, or pens (preferably in multiple colors)
- Optional: Tablets or laptops with drawing apps for students who prefer digital tools
- Sticky notes or notepads for individual reflections
- Timer or clock to help manage the phases of the exercise
Physical space:
Ideally, each team should have access to a quiet and open space where they can sit around a table and spread out their drawings for discussion. If multiple teams are working in the same room, ensure there is enough distance or noise isolation between groups to allow for focused conversation.
Human resources:
In addition to the main educator, it can be helpful to have facilitators or observers who move between teams. Their role is to support the process, answer questions, and observe team dynamics. These facilitators should be familiar with the purpose and flow of the exercise and be prepared to guide teams if needed.
Digital adaptation:
For online settings, students can use digital drawing tools and share their work via screen sharing or collaborative platforms. Breakout rooms should be used for team discussions, and facilitators should rotate between rooms to ensure engagement and support.
Pre-work required by students
Students do not need to complete extensive preparation before this exercise, but some groundwork will enhance its effectiveness:
- Teams should already be formed (ideally groups of around five students) and have agreed on a concept, idea, or problem formulation they are working on.
- Each student should come prepared with their current understanding of the team’s project or concept. This may include reviewing notes, sketches, or previous discussions.
- Students are encouraged to reflect individually on how they perceive the project at this stage—what it is, what it could become, and what challenges or opportunities they see.
- No drawing skills are required, but students should be open to expressing their thoughts visually and engaging in reflective dialogue with their teammates.
If the exercise is used later in the project, students may benefit from reviewing earlier project documentation or decisions to help inform their drawings and reflections.
Theoretical foundations
Development of the exercise was inspired by students in Experts in Teamwork based on Lerdahl’s (2001) model for creative methods, adapted to the EiT context. The exercise was developed and tested through a pilot project supported by the Engage Centre of Excellence in Higher Education. This suggestion for carrying out the exercise in the village was designed by Mette Mari Wold Johnsen, Elli Verhulst, Sigrid Westad Brandshaug and Hanne Rustad in a collaboration between the Experts in Teamwork Academic Section and the ENgage Centre of Excellence in Higher Education at NTNU.
Time plan
- Explain the purpose of the exercise to the team (use the description above), and hand out a blank sheet to each student.
- Ask the students to draw their project/concept as it looks to them right now. Individual and quiet exercise (10 minutes).
- One by one, the students present their drawing and explain it to the others. Everyone shares their drawing and places it on the table.
- The team members then reflect individually by looking at the drawings on the table and noting what they think is similar and what is different. Do they now see something that they had not thought of before?
- The team then discusses the following questions together: “What does this tell us?”, “Where we would like to continue from here?”, and “Have we gained new ideas, or confirmations of what we have talked about before?”
- Finally, the team discusses the questions “What was the usefulness of this exercise for us?” and “What shall we take with us from this exercise to our further work?”
Tip
In a bigger group of teams, this exercise can be done for all teams together or for individual teams, depending on need.
Key takeaways
This exercise gives students a unique opportunity to slow down and reflect on how they understand and communicate complex ideas within a team. By translating abstract thoughts into visual form, students are challenged to clarify their own thinking and make it accessible to others. This often reveals differences in interpretation that might otherwise go unnoticed, helping the team surface misalignments early and work toward a more cohesive direction.
The process encourages students to balance individual expression with collective reflection. As they share and discuss their drawings, they practice listening actively, articulating their ideas clearly, and engaging in constructive dialogue. These are essential skills in any collaborative or innovation-driven environment.
Moreover, the exercise highlights the importance of preparation and intentional communication. Students often find that visualizing their ideas helps them move forward when they feel stuck or uncertain, and that revisiting the exercise at different stages of the project can provide valuable insight into how their shared understanding is evolving.
Ultimately, this activity reinforces the value of making the implicit explicit—turning vague or abstract ideas into something tangible that can be discussed, challenged, and built upon together.
This exercise was originally published in the book “Experts in Teamwork – Handbook for Village Supervisors and Learning Assistants”, ISBN: 978-82-7984-226-2 (8th English edition, 1 print).