LED Learning Objectives - Revision history

Nicolasr: /* Process Steps for the Learning Model: */

2021-02-27T00:48:39Z

Process Steps for the Learning Model:

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

	~~'''Online Part:'''~~
	=== A – Democratic Landscape Transformation ===		=== A – Democratic Landscape Transformation ===

Nicolasr: /* E – Collaborative Evaluation and Future Agenda */

2021-02-26T23:58:22Z

E – Collaborative Evaluation and Future Agenda

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	Communication methods and tools supporting community based planning are presented. Students envision how these tools could be applied in relation to their landscape democracy challenges. Students learn how to effectively communicate their knowledge in rich, deeply engaging ways. Planning as storytelling is introduced as an effective form of translating design and planning decisions into stories that can help inform changes to community and personal lifestyles.		Communication methods and tools supporting community based planning are presented. Students envision how these tools could be applied in relation to their landscape democracy challenges. Students learn how to effectively communicate their knowledge in rich, deeply engaging ways. Planning as storytelling is introduced as an effective form of translating design and planning decisions into stories that can help inform changes to community and personal lifestyles.

	~~'''Face to face part:'''~~

Nicolasr: /* F – Intensive Study Programme */

2021-02-26T23:58:10Z

F – Intensive Study Programme

← Older revision		Revision as of 23:58, 26 February 2021
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	'''Face to face part:'''		'''Face to face part:'''

	~~=== F – Intensive Study Programme ===~~

	~~Students travel to an unknown context and practice landscape democracy in a real-life situation.~~

Nicolasr: /* E – Communicating a Vision */

2021-02-26T12:25:45Z

E – Communicating a Vision

← Older revision		Revision as of 12:25, 26 February 2021
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	Students learn about the rich set of methods and tools used in the fields of community based planning and design. They learn from cases how these methods and tools are applied in practice. They envision participation models for the landscape democracy challenges they have identified in their environment. They are able to speculate and map a design process and how participation may affect/alter such process.		Students learn about the rich set of methods and tools used in the fields of community based planning and design. They learn from cases how these methods and tools are applied in practice. They envision participation models for the landscape democracy challenges they have identified in their environment. They are able to speculate and map a design process and how participation may affect/alter such process.

	=== E – ~~Communicating a Vision~~ ===		=== E – Collaborative Evaluation and Future Agenda ===

	Communication methods and tools supporting community based planning are presented. Students envision how these tools could be applied in relation to their landscape democracy challenges. Students learn how to effectively communicate their knowledge in rich, deeply engaging ways. Planning as storytelling is introduced as an effective form of translating design and planning decisions into stories that can help inform changes to community and personal lifestyles.		Communication methods and tools supporting community based planning are presented. Students envision how these tools could be applied in relation to their landscape democracy challenges. Students learn how to effectively communicate their knowledge in rich, deeply engaging ways. Planning as storytelling is introduced as an effective form of translating design and planning decisions into stories that can help inform changes to community and personal lifestyles.

Nicolasr: /* D – Designing */

2021-02-26T12:25:04Z

D – Designing

← Older revision		Revision as of 12:25, 26 February 2021
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	The concepts of community and identity are introduced and reflected upon. Methods for uncovering/mapping identity, attachment and community are introduced. Social capital theories (Putnam) are introduced and critiqued, including methods that can help us understand the functioning of community networks. Students will be asked to apply these methods, collect data, and reflect critically on how designers and planners can help shape stronger and more democratic identity processes in communities. They analyse in how far community and identity are affected in their case studies.		The concepts of community and identity are introduced and reflected upon. Methods for uncovering/mapping identity, attachment and community are introduced. Social capital theories (Putnam) are introduced and critiqued, including methods that can help us understand the functioning of community networks. Students will be asked to apply these methods, collect data, and reflect critically on how designers and planners can help shape stronger and more democratic identity processes in communities. They analyse in how far community and identity are affected in their case studies.

	=== D – ~~Designing~~ ===		=== D – Collaborative Design, Transformation and Testing ===

	Students learn about the rich set of methods and tools used in the fields of community based planning and design. They learn from cases how these methods and tools are applied in practice. They envision participation models for the landscape democracy challenges they have identified in their environment. They are able to speculate and map a design process and how participation may affect/alter such process.		Students learn about the rich set of methods and tools used in the fields of community based planning and design. They learn from cases how these methods and tools are applied in practice. They envision participation models for the landscape democracy challenges they have identified in their environment. They are able to speculate and map a design process and how participation may affect/alter such process.

Nicolasr: /* C – Community and Identity */

2021-02-26T12:24:10Z

C – Community and Identity

← Older revision		Revision as of 12:24, 26 February 2021
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	Students learn how public participation evolved and how it relates to planning theory. They start mapping landscape democracy challenges in their socio-cultural contexts.		Students learn how public participation evolved and how it relates to planning theory. They start mapping landscape democracy challenges in their socio-cultural contexts.

	=== C – ~~Community~~ and ~~Identity~~ ===		=== C – Collaborative Visioning and Goal Setting ===

	The concepts of community and identity are introduced and reflected upon. Methods for uncovering/mapping identity, attachment and community are introduced. Social capital theories (Putnam) are introduced and critiqued, including methods that can help us understand the functioning of community networks. Students will be asked to apply these methods, collect data, and reflect critically on how designers and planners can help shape stronger and more democratic identity processes in communities. They analyse in how far community and identity are affected in their case studies.		The concepts of community and identity are introduced and reflected upon. Methods for uncovering/mapping identity, attachment and community are introduced. Social capital theories (Putnam) are introduced and critiqued, including methods that can help us understand the functioning of community networks. Students will be asked to apply these methods, collect data, and reflect critically on how designers and planners can help shape stronger and more democratic identity processes in communities. They analyse in how far community and identity are affected in their case studies.

Nicolasr: /* B – Concepts of Participation */

2021-02-26T12:23:24Z

B – Concepts of Participation

← Older revision		Revision as of 12:23, 26 February 2021
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	Students approach the concepts of landscape and democracy in a dialectical way by means of literature readings, lectures, concept mapping, discussions, role plays, team work and polls.		Students approach the concepts of landscape and democracy in a dialectical way by means of literature readings, lectures, concept mapping, discussions, role plays, team work and polls.

	=== B – ~~Concepts of Participation~~ ===		=== B – Democratic Landscape Analysis ===

	Students learn how public participation evolved and how it relates to planning theory. They start mapping landscape democracy challenges in their socio-cultural contexts.		Students learn how public participation evolved and how it relates to planning theory. They start mapping landscape democracy challenges in their socio-cultural contexts.

Nicolasr: /* A – Landscape and Democracy: Mapping the Terrain */

2021-02-26T12:22:25Z

A – Landscape and Democracy: Mapping the Terrain

← Older revision		Revision as of 12:22, 26 February 2021
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	'''Online Part:'''		'''Online Part:'''
	=== A – Landscape ~~and Democracy: Mapping the Terrain~~ ===		=== A – Democratic Landscape Transformation ===

	Students approach the concepts of landscape and democracy in a dialectical way by means of literature readings, lectures, concept mapping, discussions, role plays, team work and polls.		Students approach the concepts of landscape and democracy in a dialectical way by means of literature readings, lectures, concept mapping, discussions, role plays, team work and polls.

Nicolasr: /* Methodical competences */

2021-02-22T20:35:53Z

Methodical competences

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 * Highly-developed career perspectives and professional goals.
-=== Methodical competences ===
+=== Methodical Competences ===
-Participants should demonstrate a solid mastery of the following abilities:
+'''Participants should demonstrate a solid mastery of the ability to:'''
-Subject-specific competences will be enhanced by (online) lectures, literature study, case study work and self-study of learning materials
+* Evaluate, analyze, synthesize and process this information, with an awarenesses of diversity.
 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.

Nicolasr: /* Subject-specific competences */

2021-02-22T20:16:43Z

Subject-specific competences

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	''' In this competence-oriented educational model, the following learning outcomes are to be achieved: '''		''' In this competence-oriented educational model, the following learning outcomes are to be achieved: '''

	=== Subject-~~specific competences~~ ===		=== Subject-Specific Competences ===

	Participants should be able to:		Participants should be able to: