Variation and Learning

It is our experience that variation nearly always offers a rich field for learning. In this
chapter, the examples provide a chance to see actual models and how they look with a
range of content and functions. Most of the entries are contributions from colleagues who
frequently use logic models. One is from our own work with clients. All are influenced
by the conditions in which they were created and the people who generated them. And,
like most models, all of them could be improved. These examples include both theory of
change and program logic models. In several illustrations, the models are templates or
umbrellas for subsequent design/planning and evaluation work. They all serve as
“organizers” for a shared understanding and a platform or framework to advance other
functions, such as communications, evaluation, planning, and research. Prior to the
entries, we identify and describe variations of key features in the models presented.
Graphic Display
As logic models are tools that ‘show and support critical thinking, the selection of
elements used in their display helps illustrate the subject content in a dynamic way.
Models avoid some of the interpretation that dense text requires, but they simply are not
immune to interpretation. Because logic models convey relationships among elements, it
is important to be conscious of the use of boxes, lines, curved lines, circles, single- and
double-headed arrows, and other shapes in terms of their meaning. Further, their creation
occurs in context and has meaning for their creators, and this can vary as they are read by
others. ’ Models in the cases range from pictorial images with copy (Exampie 4) to
circular displays (Example 1) and the most common flowchart style that employs text
plus symbols and shapes that are read from left to right. Elements of the models differ,
too. Some include inputs, barriers, and facilitators; others do not. Some use arrows, some
just lines. Others use neither of these. There is a substantial difference in
comprehensiveness. Some are general change recipes, while others offer detail adequate
to operate a program. In some cases, the models require the case narrative to understand
their content. ln others, the models are quickly and completely understood without
external copy to support them. Examples 3 and 6 show both a theory of change and a
program logic model. While the use of graphics to convey meaning can quickly become
very sophisticated, most people have had some experience with a model or diagram that
contains words and arrows. And all cultures have symbols that convey meaning. Many
people, North Americans, for example, understand that a lightbulb means an idea, crossed
swords means conflict, and linked hands means harmony. However, these symbols are
cultural and may have no meaning or different meaning in another context.