Part III Human rights education in practice It is easier to adapt education techniques and tools to meet participants’ diversity of learning styles when using face-to-face methods of education, such as workshops, presentations and projects. It is more difficult when using indirect education methods, such as preparing written resources and using the media. However, it is possible to ensure that the way in which different resources are developed helps meet diverse learning styles.127 7.3. CREATING EFFECTIVE ENVIRONMENTS The human rights educator should be aware of the learning environment when implementing the activity. Research shows how environments impact on the education process and the shape of the learning community.128 Educators use multiple “environments”, involving both physical and virtual spaces. The task of human rights educators is to assess the impact that an environment may have on participants’ engagement and to reduce any negative impacts there may be. Factors that can help create a positive learning environment – real or virtual – include: • the participants’ relationships with each other and the educator Do the participants feel welcomed, valued, accepted and respected? Does this include their diversities? • the accessibility of the environment Are there factors that may exclude participation for some? • the acceptability of the environment; the quality, look and feel of the space Is it the best available in the circumstances? Is it comfortable and inviting? Does it encourage belonging? Is it safe or as safe can be, given the context? If food is part of the activity, is this acceptable to diverse tastes and beliefs? • the adaptability of the environment Does the environment fit with the context and purpose of the activity? Is it focused on the participants and adaptable to them? 7.4. PACING THE ACTIVITY Education activities are undertaken over a time-bound period, whether all participants are engaged at a specific time or whether it is asynchronistic, with participants going at their own pace. The educator needs to monitor the timing of the activity to ensure that both content and process are balanced, as appropriate to the method and diverse learning styles of the participants. A participant-centred approach would enable this to happen in a face-to-face environment with participants setting the pace, and the educator checking in with participants to monitor and adjust the pace accordingly. Internet-based technologies are increasingly able to create opportunities for virtual learning communities that allow people to learn at their own pace. 127 Video: What is Learning and How Does it Occur (2014). Available online at www.youtube.com/watch?v=7nSe1VfAtww (7.50). 128 For example, see Maria Montessori (http://en.wikipedia.org/wiki/Montessori#Prepared_environment) and Reggio Emilia (http:// en.wikipedia.org/wiki/Reggio_Emilia_approach#The_Environment_as_a_third_Teacher). Chapter 7: Implementing human rights education | 69