La MéMé experience of participatory design

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Students protest the classical pastiche designs made for the Medical School (1968) at the University of Louvain/ University agrees to the formation of a student committee/ Students produce a counterproposal by Lucien Kroll who had no ties to the University/ Kroll organises collaborators and students into teams and turns design into an assemblage of disparate political fractions/ Work is done in his studio at a distance from the institution to ensure freedom/ Collaboration becomes “a kind of architectural method acting” accepting every outcome even if it defies prevailing arch conventions (de Graaf)/ Kroll, when denied the participation of le Roy, his preferred gardener, also engages the adjacent community into participating in the landscape component/ For two years this is an harmonious collaboration/ However, University representatives who visit the site oppose the outcome and the budget increase and fire Kroll/ Kroll exposes the contractor for high pricing but is then accused of vandalising the building site during his open call to the neighbouring community/ The building is highly criticised as a “failed experiment” and “less than a sum of its parts” (de Graaf)/ Petitions for the building’s demolition are opposed by massive support (Excerpts from Reinier de Graaf’s book: Four Walls and a Roof)

In a DOMUS article dated back in 2010, Kroll is presented as “icon of democratic architecture”:

Communication through architecture is an eminently political act, Kroll maintains: the architect is the catalyst of a creative process and social dynamic, in respect to which they make their knowledge available for the translation of interpersonal relationships into a suitable space (…) architects must step out of themselves and put themselves in the shoes of future residents.

Full article available here
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Recycling Spaces, Addis-Ababa

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Text taken from the site:

African cities have growth rates of up to 5%; this makes them the fastest growing cities in the world today. Extrapolations show that the urban population in Africa currently doubles every 10 to 15 years. Also Ethiopia’s capital, Addis Ababa, is in transformation. Currently the home of approximately four million inhabitants, the city might triple its size within the next 30 years due to the increasing rural to urban migration, as well as natural growth. Already today, Addis Ababa suffers from a housing shortage of estimated 700.000 units. And, according to UN-Habitat, 80% of the existing dwellings are in ‘sub-standard, slum like’ conditions. Thus, in 2004, the government launched a large-scale mass housing program with the ambitious plan to erect 200.000 condominium units within 5 years. To date, 100.000 units were built during the last 7 years, out of which nearly 70,000 are handed over to end users so far. In 2011, the Addis Ababa City Administration announced to redevelop all ‘informal’ and ‘unplanned’ parts of the city until 2020.

Throughout the years, Addis Ababa, informally, developed a sophisticated recycling system in all parts of the city. “Kuré-Yalews” are roaming the streets in small neighborhoods, collecting anything that might still be useable from households. Sharing resources, they rent taxis collectively to transport their goods to Merkato’s “Minalesh Terra”, where different “workshops” immediately start to reuse and transform them. In the course of a few days, these items are returned into the cycle, being sold to the owners of small neighborhood shops as “new” products.

This recycling process is not only the source of income for many families in the city, it also keeps Addis Ababa clean to a certain extend. Most importantly, this cycle also appropriated space for recycling in the city throughout the years, which is now endangered by the current transformation of Ethiopia’s capitol.

The movie “Recycling Spaces” is a cinematic documentary on the use of space allocated to this recycling cycle in Ethiopia’s capital. Based on the daily routine and experiences of one selected Kuré-Yalew, this movie tries to tell a generic experience of thousands of inhabitants in Addis Ababa. Interviews with the Kuré-Yalwes and experts give further insight into the topic.

Link to vimeo site
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The ‘abrazo’ (embrace) ideology

https://www.cinetecamadrid.com/programacion/experimenta-distrito

“Experimenta Distrito” launched by Media Lab-Prado is a programme involving citizens in neighbourhood workshops hosted in the spaces of La Nave, libraries, social and cultural centres (site in spanish only: https://www.experimentadistrito.net/ )

This is one of the many initiatives taken by the mayor of Madrid in promoting the city as a warm and welcoming place as he described them in DOMUS and his interview with Manuela Carmena.

La Nave: Located in Villaverde, a district on the outskirts of Madrid, La Nave Böetticher was once a lift factory owned by the Böetticher company. An industrial building from the 1940’s refurbished for use as a public facility by Madrid City Council, and inaugurated in 2016. La Nave is dedicated to entrepreneurship and innovation and hosts a great number of activities and events related to the promotion of new technologies, technical dissemination, training, and employability. Characterized by a central open-plan space covered by a large barrel vault and a skylight, the refurbishment preserved certain historical elements as decoration and added vertical latticework inspired by the colors of fiber optics to the concrete façade. Its main areas are the Pavilion, the Tower, the Classrooms, the Auditorium, and the Containers. The building has thermo-solar and geothermal energy; it collects rainwater for watering, and it features a roof garden. The roof offers a panoramic view of the Villaverde neighborhood. (http://www.lanavemadrid.com/ )

“Networked Learning Communities–The Benefits for Continuing Professional Developmentof Virtual Learning Environment Teachers”A Critical Literature Review by Chris O Tool

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Review covers literature for the period from 1996 to 2018: What are the benefits of networked learning communities for continuing professional development sharing and learning?
In the area of teacher professional development, research has shown that teacher networks add value for their development, the implementation of changes, leadership, and improved teaching practices. Four main themes emerged in response to the primary research question. These were:

  • Enhanced social learning processes for CPD: learning communities help participants in this study to develop their competencies by sharing information and collaboration / helps to minimize the isolation that learners may have due to cultural, social or geographical reasons
  • Greater use of formal and informal learning for CPD: Communication, collaboration and learning between individuals occurs both through formal and informal networks/ Yet, formal learning paths are rarely designed to meet the demands VLE teachers face in professional practice
  • Learning across barriers in time and space for CPD: Networked learning communities provide a means for supporting the development of professional development learning communities across states and countries
  • Increased levels of interaction for CPD: By cultivating interaction among CPD learners, networked learning communities support profound learning and greater levels of professional practice

Networked learning theory suggests that the real power of networked learning communities rests primarily in “collaborative inquiry that challenges thinking and practice” based on the richness of VLE teacher professional knowledge sharing and creation (Katz, Earl, & Jaffar, 2009, p.21) and that this type of collaborative inquiry rests on the strength of the relationships between the actors or nodes in the network (Church et al., 2002; Haythornwaite, & de Laat, 2010)

Full article available here

Delhaize store in Brussels grows its own vegetables

Delhaize created this farm back in Autumn with the idea of producing super fresh food for their customers (…) On the top of their store, they grew strawberries, lettuce, and tomatoes as well as small amounts of other fruits and vegetables. It recycles water, recovers heat from its greenhouses and relies on solar energy making it a permaculture farm (…) In the summer, Delhaize took their Urban Farm to a new level (metaphorically, as it’s already on the roof…) by introducing people up to the farm to attend workshops (…) The food is harvested at 8 am every morning and is on the shelves of the supermarket by 9 am

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How to build a learning city? UNESCO Institute for Lifelong Learning

UNESCO LIFELONG LEARNING CITY

From the site:

Building a learning city is a collective and continuing journey. It requires a concrete action plan with strong political leadership and steadfast commitment; participation and involvement of all stakeholders; diverse celebratory events charged with enthusiasm and inspirations; easy accessibility and enjoyable experiences for all citizens; a proper monitoring and evaluation of progress; and sustainable and secure funding. You can find detailed instructions on these action tips in our Guidelines for Building Learning Cities.

Video tutorials on ‘How to build a learning city’ illustrate and elaborate on the actions to take. Each module begins with an animated conceptual video, which is further enriched by clips based on the experience of members of the UNESCO Global Network of Learning Cities

Networked Learning

NETWORK LEARNING

The network is a network of people: networked learning aims to understand social learning processes by asking how people develop and maintain a ‘web’ of social relations used for their learning and development (de Laat)

Networked learning does not necessarily involve ICT, though in specific cases it may make use of technology. What makes learning networked is the connection to and engagement with other people across different social positions inside and outside of a given institution.  The network is supportive of a person’s learning through the access it provides to other people’s ideas and ways of participating in practice as well as of course through the opportunity to discuss these ideas and ways of participating and to potentially develop nuanced, common perspectives (Carvalho and Goodyear)

Networked learning may utilize ICT but it might me also supported by other means such as physical artefacts or artistic stimulation of senses and feelings while connections may also be drawn spontaneously by the learners themselves (Bober & Hynes)

The network is a network of situations or contexts: connections between the diverse contexts in which the learners participate as significant for understanding learning beyond online learning spaces, and, indeed, within them as well. This is the sense in which the network, under-stood as a network of situations, supports learning: by offering tacit knowledge, perspectives and ways of acting from known situations for re-situated use in new ones. Networked Learning’ on this under-standing is the learning arising from the connections drawn between situations and from the resituated use in new situations of knowledge, perspectives and ways of acting from known ones (Dohn)

The ‘network’ is one of ICT infrastructure, enabling connections across space and time: The support for learning provided by the network is one of infrastructure, i.e. the ease of saving, transporting and retrieving content for future use. Learning, it would seem, will be ‘networked’ whenever it is ICT-mediated, by that very fact; perhaps with the proviso that the situations of learning should indeed be separated in space and/or time so that the infrastructure (the ‘network’) is actually brought into play. This proviso would differentiate the field of networked learning somewhat from the field of Computer Supported Collaborative Learning (CSCL), where many studies concern ICT-facilitated group work between physically co-located students. The re-search field of Networked Learning is characterized, not only by focusing on ‘networks’, but also by taking a certain approach to learning, focusing critically on aspects of democratization and empowerment (Czerniewicz and Lee)

The ‘network’ is one of actants: consisting of both human and non-human agents in symmetrical relationship to each other. It is a systemic approach to learning, where individual learners’ interaction and learning may be analyzed as a result of socio-material entanglement with objects and other people. The network supports learning in the sense that any learning is in fact the result of concrete socio-material entanglement of physical, virtual, and human actants (Wright and Parchoma; Jones)

 

References

Bonderup Dohn, N., Sime, J-A., Cranmer, S., Ryberg, T., & de Laat, M. (2018). Reflections and challenges in Networked Learning. In N. Bonderup Dohn, S. Cranmer, J-A. Sime, M. de Laat, & T. Ryberg (Eds.), Networked Learning – reflections and challenges (pp. 187-212). Switzerland: Springer. Research in Networked Learning,
DOI: https://doi.org/10.1007/978-3-319-74857-3_11

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