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 amImage and article retrieved here
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
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)
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,
Image available here
The workshop is one of the oldest institutions of human society. like farming, the artisan workshop terminated the wandering way of life. Much of this also depended on the scale of their tools. In China and Greece it was the most important institution anchoring civic life which practiced the division of labor. The workshop spawned an idea of justice, artisans were allowed to choose freely how to practice their craft. Craftsmen, both Confucius and Plato believed, make good citizens. The urban craftsman in the medieval period began producing surplus: from covering the intra-city needs to inter-city needs. Guilds managed conflict
The European roots of the American workshops can be traced to Robert Owen. He originally founded New Lanark in Scotland as a prototype of a modern industry. He later formulated his plans for an autonomous village and tried to diffuse that model first in England (Orbiston) and then in the US (Harmony). He formulated a set of precepts, the otherwise known as 6 Rochdale Principles: workshops open to anyone, one person one vote, distribution of surplus in relation to trade, cash trading, political and religious neutrality and promotion of education. Owen’s idea of workshop is of an institution which combines long-term mutual benefit and loyalty with short-term flexibility and openness. Factory-style science was for him a mechanical testing of hypotheses; a more innovative laboratory engages from experiment, open to surprise discovery.
On the opposite of Owen lay Charles Fourrier version of workshop: its aim was greatest good for greatest number. He created the phalansteries (big hotels) where he crowded the deserving poor. This was top-down planning that inspired the Soviet industrial planning. People in phalansteries worked and lived in the same building.
These workshops lay the foundation for the Settlement Houses and the Hampton and Tuskegee Institutions founded in the US at the second half of the 19th century.
Excerpts from Richard Sennett’s book, Together: The Rituals & Politics of Cooperation, 2012, London: Penguin Books and Leonardo Benevolo’s, Storia dell’ architettura moderna, 1990, Bari: Edizioni Laterza
Image available here
Originally (a solidarity exhibit in Paris Expo 1900 – musee social), a bottom-up voluntary association, located in a poor urban community, where poorly skilled workers could receive education, get advice on everyday problems or simply find a warm, clean place to hang out. Providers of service were mostly middle-class women, usually working for nothing. SH were small usually serving 600-800 people. The SH movement spread from Europe to the US. Moscow: Alexander Zelenko/ Chicago: Hull House founded by Jane Adams. The SH took up the issue of sociality in a complex society full of difference and sought to convert inner and often passive awareness of others into active engagement. To do that, it emphasized informal contact (Toll’s Rule): advise rather than direct. It gave more shape to cooperative activity and turned technical competence into a sociable activity.
Hampton (1866) and Tuskegee (1881) Institutes sought to build the skills and morale of ex-slaves. The founder was Booker T. Washington. However, the ex-slaves had developed sophisticated skills in farming, carpentering, house building and they taught lessons themselves to newer members. Temporary relocation could regenerate cooperation through daily contact with others. Gender equality was also inscribed within racial recovery. The workshop became an icon of reform. Washington emphasized that each person had something different to offer
Excerpts from Richard Sennett’s book, Together: The Rituals & Politics of Cooperation, 2012, London: Penguin Books
Cover Image available here
- Arcade Games: element of real-time video interactivity
- Console Systems: started as games for single players but subsequent generation permitted players to compete against each other
- LAN Games: computer-based instead of console-based, unlimited number of participants
- Internet Connectivity: 90s consoles with compact disks and 32 and 64 bit systems/ 00s ability to connect to the internet, the landscape of video games became more expansive
- Unstructured Games: freedom for the player to roam around a large world, realistic features like the progression of time etc
- Games with Player Generation of Content: near-total freedom to within the gaming environment, player omnipotence, players however, still played a game with online components but did not exist in a virtual world.
- Worlds with Designer-Provided Objectives: avatars can wander where they wish but also gain skills and strengths by earning experience points (MMORPGs)
- Social Networking Sites: not games per se but helped the creation of virtual worlds, profile creation and support of authorized viewers.
- Open Virtual Worlds: social interaction between people and their avatars in 3d immersive environments with user-chosen objectives, user-generated content and social networking tools
Messinger, P.R., Stroulia, E., Lyons, K., 2008. A typology of Virtual Worlds: Historical Overview and Future Directions. In Journal of Virtual Worlds Research, Vol. 1, no. 1, “Virtual Worlds Research: Past, Present & Future,” July 2008.
Image available here
a virtual community is defined as an aggregation of individuals or business partners who interact around a shared interest, where the interaction is at least partially supported and/or mediated by technology and guided by some protocols or norms.
The proposed typology of virtual communities includes two first-level categories: Member-initiated and Organization-sponsored (…) At the second level of the typology, virtual communities are categorized based on the general relationship orientation of the community. Relationship orientation refers to the type of relationship fostered among members of the community. Member-initiated communities foster either social or professional relationships among members. Organization-sponsored communities foster relationships both among members (e.g., customers, employees) and between individual members and the sponsoring organization.
The literature suggests that five attributes could be used to characterize virtual communities:
- Purpose : or discourse focus
- Place: as in a bounded location (structural) and a sense of shared values (socio-psychological)_ a virtual space is comprised by both a sense of presence and location
- Platform: determines synchronicity which in turn enables real-time interaction, focuses only in the technical design of interaction
- Population Interaction Structure: 1. VCs as computer supported social networks/ 2. VCs as small groups or networks/ 3. virtual publics versus VCs
- Profit Model: tangible economic value
Porter, C.E., 2004. A Typology of Virtual Communities: A Multi-Disciplinary Foundation for Future Research. In Journal of Computer-Mediated Communication, 10 (1), Article 3.
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Introduction by Livia Alexander
Art and artists today are identified as a key instrument in urban development and community planning (…) Artists are being invited to engage in the most unexpected corporate settings, recognized as critical, outside-the-box thinkers as business entrepreneurs are enlisting their services to propel innovation and growth. Government officials and departments are deploying artists to address pressing problems of public policy and governance. These developing practices frequently take the form of artists working in newly formed residencies situated in communities, business places, government offices and a wide range of other settings (…) Are there ways for art programs to build the communities, and wealth for the people already living in them?
The article sets out to respond via five examples:
- Community-Based Artist Residencies in China, by Kira Simon Kennedy
- The African Artists’ Foundation, by Azu Nwagbogu
- The Sharing Economy that Keeps Brooklyn Artists Going, by Livia Alexande
- Social Drawing as a Model for Community-First Engagement, by Francesca Fiore &
- Amsterdam: Counting our Precarious Blessings?, by Nat Muller
Full article available here
Appreciative Inquiry (AI) was pioneered in the 1980s by David Cooperrider and Suresh Srivastva, two professors at the Weatherhead School of Management at Case Western Reserve University (…) Its assumption is simple: Every human system has something that works right–things that give it life when it is vital, effective, and successful (..) AI begins by identifying this positive core and connecting to it in ways the heighten energy, sharpen vision, and inspire action for change (1)
AI is a fundamental shift in the overall perspective taken throughout the entire change process to ‘see’ the wholeness of the human system and to “inquire” into that system’s strengths, possibilities, and successes (2)
Positive Core: human systems grow in the direction of their persistent inquiries, and this propensity is strongest and most sustainable when the means and ends of inquiry are positively correlated (…) the future is consciously constructed upon the positive core strengths of the organization (…) Discovery: to identify and appreciate the best of “what is.” (…) Dream: to imagine and envision its future (…) Design: attention turns to creating the ideal organization in order to achieve its dream (…) Destiny: delivers on the new images of the future and is sustained by nurturing a collective sense of purpose (…) Stakeholders are invited into an open-space planning and commitment session during this phase (3)
- The center for Appreciative Inquiry, available here
- Stavros, J., Godwin, L., & Cooperrider, D., (2015). Appreciative Inquiry: Organization Development and the Strengths Revolution. In Practicing Organization Development: A guide to leading change and transformation (4th Edition), William Rothwell, Roland Sullivan, and Jacqueline Stavros (Eds). Wiley
- David Copperrider and Associates: What is Appreciative Inquiry?, full article available here
Image available here
This paper underlines the potential urban design has for architectural curricula. It also explains why an urban design course is a better choice for the experimental study of architectural blended learning as online technology enables the inclusion of a greater number of resources and stakeholders to be part of the learning process.
Urban design (replaced ‘civic design’ in 1960’s) plays a role in not only establishing the infrastructure and the underpinnings for building design, but also in bridging the gap between architecture and other disciplines that apply principles of urbanism in various ways (…) Urban design is an interdisciplinary profession, integrating urban planning, architecture, landscape architecture, environmental studies, and the social sciences (…) Urban design is, arguably, more process-oriented
Four approaches to advancing architectural education and pedagogy:
- facilitating: promoting consensus about design/place making (place intended a. as a set of visual attributes/ b. as product/ c. as process/ d. as meaning) is inherently multi-faceted, urban design incorporates more players and interests and UD is more likely to offer diverse tools to handle such a process/ place as meaning deals with subjective perceptions as translated from group experiences/ many scattered views maybe combined into a more unified, shared vision through consensus-based design, architects act as facilitators rather than directors
- grounding: promoting logical underpinning, inquiry by design, and evidence-based design/ managing and making sense of complex information (process based)/ studying how a place looks-functions-is influenced, how it makes people feel (the spirit of a place)/ basic techniques of grounding are to be found in contextualised findings (infrastructure-networksbuilt env.-biogenic env.)/ designers in this case respond to questions asked during study-they keep searching for a design rationale
- convening: promoting social design/ desirable places provide us with public meaning and positive environmental sociability/ it pointedly addresses the needs of underrepresented individuals in design- service learning and thinking of architecture as public art/ this approach envisions place as a final ‘product’ with tangible attributes
- designing therapeutically: promoting a holistic environmental sensibility/ desirable places foster the holistic well-being of place users, urban designers reduce environmental stresses/ New Urbanism and Green Building/ a desirable sustainable design or sustainable urbanism goes beyond dealing with physical and environmental considerations, rating systems, and energy concerns to address social and psychological concerns
Joongsub Kim, 2009. Urban Design as a Catalyst for Advancing Architectural Education, in ARCC Journal Vol 6, issue 1
Image available here
Teddy Cruz has spent a number of years studying the growing divisions and inequalities evident in the neighboring communities of Tijuana and San Diego in the region spanning the US/mexico border. He claims:
It is, in fact, in the most depressed, disenfranchised and underrepresented neighborhoods that some of the more interesting social and political agendas have begun to emerge (…) In slums and other informal spaces, there are certain procedures— social, political, and economic actions, exchanges, and transactions —that suggest an alternative political economy (…) The notion of the neighborhood as a site of experimentation is fundamental to rethinking our institutions in the wake of the economic crisis (…) This is what I consider to be the political in art or architecture: not the production of political architecture, but the construction of the political itself, towards an architecture of social relevance (…) I’m not interested in the image of the informal, but rather what’s behind it: the procedural, political, social, and economic characteristics of a place, and the process of translating them into operational devices that enable us to rethink urbanization
ADAPT-r is an ITN network that aims to develop new knowledge and understanding of Creative Practice Research (CPR) thus design thinking, public behavior, as well as the emergence of new methods oriented towards the explication of tacit knowledge. It comprises of 33 early stage researchers all creative practitioners and PhD candidates, 7 experienced researchers and 7 institutional partners. Research was conducted in the form of 9 paired interviews.
WORK PACKAGE 01_Primary Research: it follows the logic of the referential focuses of creative practice research training;
- case studies: these are the venturous practices of the creative practitioners
- community of practice: the communities that contextualize these case studies
- transformative triggers: what shifts and transforms their creative practice and how it is related to social contexts; triggers uncover the challenges and the challengers of creativity the practitioners are not aware of; the revisiting, sorting and mapping past work triggers changing understandings; they are the markers of knowledge creation and recognition of development and change in the creative research practice; when things fall into place; Embracing Uncertainty: The space of not knowing; Other ways of knowing: intuition, hunch, feeling and bodily knowledge; they are not immediate insights but rather a means of opening up
- public behaviors: it means that the practitioner positions himself/herself in his/her communities of practice/relevance; they point to navigating contexts; it is an interaction ritual
- explicating tacit knowledge,
- explication of methods
Methodology Analysis: Wording/Metaphoring/Anecdoting/ Diagramming*/ Choosing/ Playing/ Manifesting/ Structuring
Interesting findings on knowledge creation and creativity.
(…) by thinking about knowledge as socially constructed, something that operates in networks, in relationships between actors, it becomes clear that there is no singular thing that amounts to knowing, instead, there are multiple knowledges. Knowledge represents multiple considerations about creativity. creativity can be a new idea, imagination and/or innovation; it too is multiple. As such it can be thought of as a responsive and relational, not classic and timeless.
There are three types of knowledge. There is input knowledge: the knowing before action. There is output knowledge: the knowing after action. There is relational knowledge: the knowing in action (communities of practice) developed relationally through interaction and collaboration
In order for innovation to be innovative it must be recognized as such by the creative practice researcher’s community of practice (…) the outputs of creative practice go beyond any objects of practice(…) doing creative practice is not the same as doing creative practice research; the practice needs to be framed differently
J. Verbeke, K. Heron, T. Zupancic, Relational Knowledge and Creative Practice, 2017, A publication by ADAPT-r (eds Tadeja Zupancic, Claus Peder Pedersen), ISBN 9789082510850, available here
ADAPT-r official webpage
*Diagrams as a research tool, Annotated, Different Aesthetics, Handmade, Collage, Landscape-like, as tools to discover or represent, as texts, to measure and visualize the projects, spider diagrams, time diagrams, architectonic diagrams, research space diagrams