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== Overall Learning Outcomes and Competences ==
== The Nürtingen Living Lab ==
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: '''
<gallery caption=" " widths="300px" heights="200px" perrow="3">
File:LL_Nurtingen_Intro1.png
File:LL_Nurtingen_Intro2.png
File:LL_Nurtingen_Intro3.png
</gallery>


=== Subject-Specific Competences ===
'''The Challenge'''


Participants should be able to:
The neighbourhoods are facing the following issues: lack of self-governance and local organisation, lack of local facilities, meeting places and multifunctional open spaces, lack of integration opportunities for people with different backgrounds, degradation of the build environment.
* 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.


* 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.
'''Our Lab'''


* 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.  
The LED2LEAP Living Lab in Nürtingen is part of the university’s outreach activities in the field of social innovation and education for sustainable development. Our focus is on sustainable neighbourhood development. The activities are closely linked to existing community-building projects at the neighbourhood level, steered by the town hall’s social department. In the summer of 2020, our activities focused on the neighbourhood of Klein-Tischardt, which is a very centrally located quarter with a diverse population and much unused open space potential. Engagement methods were very difficult to implement because of the pandemic, but the students involved came up with creative interventions which were well received by the residents. The activity is currently being followed up within the framework of a master thesis project analysing the neighbourhood's potential for self-governance and community management. Currently, we are transferring the concept to another neighbourhood, Braike, which the university campus building is part of.


* 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).
'''Our Partners'''
*[https://www.bund-nuertingen.de/fileadmin/nuertingen/Solarstadt_2046/Bunte_Beete/Handzettel_BunteBeete.pdf Bunte Beete], an edible landscapes initiative in Nürtingen.
*[https://hoelderlin-lab.de The Hoelderlin Project], a permanent partnership between the university and the municipality, which acts as an open platform for community change.
*[https://www.nuertingen.de/de/nuertingen-fuer-alle/startseite Nürtingen] city hall.


* 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').
== Who is Involved? ==
As the lab is "living", the involvement is changing depending on the time and topic of our engagement with the community. However, the relationship between the city and the university is what initiates this process and in that way, university staff & students, as well as, city administrators are constantly involved.


* 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.
In addition to the above mentioned actors, in the Klein-Tischardt neighborhood lab, community volunteers, local businesses & property owners, engaged residents and local chapters of larger international movements, played a significant role in moving the lab activities forward and sustaining them.


* 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.
Throughout the Living Lab project the following groups have been involved:
*Staff, students (Bachelors & Masters degree programs) at HfWU Nürtingen - Geislingen University
*Community chapters of international movements - [https://fff.nuertingen.org Fridays for Future], [https://criticalmass.in/nurtingen Critical Mass]
*Engaged local residents
*Institutional representatives, such as those representing the elderly care facility
*City administrators, through the local integration office
*Local businesses
*Volunteers
*Schools
*Local religious institutions


* 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.
==  Main Theme of the Living Lab ==
Although the lab is focused on impacting communities through the organization and design of their space, there are a number of themes that naturally overlap with this. The lab is based on a partnership between the municipality and university, and intends to use this as a hub for linking new partnerships between local actors. These initial partnerships are the foundation for building resilient, healthy and sustainable communities.


* 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.
The spatial planning and design efforts that come from the lab are the result of using those partnerships to bring citizens into the researching of their community, analysis of the results, and carrying that understanding forward into a community vision with achievable goals and measurable results.


=== Social and Personal Competences ===
The long term impact of citizen driven spatial planning & design can address climate change in these communities, improve the quality of life in their neighborhoods and set the conditions for responsible economic growth.


''' Participants should demonstrate a high level of understanding of the following: '''
<gallery caption=" " widths="100px" heights="100px" perrow="5">
File:UN_SD_8.png
File:UN_SD_11.png
File:UN_SD_13.png
File:UN_SD_15.png
File:UN_SD_17.png
</gallery>


* 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.
==  Methods ==
As part of the official projects steered by the city administration, who already have a trusting relationship with many communities and stakeholders, was and is a great benefit to us. The initial community outreach was done by the city administration and we literally jumped on that process and benefitted from it. Based on this initial networking, we reached out further to people and stakeholders, depending on the activities. We try to speak with inclusive language, actively listen, take all citizens equally seriously and use creative methods for interesting the public in the ideas generated by the lab.


* Critical reflection of the role of the planner in a diverse society (expert vs facilitator), and what leadership means in a participatory context.
As we have a number of goals within the scope of the project, and a very diverse community to engage, we are sure to utilize a number of different methods to work towards the aim of the Living Lab. Below, is a list of the types of interventions our students teams used in the 2020 Living Lab in the Klein-Tischardt neighborhood.


* 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.
<gallery caption=" " widths="200px" heights="150px" perrow="4">
File:LL_Nurtingen_Methods1.jpg|''Community Workshops on Urban Pollinators''
File:LL_Nurtingen_Methods2.jpg|''City Portraits Hung in Public Space''
File:LL_Nurtingen_Methods3.png|''Postcard - Public Design Challenge''
File:LL_Nurtingen_Methods4.jpg|''Pop Up Gallery for Planning & Design Feedback''
File:LL_Nurtingen_Methods5.png|''Mini Regatta Competition to Animate a Space''
File:LL_Nurtingen_Methods6.png|''Parklets and Chalk Art Interventions''
File:LL_Nurtingen_Methods7.jpeg|''Site Specific Public Surveys''
File:LL_Nurtingen_Methods8.png|''Urban Garden as Recreation Space''
</gallery>


* Active listening and a high level of empathy for various perspectives and viewpoints in an intercultural context.
==  Project Impacts  ==
* Project Managers: We're learning a lot and gaining more confidence in the process, realizing that this is a long-term process and that we have to be patient. It's important to always keep on going.
* Colleagues: Three colleagues worked more closely with me over the summer and everyone found the engagement with the community very enriching.
* Students: They were really proud of themselves and created excellent output, but they missed face to face engagement with the community. They also experienced conflicting values and critical voices, which were also an important lessons to take away.
* The Community: The community is still very diverse and fragmented and it's hard for them to get self-organised. We are working on it.


* Bold, adaptable and innovative approaches, with an understanding of the role failure plays in democratic processes.
==  Project Location & Dissemination  ==
{{#display_map: 48.6237,9.3365|zoom=12|height=400px
|width=880px }}
''Location of the Living Labs in Nürtingen include the Klein-Tischardt district in 2020, and the Braike district in 2021.''


* Self-organized, process-oriented and interdisciplinary team work, including the virtual realm.
* Social media sites - [https://www.facebook.com/Wie_auch_wir-110719823996552 facebook], [https://www.instagram.com/wie_auch_wir instagram]
 
* We were given an empty shop to use for a temporary exhibition which is still going on, the shop is on a central square and has two large shop windows. The place was supposed to be demolished, but that plan is delayed, which is why our exhibition is still there.
* High skill level of communication and presentation, including in a lingua francas such as English.
* Open air exhibition of living lab results on an open space in the neighbourhood from July 10-24, 2020 & posters advertising the exhibition
 
* Digital presentation of results on July 9, 2020, with community participation
* Self-reflection through confronting of 'the other" (disciplines, lay people, culture, local contexts) and increased self-awareness of value schemes and patterns of interpretation.
* Press information in the local newspaper, university newsletter and annual report of the university
 
* Highly-developed career perspectives and professional goals.
 
=== Methodical Competences ===
 
'''Participants should demonstrate a solid mastery of the ability to:'''
 
* Acquire relevant knowledge and information collaboratively.
 
* Evaluate, analyze, synthesize and process this information, with an awarenesses of diversity.
 
* Independently design a creative working process in a target-oriented manner.
 
* Transfer knowledge and methods in the field of public participation to new and unfamiliar contexts.
 
* Apply project management and team building methods.
 
* Communicate results to different types of audiences (subject-specific and general public) using both analog and ICT-based means of communication.
 
* 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 methods applied to evaluation of democratic landscape processes.
 
* 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.
 
* Select and justify a method for quantitative or qualitative evaluation, with a set of criteria that is tailored to the main goals of the activity.
 
* Draw up an action plan for the evaluation.
 
* Monitor a democratic process, reflect on it and adapt it when necessary.
 
* Organise feedback from observers (outsiders, peers) and activity participants (users, stakeholders, target groups) in a way that is suited to them and include this in the collaborative evaluation.
 
 
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.
 
== Process Steps for the Learning Model: ==
 
=== A – Democratic Landscape Transformation ===
 
The concepts of landscape and democracy are approached in a dialectical way by means of literature readings, lectures, community mapping, discussions, team work, and polls. Focus is given to the power of story telling as a tool for communicating abstract concepts.
 
=== B – Democratic Landscape Analysis ===
 
Students learn how to approach community engagement through participatory action research, exploring the techniques and tools available and how to match them to the community. Importance is given to insight and reflection on why and how to engage with community, as well as, the intended and unintended impact of engagement. The LED2LEAP community living labs provide an opportunity to both practice and evaluate democratic landscape analysis.
 
=== C – Collaborative Visioning and Goal Setting ===
 
This phase focuses on understanding, practicing and reflecting on participatory goal-setting through the presentation of case studies that utilize collective visioning and transformative processes. Hands on exploration of the Nominal Group Technique method is followed up with critical reflection on the process.
 
=== D – Collaborative Design, Transformation and Testing ===
 
Students are taken through the prototyping process, from strategy to design idea, as they develop a plan of action for carrying out the goals established in collaborative visioning. The practical is balanced with the conceptual, as the phase uncovers the ethics of collaborative processes and incorporates games into the approach. 
 
=== E – Collaborative Evaluation and Future Agenda ===
 
Here the last turn of the iterative process is introduced, as theory and methodical frameworks for impact evaluation in a community context are presented. Tools are introduced for supporting the process of facilitating a collaborative evaluation.

Latest revision as of 12:57, 31 March 2021

The Nürtingen Living Lab

  • LL Nurtingen Intro1.png
  • LL Nurtingen Intro2.png
  • LL Nurtingen Intro3.png

The Challenge

The neighbourhoods are facing the following issues: lack of self-governance and local organisation, lack of local facilities, meeting places and multifunctional open spaces, lack of integration opportunities for people with different backgrounds, degradation of the build environment.


Our Lab

The LED2LEAP Living Lab in Nürtingen is part of the university’s outreach activities in the field of social innovation and education for sustainable development. Our focus is on sustainable neighbourhood development. The activities are closely linked to existing community-building projects at the neighbourhood level, steered by the town hall’s social department. In the summer of 2020, our activities focused on the neighbourhood of Klein-Tischardt, which is a very centrally located quarter with a diverse population and much unused open space potential. Engagement methods were very difficult to implement because of the pandemic, but the students involved came up with creative interventions which were well received by the residents. The activity is currently being followed up within the framework of a master thesis project analysing the neighbourhood's potential for self-governance and community management. Currently, we are transferring the concept to another neighbourhood, Braike, which the university campus building is part of.

Our Partners

  • Bunte Beete, an edible landscapes initiative in Nürtingen.
  • The Hoelderlin Project, a permanent partnership between the university and the municipality, which acts as an open platform for community change.
  • Nürtingen city hall.

Who is Involved?

As the lab is "living", the involvement is changing depending on the time and topic of our engagement with the community. However, the relationship between the city and the university is what initiates this process and in that way, university staff & students, as well as, city administrators are constantly involved.

In addition to the above mentioned actors, in the Klein-Tischardt neighborhood lab, community volunteers, local businesses & property owners, engaged residents and local chapters of larger international movements, played a significant role in moving the lab activities forward and sustaining them.

Throughout the Living Lab project the following groups have been involved:

  • Staff, students (Bachelors & Masters degree programs) at HfWU Nürtingen - Geislingen University
  • Community chapters of international movements - Fridays for Future, Critical Mass
  • Engaged local residents
  • Institutional representatives, such as those representing the elderly care facility
  • City administrators, through the local integration office
  • Local businesses
  • Volunteers
  • Schools
  • Local religious institutions

Main Theme of the Living Lab

Although the lab is focused on impacting communities through the organization and design of their space, there are a number of themes that naturally overlap with this. The lab is based on a partnership between the municipality and university, and intends to use this as a hub for linking new partnerships between local actors. These initial partnerships are the foundation for building resilient, healthy and sustainable communities.

The spatial planning and design efforts that come from the lab are the result of using those partnerships to bring citizens into the researching of their community, analysis of the results, and carrying that understanding forward into a community vision with achievable goals and measurable results.

The long term impact of citizen driven spatial planning & design can address climate change in these communities, improve the quality of life in their neighborhoods and set the conditions for responsible economic growth.

  • UN SD 8.png
  • UN SD 11.png
  • UN SD 13.png
  • UN SD 15.png
  • UN SD 17.png

Methods

As part of the official projects steered by the city administration, who already have a trusting relationship with many communities and stakeholders, was and is a great benefit to us. The initial community outreach was done by the city administration and we literally jumped on that process and benefitted from it. Based on this initial networking, we reached out further to people and stakeholders, depending on the activities. We try to speak with inclusive language, actively listen, take all citizens equally seriously and use creative methods for interesting the public in the ideas generated by the lab.

As we have a number of goals within the scope of the project, and a very diverse community to engage, we are sure to utilize a number of different methods to work towards the aim of the Living Lab. Below, is a list of the types of interventions our students teams used in the 2020 Living Lab in the Klein-Tischardt neighborhood.

  • Community Workshops on Urban Pollinators

    Community Workshops on Urban Pollinators

  • City Portraits Hung in Public Space

    City Portraits Hung in Public Space

  • Postcard - Public Design Challenge

    Postcard - Public Design Challenge

  • Pop Up Gallery for Planning & Design Feedback

    Pop Up Gallery for Planning & Design Feedback

  • Mini Regatta Competition to Animate a Space

    Mini Regatta Competition to Animate a Space

  • Parklets and Chalk Art Interventions

    Parklets and Chalk Art Interventions

  • Site Specific Public Surveys

    Site Specific Public Surveys

  • Urban Garden as Recreation Space

    Urban Garden as Recreation Space

Project Impacts

  • Project Managers: We're learning a lot and gaining more confidence in the process, realizing that this is a long-term process and that we have to be patient. It's important to always keep on going.
  • Colleagues: Three colleagues worked more closely with me over the summer and everyone found the engagement with the community very enriching.
  • Students: They were really proud of themselves and created excellent output, but they missed face to face engagement with the community. They also experienced conflicting values and critical voices, which were also an important lessons to take away.
  • The Community: The community is still very diverse and fragmented and it's hard for them to get self-organised. We are working on it.

Project Location & Dissemination

Loading map...

Location of the Living Labs in Nürtingen include the Klein-Tischardt district in 2020, and the Braike district in 2021.

  • Social media sites - facebook, instagram
  • We were given an empty shop to use for a temporary exhibition which is still going on, the shop is on a central square and has two large shop windows. The place was supposed to be demolished, but that plan is delayed, which is why our exhibition is still there.
  • Open air exhibition of living lab results on an open space in the neighbourhood from July 10-24, 2020 & posters advertising the exhibition
  • Digital presentation of results on July 9, 2020, with community participation
  • Press information in the local newspaper, university newsletter and annual report of the university
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