AESOP Congress, 10-14.07.2018, Gothenburg, Sweden

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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.

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Round table brainstorming on the competencies of the future urban planners (photo credits: R. Rocco)

 

 

A10 cooperative’s meeting in Amsterdam

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Last week many of the A10 new European architecture correspondents met in Amsterdam. It was our first meeting since the cooperative’s official establishment and naturally there was a lot to talk about. Interestingly enough, despite our diverse backgrounds we’ve discovered that we have a lot in common and that we share a common perspective on where we want to go with this publication in the near future. It was a real pleasure for me to be part of this process and I look forward to materializing our intentions.

In the meantime, we’ve already completed the first phase of the EU Survey on the culture of architectural competitions in collaboration with Architectuur Lokaal and a first volume of the work in progress is now available. The conference held on the 28th and the 29th of September for the EU Survey was a great opportunity for us to discuss our findings and elaborate on many concepts related to the architectural competitions’ tradition and practices. Many thanks to Walter Menteth and Cillie Jansen for showing us fulkrum.eu. Special mention to Antigone Katsakou and her book entitled ‘The Competition Grid: Experimenting With and Within Architecture Competitions,’ (soon to be published by RIBA) as well as to Jonas Andersson and Magnus Ronn for their book ‘Architectural Competitions-Histories and Practice,’ available here. Special mention also goes to Angel Borrego Cubero and his film “The Competition” which was screened during day II.

Other new undertakings will soon be announced as well. I’ll keep you posted.

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Second Image belongs to Tarja Nurmi 

 

The culture of architectural competitions in Europe


Architectuur Lokaal along with A10 new european architecture cooperative have published their latest results of an EU Survey regarding architectural competitions in Europe. This issue constitutes their primary contribution to the discourse and is presented in this international conference in Amsterdam today. I am very happy to be part of this audience and share insights with the rest of the team. This volume is a valuable tool in understanding how the competition system works in Europe and I look forward to the next phase! 
The research is an ongoing project of Architectuur Lokaal and is programmed to be implemented over a period of four years with the aim to improve access to competitions, to analyze procedures, to establish a network of organizations and to collect case studies of good and bad practice. 


Images (c) Indira Van’t Klooster

3rd International Conference on ‘Changing Cities’_Paper: Mapping connections in online learning communities: architectural knowledge creation in the ‘connectivist’ paradigm

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The paper contributes to the understanding of social learning in architectural education through the examination of online collaborative practices and the connectivist paradigm in particular. Urban research conducted by NTUA educators and PhD students was used to create the body of content for a postgraduate course that ran for two consecutive years. The course format was hybrid; beside the traditional in-class meetings, an online platform was used to share content and exchange information between teachers and students. Students also were requested to establish their personal blogs. Their interactivity was monitored and evaluated in regard to their submitted projects and their overall performance. The way individual learners appropriated the information and the way they collaborated in a learning community with shared goals opens up to another form of knowledge creation and sharing between individuals.

Keywords: learning community; interactivity; analytics; data contextualization; connectivity; learning patterns.

OEB Mid-Summit_Donald Clark’s 10 recommendations

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  1. HE must lower its costs and scale
  2. Develop different and digital HE model for developing world
  3. Stop talking past each other, talk to each other: Higher Ed has a widespread and deep anti-corporate culture
  4. Don’t lecture me!: ognitive psychology and educational research showed the redundancy of the lecture as a core pedagogic principle (…) we learn through the correction of errors, yet teaching methods fail to recognize this core cognitive fact
  5. Research is not a necessary condition for teaching – break the link: Research skills require systematic thinking, attention to detail, understanding of methods and analysis. Teaching skills require social skills, communication skills, the ability to hold an audience, keep to the right level, avoid cognitive overload, good pedagogic skills and the ability to deliver constructive feedback
  6. Build less. Balance out the capital budget with a substantial digital budget: It is perhaps time to consider, what John Daniel called, a ‘default to digital’ for some courses.
  7. Open up to outside, not just with technology but culturally: there’s some good and real change happening within HE but they tend to be, and remain, outliers; the core system is in stasis
  8. Embrace transformative technology: the complexity of the problems we face and the need for smart, technological solutions in education
  9. Strategic, costed initiatives with change management: recognizing the issues and taking a strategic approach to solutions
  10. Rebalance academic and vocational: pleas for more learning by doing and more apprenticeship

Full article available here/ Image available here