The author claims the need of a systematic approach “that brings together the design of built environments with the best scientific knowledge of processes of change in complex natural and social systems.” Urban planning must work within these systems that require local info (through participatory practices) and the creation of technical solutions. He thinks the challenge is mapping informality as cities grow in unpredictable ways. He also claims that cities are about connections: “the socioeconomic and physical links that allow each one of us to make a living, obtain services that make our lives easier, and learn and invest our time and resources.”
The effects of connections can be traced as the concentration of social networks in space and time where the value of a group is not proportional to the group’s numbers, but to its interactions. GPS tracking, and smart phone technologies can help track the networks.
New methods from urban science allow the accelerated evolution of these neighborhoods to follow natural urban processes. They are based in part on the mathematical analysis of detailed maps, including the development of algorithms to optimize building access, delivery of services, formalization of land, and taxation, with minimal disturbance and cost.
Planning through the development of detailed maps at the neighborhood level is also an effective way to capture local, person-centric knowledge, providing a clear vehicle for better local politics via the coordination of priorities and action from communities, local governments, and other stakeholders. The convergence of a networked science of cities, quantitative methods of spatial analysis, and information technology tools is key to allow users to participate.
Luís M. A. Bettencourt (2019) Designing for Complexity: The Challenge to Spatial Design from Sustainable Human Development in Cities Technology|Architecture + Design, 3:1, 24-32, DOI: 10.1080/24751448.2019.1571793
conceptualizing the role of tutors in research-based pedagogy: the tutor(s) as
The paper presents
the efforts made to experiment with the pedagogical framework and the
operational model of a postgraduate urban design studio based on the
reconceptualization of the role of tutors. In the model examined here, the
curriculum was devised as an open and evolving network of the tutors’ resources
and affiliated researchers from within or outside the setting of the academy.
This mosaic consisted of different individual research and design practices
that are problem-focused and context-specific, communicated directly to
students by the very people responsible for their conception and development.
Learners were required to investigate the instrumentality of these practices
according to their own personal pursuits; to make their own networks of connections,
and were even encouraged to create their own personal schemata of design
research. In fact, the second major shift of the rethink lay in recognizing
learner autonomy and diversity, thus establishing a new operational framework
for the two to prosper. An amalgam of interconnected learning spaces provided
the conditions necessary for all these networks to co-exist and interact. The
paper describes the different aspects of the tutors’ involvement and
contributions in the design and implementation of this model, as they assumed a
number of roles, but most importantly, as they became learners themselves.
This Thursday Prof. Nelly Marda (my phd supervisor; collaborator and dear friend) will be presenting our paper entitled: “The networked studio: first cooperation, then design” at the aae2019 conference on learning through practice. The conference will be held at the University of Westminster in London on 24-26 April, 2019.
H. Chang: Stakeholder workshops as a pedagogy for experiential learning in collaborative planning education: An action research at the Department of Urban Planning, NCKU, Taiwan (photo credits: me)
This was perhaps one of the most interesting conferences I have ever attended. I followed the track of education since day 01 and I was amazed by the high levels of participation and engagement until the end. I met a lot of interesting people and I am very pleased to have worked with them, shared my thoughts with them and discussed with them on the future of urban planning education.
I was very excited to have been able to gain some relevance compared to what we have been doing, especially on transdisciplinary learning. The Round table on Friday was a great experience for me. I think that all of us present agreed on being advocates of collaborative practices, social inclusion and cultural empathy as basic prerequisites for co-creation in urban planning and planning education.
Round table brainstorming on the competencies of the future urban planners (photo credits: R. Rocco)
First Year students/ 30 students – one tutor/ Phase One
collage workshop – evaluation of learning through anonymous post-it notes:
what did you grasp today? what’s still a bit confusing? (if a student didn’t understand something, however small and seemingly inconsequential, it would be
heard (anonymously) and acted on.)
whose work did you find successful? ( to remind students that whilst their drawings grow from personal values and engagement, they succumb to the viewers’ interpretations)
collage workshop – online summary from the session was prepared
The online space of the VLE with content structured in the form of a tutorial session served to allow students to repeatedly go over moments of uncertainty or trouble from the workshop.
The demands of project based learning are rigorous: the need to generate elements of work continuously (or fear falling behind) puts pressure on students to sidestep conceptually difficult elements by creating works that seem correct yet do not demonstrate a grasp of the underlying principles
First Year students/ 30 students – one tutor/ Phase Two
learning orthographic projection – evaluation of mistakes & omissions
double approach: hand design and CAD design of the same process_images looked right but were not right in both design environments
learning orthographic projection – online tools for tutoring
fifteen minute podcast and sample sketchbook as online handout
Removing activities from the scheduled studio sessions offers a strategy for responding to a stuffed curriculum and frees up time to focus on elements of transformative learning
Williams, J., 2014. The design studio as liminal space. In Charrette 1(1) Summer 2014.
UCL’s twenty-year vision and a wholesale commitment to changing programs of study/ its goal is to enable students to participate in research and inquiry throughout their education/ allows students to make connections both vertically across a program’s year groups and horizontally across disciplinary divides, even beyond the university setting/ research-based education aspires to widen the notion of what constitutes legitimate research and who has the authority to contribute to it.
The University is changing: new ways of knowing in order to thrive in a unknown future/ in the age of supercomplexity a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity (Barnett)
SIX DIMENSIONS OF CONNECTIVITY
students are encouraged to connect with staff and learn about ongoing research
connected sequence of research activities throughout students’ programs (scaffolding)
research is inherently social/ students are encouraged to connect their learning across the subjects they are taking and with the wider world
students are encouraged to connect academic learning with workplace learning and develop a full range of professional attributes and skills
assessments: critical questions concerning their forms or types of skills they address
interpersonal connections between people from different disciplines, cultures and backgrounds
Carnell, B., 2017. Towards a connected curriculum in architectural education: research-based education in practice. In Charrette 4(1) Spring 2017, pp. 14-26
(…) any space became a learning space because of the social practices being performed, informed by a variety of cultural norms and expectations, in fact it was made of these two [Harrison, 2018]
it is not a container in which the world proceeds, but it is a co-product of these proceedings [Thrift, 2003]
dynamic relationship between social norms, how material and social structures influence these norms and how they are then embodied by individuals/ it is a set of relations between individuals [Kuntz & Berger, 2011]
space is constructed through orderings or operations of objects and social relations (regional: where object/relations are clustered within boundaries, network: where the distances between elements and relations account for difference and fluid: where boundaries allow for leaking or transformation) [Mol & Law, 1994]
material space such as the design and use of classroom is not the equivalent of place and not the object, background or container of study, it is instead, a dynamic multiplicity that is constantly being produced by simultaneous practice-so-far and is enacted, turbulent, entangled and hybrid [Fenwick, Edwards & Sawchuk, 2011]
they are not merely material spaces but also conceived spaces [Lefebvre, 1991; Soja, 1989]
space dependent on software-driven technologies is identified as a code/space where software and the spatiality of everyday life become mutually constituted, produced through one another [Kitchin & Dodge, 2011]
web-based spaces are not containers in which online learning activities take place but rather fluid sociomaterial assemblages that take on particularities as people and things -both online and offline- negotiate how they move, mix and mobilize in their correspondences [Thompson, 2014]
virtual learning environments not only are places where social and cultural production processes occur, they are also bound by preexisting conventional systems that are defined by HE cultural processes and norms [Goodfellow & Hewling, 2005]
LMSs/ VLEs often reflect institutional, hierarchical perspective
when working online we work in destabilized classrooms engaging in spaces and practices which are disquieting, disorienting, strange, anxiety-inducing, uncanny [Bayne, 2010]
online environments can also be walled, hierarchical and traditional as F2F classrooms and they can also be “wild and open” where social technologies are hailed as “interactive. connected, free, easily accessed and accessible, enabled to create dynamic and nuanced communities of learners/ but binary versions of learning spaces allow us to avoid examining the complex relationships between learning and the spaces it takes place [McRae, 2014]
Michelle Harrison, 2018. Space as a tool for analysis: Examining digital learning spaces. In Open Praxis, vol. 10 issue 1, January–March 2018, pp. 17–28 (ISSN 2304-070X)