LED2LEAP Learning Objectives - Revision history

Efetzer: /* Overall Learning Outcomes and Competences */

2021-03-04T15:25:26Z

Overall Learning Outcomes and Competences

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	== Overall Learning Outcomes and Competences ==		== Overall Learning Outcomes and Competences ==

	The objective of this strategic partnership is to further develop, implement, evaluate and improve the initial blended learning course titled '''L'''andscape '''E'''ducation for '''D'''emocracy, '''LED''', while extending efforts to empower local communities and promote sustainable design through the establishment of living labs practicing Participatory Action Research, PAR. As an extension of the initial '''LED''' project, '''LED2LEAP''', also endeavors to foster '''L'''earning '''E'''mpowerment '''A'''gency and '''C'''hange, by deepening the level of engagement between citizens and design & planning practitioners. This learning opportunity is open to all disciplines engaged in city design, planning and redevelopment and encourages trans-disciplinary approaches to local landscape democracy challenges. According to relevant literature and the discussions held at the start-up meeting, learning objectives can be classified as subject-specific, personal and methodical.		*The objective of this strategic partnership is to further develop, implement, evaluate and improve the initial blended learning course titled '''L'''andscape '''E'''ducation for '''D'''emocracy, '''LED''', while extending efforts to empower local communities and promote sustainable design through the establishment of living labs practicing Participatory Action Research, PAR.
			*As an extension of the initial '''LED''' project, '''LED2LEAP''', also endeavors to foster '''L'''earning '''E'''mpowerment '''A'''gency and '''C'''hange, by deepening the level of engagement between citizens and design & planning practitioners.
			*This learning opportunity is open to all disciplines engaged in city design, planning and redevelopment and encourages trans-disciplinary approaches to local landscape democracy challenges. According to relevant literature and the discussions held at the start-up meeting, learning objectives can be classified as subject-specific, personal and methodical.

	''' In this competence-oriented educational model, we aim to achieve the following learning outcomes: '''		''' In this competence-oriented educational model, we aim to achieve the following learning outcomes: '''

Efetzer: /* Methodical Competences */

2021-03-04T12:08:15Z

Methodical Competences

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	* Reflect on and assess the impact of their work in creative and unconventional ways.		* Reflect on and assess the impact of their work in creative and unconventional ways.

	* Demonstrate knowledge and understanding of the role of evaluating results and impact measurements.		* Demonstrate knowledge and understanding
			**of the role of evaluating results and impact measurements.
	* ~~Demonstrate knowledge and understanding~~ of the methods applied to evaluation of democratic landscape processes.		**of the methods applied to evaluation of democratic landscape processes.
			**of the difference between short-term results and long-term impacts.
	* ~~Demonstrate knowledge and understanding~~ of the difference between short-term results and long-term impacts.

	* Design a peer-evaluation process at the start of an activity both from his/her personal perspective and the goals of the process/project/intervention.		* Design a peer-evaluation process at the start of an activity both from his/her personal perspective and the goals of the process/project/intervention.
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	Subject-specific competences will be enhanced by online lectures, literature study, case study work and self-study of learning materials.		Subject-specific competences will be enhanced by online lectures, literature study, case study work and self-study of learning materials.

	Social/personal and methodical competences will primarily be enhanced by group work, collaborative research, design thinking, workshops, presentations and other inquiry-based / interactive learning methods.		Social/personal and methodical competences will primarily be enhanced by group work, collaborative research, design thinking, workshops, presentations and other inquiry-based / interactive learning methods.

	== Process Steps for the Learning Model: ==		== Process Steps for the Learning Model: ==

Efetzer: /* Social and Personal Competences */

2021-03-04T12:06:05Z

Social and Personal Competences

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	''' Participants should demonstrate a high level of understanding of the following: '''		''' Participants should demonstrate a high level of understanding of the following: '''

	* Critical reflection of structures, conditions and dependencies in respect to societal contexts and individual environments, motivation for active citizenship and identification of landscape democracy challenges and their potential for change.		* '''Critical reflection''' of structures, conditions and dependencies in respect to societal contexts and individual environments, motivation for active citizenship and identification of landscape democracy challenges and their potential for change.

	* Critical reflection of the role of the planner in a diverse society (expert vs facilitator), and what leadership means in a participatory context.		* '''Critical reflection''' of the role of the planner in a diverse society (expert vs facilitator), and what leadership means in a participatory context.

	* Identification of stakeholders and power structures in a new and unknown context, along with development of (reflected) leadership competences: empowering people to build common visions and mutual trust.		* '''Identification of stakeholders and power structures''' in a new and unknown context, along with development of (reflected) leadership competences: empowering people to build common visions and mutual trust.

	* Active listening and a high level of empathy for various perspectives and viewpoints in an intercultural context.		* '''Active listening''' and a high level of empathy for various perspectives and viewpoints in an intercultural context.

	* Bold, adaptable and innovative approaches, with an understanding of the role failure plays in democratic processes.		* Bold, adaptable and innovative approaches, with an '''understanding of the role failure plays in democratic processes.'''

	* Self-organized, process-oriented and interdisciplinary team work, including the virtual realm.		* Self-organized, process-oriented and interdisciplinary '''team work''', including the virtual realm.

	* High skill level of communication and presentation, including in a lingua francas such as English.		* High skill level of '''communication and presentation''', including in a lingua francas such as English.

	* Self-reflection through confronting of 'the other" (disciplines, lay people, culture, local contexts) and increased self-awareness of value schemes and patterns of interpretation.		* '''Self-reflection''' through confronting of 'the other" (disciplines, lay people, culture, local contexts) and increased self-awareness of value schemes and patterns of interpretation.

	* Highly-developed career perspectives and professional goals.

	=== Methodical Competences ===		=== Methodical Competences ===

Efetzer: /* Subject-Specific Competences */

2021-03-04T12:04:28Z

Subject-Specific Competences

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	Participants should be able to:		Participants should be able to:
	* Understand the concept of democracy based on a dialectical approach to this meta-topic. They know how public participation and democracy are related. They are aware of contemporary challenges to democracy in the context of landscape planning and urban design change in relation to a ‘right to landscape’ approach.		* '''Understand the concept of democracy''' based on a dialectical approach to this meta-topic. They know how public participation and democracy are related. They are aware of contemporary challenges to democracy in the context of landscape planning and urban design change in relation to a ‘right to landscape’ approach.

	* Develop an understanding of the multiple concepts of landscape and can relate this to the contemporary context of a pluralistic society. Be sensitive to the different attitudes towards open space and also the disparities in access to landscape that exist among different ethnic or socioeconomic groups in a community.		* Develop an understanding of the '''multiple concepts of landscape''' and can relate this to the contemporary context of a pluralistic society. Be sensitive to the different attitudes towards open space and also the disparities in access to landscape that exist among different ethnic or socioeconomic groups in a community.

	* Conduct an informed and dialectical discourse on the relationship between landscape and democracy and are able to cite and analyze examples of this in a global context. This includes identifying and evaluating concrete situations in which decision making processes around landscape are lack democratic elements, and propose possible solutions for overcoming this.		* Conduct '''an informed and dialectical discourse on the relationship between landscape and democracy''' and are able to cite and analyze examples of this in a global context. This includes identifying and evaluating concrete situations in which decision making processes around landscape are lack democratic elements, and propose possible solutions for overcoming this.

	* Understand, reflect and practice participatory ~~analysis and planning~~ processes, the terms related to this approach, and how these terms are perceived by stakeholders. ~~Are~~ knowledgeable about the relationship of goal-setting, visioning and strategy building.		* Understand, reflect and practice '''participatory processes of landscape transformation''', the terms related to this approach, and how these terms are perceived by stakeholders. Become knowledgeable about the relationship of goal-setting, visioning and strategy building.

	* Be knowledgeable about the relationships between goal-setting, visioning and strategy building, in the context of the evolution of public participation and its common perceptions, and relate this concept to contemporary planning theory. This includes critical perspective and awareness of the potentials and limits of various models of participation, e.g. the ladder (Arnstein) and wheel of participation (Davidson).		* Be knowledgeable about the relationships between goal-setting, visioning and strategy building, in the context of the evolution of public participation and its common perceptions, and relate this concept to contemporary planning theory. This includes '''critical perspective and awareness''' of the potentials and limits of various models of participation, e.g. the ladder (Arnstein) and wheel of participation (Davidson).

	* Demonstrate knowledge of the evolution and contemporary understanding of concepts of community and identity. Students should be able to relate these concepts to planning practice. This includes a critical reflection on the role of the planner (as ‘expert’). Through understanding these principles they can reflect on their own values as a planner ('expert').		* Demonstrate knowledge of the evolution and contemporary understanding of '''concepts of community and identity'''. Students should be able to relate these concepts to planning practice. This includes a critical reflection on the role of the planner (as ‘expert’). Through understanding these principles they can reflect on their own values as a planner ('expert').

	* Relate context to personal community and space. ~~They can~~ select the most adequate methods and tools to be applied in specific challenges requiring participatory processes, understand a range of participatory planning activities, and the importance of matching techniques to community.		* '''Relate context to personal community and space'''. Become able to select the most adequate methods and tools to be applied in specific challenges requiring participatory processes, understand a range of participatory planning activities, and the importance of matching techniques to community.

	* Know common communication tools supporting participatory processes as well as different examples of participatory processes and how methods and tools are applied in practice. Have a gestalt of this and can practice participatory transformation.		* Know common '''communication tools supporting participatory processes''' as well as different examples of participatory processes and how methods and tools are applied in practice. Have a gestalt of this and can practice participatory transformation.

	* Know the relevance of goal setting and visioning in transformative practice. Have the ability to move from individual to collective goals, while identifying common goals. Understand, practice and reflect on participatory goal setting, along with collaborative evaluation and setting future agendas.		* Know the '''relevance of goal setting and visioning in transformative practice.''' Have the ability to move from individual to collective goals, while identifying common goals. Understand, practice and reflect on participatory goal setting, along with collaborative evaluation and setting future agendas.

	* Be knowledgeable about and have the ability to discuss 'landscape' and 'democracy' using an agreed upon vocabulary employed by practitioners and researchers in landscape, democracy and public participation.

	=== Social and Personal Competences ===		=== Social and Personal Competences ===

Efetzer at 11:59, 4 March 2021

2021-03-04T11:59:05Z

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-*update new learning objectives
+== Overall Learning Outcomes and Competences ==
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+''' In this competence-oriented educational model, we aim to achieve the following learning outcomes: '''
->>> Link to the [[LED_Learning_Objectives|LED learning objectives]] (previous course/project)

Efetzer at 15:02, 25 February 2021

2021-02-25T15:02:04Z

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	*update new learning objectives		*update new learning objectives

	-----		------
	>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)		>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)

Efetzer at 15:01, 25 February 2021

2021-02-25T15:01:48Z

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	~~----~~update new learning objectives ~~-----~~		*update new learning objectives


			-----
	>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)		>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)

Efetzer at 15:01, 25 February 2021

2021-02-25T15:01:29Z

← Older revision		Revision as of 15:01, 25 February 2021
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			----update new learning objectives -----


	>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)		>>> Link to the [[LED_Learning_Objectives\|LED learning objectives]] (previous course/project)

Efetzer: Created page with ">>> Link to the LED learning objectives (previous course/project)"

2021-02-25T15:01:06Z

Created page with ">>> Link to the LED learning objectives (previous course/project)"

New page

>>> Link to the [[LED_Learning_Objectives|LED learning objectives]] (previous course/project)