LED2LEAP 2020 - Freising Team 7 - Revision history

Sonja.weert: /* Reflection of the Living Lab Process */

2020-07-19T08:38:27Z

Reflection of the Living Lab Process

← Older revision		Revision as of 08:38, 19 July 2020
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	== Reflection of the Living Lab Process ==		== Reflection of the Living Lab Process ==
	In the Lab we have physical output in the form of a temporary solution, so that the community has something while the design process goes on. Later on they will also have the newly designed playground. The output addresses in that way the shared goal of playfulness.		In the Lab we have physical output in the form of a temporary solution, so that the community has something while the design process goes on. Later on they will also have the newly designed playground. The output addresses in that way the shared goal of playfulness.
	The outcomes are that the voices of the community members are heard, and the participants present at the workshops will realize they can contribute to society, even on their own. There will be more social interaction and interesting places for kids, which will have an effect on the whole community in the long term. The authority will understand that a happy community is a more effective and healthy one, possibly leading to more community-involved projects.		The outcomes are that the voices of the community members are heard (especially weaker stakeholders), and the participants present at the workshops will realize they can activly contribute to their community and society, even on their own. There will be more social interaction and interesting places for kids, which will have an effect on the whole community in the long term. The authority will understand that a happy community is a more effective and healthy one, possibly leading to more community-involved projects.

	Due to COVID it was hard to reach out to the community. A lot was done online - so you can't reach everyone - and there was some dicourage also because not everyone has expierince with this. Even when on the site contacts were limited. Therefore we had less input than in normal times.		Due to COVID it was hard to reach out to the community. A lot was done online - so you can't reach everyone - and there was some dicourage also because not everyone has expierince with this. Even when on the site contacts were limited. Therefore we had less input than in normal times.

Sonja.weert: /* The Actors in your Collaborative Evaluation */

2020-07-19T08:33:29Z

The Actors in your Collaborative Evaluation

← Older revision		Revision as of 08:33, 19 July 2020
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	== The Actors in your Collaborative Evaluation ==		== The Actors in your Collaborative Evaluation ==
	*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?

	In the beginning we looked at the community in a more general way to better understand the stakeholder connections, later we managed to see it more in-depth.<br>		In the beginning we looked at the community in a more general way to better understand the stakeholder connections, later we managed to see it more in-depth.<br>

Sonja.weert: /* The Actors in your Collaborative Evaluation */

2020-07-19T08:32:05Z

The Actors in your Collaborative Evaluation

← Older revision		Revision as of 08:32, 19 July 2020
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	*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?		*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?

	In the beginning we looked at the community in a more general way to better understand the stakeholder connections, later we managed to see it more in-depth.		In the beginning we looked at the community in a more general way to better understand the stakeholder connections, later we managed to see it more in-depth.<br>
	''Public actors = long-term perspective (decision-makers)<br>		''Public actors = long-term perspective (decision-makers)<br>
	Knowledge institutes = expertise, scientific substantion<br>		''Knowledge institutes = expertise, scientific substantion<br>
	Users = target group, behavioral definers, raw ideas/input<br>		''Users = target group, behavioral definers, raw ideas/input<br>
	Private actors = people with resources (know-how) and ideas''<br>		''Private actors = people with resources (know-how) and ideas''<br>
	They are all depended to eachother, all categories started and will end at some point as users and it's important for everyone to understand their interaction and dependency.		They are all depended to eachother, all categories started and will end at some point as users and it's important for everyone to understand their interaction and dependency.

	When it comes to ~~the position~~, we were the facilitators, making the communication between the people's ideas and their implementors.		When it comes to our role, we were the facilitators, making the communication between the people's ideas and their implementors. If the situation would have been for real and we had more experience, we believe that taking the role of an active participant would have been our real alternitive. We should assume more responsability.

	<gallery caption=" " widths="400px" heights="300px" perrow="5">		<gallery caption=" " widths="400px" heights="300px" perrow="5">

Sonja.weert: /* The Actors in your Collaborative Evaluation */

2020-07-15T20:57:00Z

The Actors in your Collaborative Evaluation

← Older revision		Revision as of 20:57, 15 July 2020
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	*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?		*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?

	Public actors = long-term perspective (decision-makers)		In the beginning we looked at the community in a more general way to better understand the stakeholder connections, later we managed to see it more in-depth.
	Knowledge institutes = expertise, scientific substantion		''Public actors = long-term perspective (decision-makers)<br>
	Users = target group, behavioral definers, raw ideas/input		Knowledge institutes = expertise, scientific substantion<br>
	Private actors = people with resources (know-how) and ideas		Users = target group, behavioral definers, raw ideas/input<br>
			Private actors = people with resources (know-how) and ideas''<br>
			They are all depended to eachother, all categories started and will end at some point as users and it's important for everyone to understand their interaction and dependency.

	When it comes to the position, we were the facilitators, making the communication between the people's ideas and their implementors.		When it comes to the position, we were the facilitators, making the communication between the people's ideas and their implementors.

Noorjahan.begum: /* Reflection of the Online Seminar */

2020-07-15T20:55:58Z

Reflection of the Online Seminar

← Older revision		Revision as of 20:55, 15 July 2020
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	== Reflection of the Online Seminar ==		== Reflection of the Online Seminar ==
	*’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'
	*’'add the corresponding visual from your presentation to the image gallery below''v
	The pandemic affected the way of interaction differently. The learning and group working both were online. The Covid19 limited the interaction with colleagues and teachers. As we already mentioned, from the beginning the learning process moved forward in online platform but it would obviously more efficient if the learning process could be conducted in face to face interaction. Despite this pandemic limitation the teachers tried to guide us at maximum level. Teachers supported us either by providing study material or conducting regular lecture sessions, though it was hard to manage large class sizes.		The pandemic affected the way of interaction differently. The learning and group working both were online. The Covid19 limited the interaction with colleagues and teachers. As we already mentioned, from the beginning the learning process moved forward in online platform but it would obviously more efficient if the learning process could be conducted in face to face interaction. Despite this pandemic limitation the teachers tried to guide us at maximum level. Teachers supported us either by providing study material or conducting regular lecture sessions, though it was hard to manage large class sizes.

Noorjahan.begum: /* Reflection of the Online Seminar */

2020-07-15T20:55:38Z

Reflection of the Online Seminar

← Older revision		Revision as of 20:55, 15 July 2020
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	*’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'		*’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'
	*’'add the corresponding visual from your presentation to the image gallery below''v		*’'add the corresponding visual from your presentation to the image gallery below''v
	The pandemic affected the way of interaction differently. The learning and group working both were online. The Covid19 limited the interaction with colleagues and teachers. As we already mentioned, from the beginning the learning process moved forward in online platform but it would obviously more efficient if the learning process could be conducted in face to face interaction. Despite this pandemic limitation the teachers tried to guide us at maximum level. Teachers supported us either by providing study material or conducting regular lecture sessions, though it was hard to manage large class sizes. Overall, it was teamwork with teachers and colleagues.		The pandemic affected the way of interaction differently. The learning and group working both were online. The Covid19 limited the interaction with colleagues and teachers. As we already mentioned, from the beginning the learning process moved forward in online platform but it would obviously more efficient if the learning process could be conducted in face to face interaction. Despite this pandemic limitation the teachers tried to guide us at maximum level. Teachers supported us either by providing study material or conducting regular lecture sessions, though it was hard to manage large class sizes.

			Moreover, Covid-19 affected the nature of the landscape democracy challenge process which was hypothetical instead of real-life experience. In that way, it was another great challenge for the team and the teachers to guide us. As a team, we have to imagine many steps of the challenge and the storytelling process was more challenging to connect with learning and the experiences. In that point, the material, the experiences of the guest lecturers, and the feedback from previous presentations helped to compensate the lacking of face to face interactions. Overall, it was teamwork with teachers and colleagues.
	<gallery caption=" " widths="400px" heights="300px" perrow="4">		<gallery caption=" " widths="400px" heights="300px" perrow="4">
	File:Freising_Team_7_Phase_E_seminar.png\|''add a caption''		File:Freising_Team_7_Phase_E_seminar.png\|''add a caption''

Noorjahan.begum: /* Reflection of the Online Seminar */

2020-07-15T20:37:47Z

Reflection of the Online Seminar

← Older revision		Revision as of 20:37, 15 July 2020
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	*’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'		*’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'
	*’'add the corresponding visual from your presentation to the image gallery below''v		*’'add the corresponding visual from your presentation to the image gallery below''v
			The pandemic affected the way of interaction differently. The learning and group working both were online. The Covid19 limited the interaction with colleagues and teachers. As we already mentioned, from the beginning the learning process moved forward in online platform but it would obviously more efficient if the learning process could be conducted in face to face interaction. Despite this pandemic limitation the teachers tried to guide us at maximum level. Teachers supported us either by providing study material or conducting regular lecture sessions, though it was hard to manage large class sizes. Overall, it was teamwork with teachers and colleagues.
	<gallery caption=" " widths="400px" heights="300px" perrow="4">		<gallery caption=" " widths="400px" heights="300px" perrow="4">
	File:Freising_Team_7_Phase_E_seminar.png\|''add a caption''		File:Freising_Team_7_Phase_E_seminar.png\|''add a caption''

Sonja.weert: /* The Actors in your Collaborative Evaluation */

2020-07-15T19:45:41Z

The Actors in your Collaborative Evaluation

← Older revision		Revision as of 19:45, 15 July 2020
Line 268:		Line 268:
	== The Actors in your Collaborative Evaluation ==		== The Actors in your Collaborative Evaluation ==
	*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?		*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?

			Public actors = long-term perspective (decision-makers)
			Knowledge institutes = expertise, scientific substantion
			Users = target group, behavioral definers, raw ideas/input
			Private actors = people with resources (know-how) and ideas

	When it comes to the position, we were the facilitators, making the communication between the people's ideas and their implementors.		When it comes to the position, we were the facilitators, making the communication between the people's ideas and their implementors.

Sonja.weert: /* The Actors in your Collaborative Evaluation */

2020-07-15T19:09:13Z

The Actors in your Collaborative Evaluation

← Older revision		Revision as of 19:09, 15 July 2020
Line 268:		Line 268:
	== The Actors in your Collaborative Evaluation ==		== The Actors in your Collaborative Evaluation ==
	*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?		*’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?
	*''add the ~~corresponding visual from your presentation to~~ the ~~image gallery below'~~'
			When it comes to the position, we were the facilitators, making the communication between the people's ideas and their implementors.

	<gallery caption=" " widths="400px" heights="300px" perrow="5">		<gallery caption=" " widths="400px" heights="300px" perrow="5">

Sonja.weert: /* Collaborative Evaluation and Landscape Democracy Reflection */

2020-07-15T19:07:30Z

Collaborative Evaluation and Landscape Democracy Reflection

← Older revision		Revision as of 19:07, 15 July 2020
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	= Phase E: Collaborative Evaluation and Future Agendas =		= Phase E: Collaborative Evaluation and Future Agendas =
	== Collaborative Evaluation and Landscape Democracy Reflection ==		== Collaborative Evaluation and Landscape Democracy Reflection ==
	*''Reiterate your landscape democracy challenge, by listing the relevant UN Sustainable Development Goals. How has the your work with he community this far affect your perceptions of theses goals in regards to the LD challenge? How has your team, or community partner, modified these goals over the course of this course?’'

	By the start we identified the lack of green as the landscape democracy challenge, but with time, more research and through interaction with the community we changed this to the lack of playfulness.		By the start we identified the lack of green as the landscape democracy challenge, but with time, more research and through interaction with the community we changed this to the lack of playfulness.
	The UN Sustainable Development Goals we can connect with are: good health and well-being, quality education, reduced inequalities, sustainable cities and ~~community~~.		The UN Sustainable Development Goals we can connect with are: good health and well-being, quality education, reduced inequalities, sustainable cities and communities.

	Our work affected the community through the fact that we added a new dimension by helping small stakeholders/actors make their voices heard.		Our work affected the community through the fact that we added a new dimension by helping small stakeholders/actors make their voices heard.