LED2LEAP 2022 - Budapest Team: Difference between revisions
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{| align="right" width="400pt" style="background:Gainsboro; color:black" | {| align="right" width="400pt" style="background:Gainsboro; color:black" | ||
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| '''Area''' ||style="background:Lavender"| | | '''Area''' ||style="background:Lavender"| Polytechnic of Economics Alternative High School | ||
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| '''Place''' || style="background:Lavender"|'' | | '''Place''' || style="background:Lavender"|''Budapest, District 9'' | ||
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| '''Country''' || style="background:Lavender"| | | '''Country''' || style="background:Lavender"|Hungary | ||
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| '''Topics''' || style="background:Lavender"|' | | '''Topics''' || style="background:Lavender"|Improving student's connection and ownership towards their schoolyard | ||
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| '''Author(s)''' || style="background:Lavender"|'' | | '''Author(s)''' || style="background:Lavender"|''Tayana Passos Rosa, Anita Reith, Eszter Jákli'' | ||
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| colspan="3" align="center" style="background:silver"| [[File:KeyImage_Placeholder.png|350px]] | | colspan="3" align="center" style="background:silver"| [[File:KeyImage_Placeholder.png|350px]] | ||
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= Landscape Democracy Rationale = | = Landscape Democracy Rationale = | ||
''An effective tool for determining the future of the natural environment and its resources is the improvement of environmental education in schools. To achieve such, more connection between the students and the landscape in which they belong, in this case the schoolyard, is an important first step. To accomplish this aim the Design-based Learning (DBL) methodology, or learning-by-doing, and the set of skills associated with landscape architecture (LA) can be particularly helpful.'' | |||
How can a program Designed for a specific community, applying concepts of DBL and LA, help in achieving a more involved student community towards their schoolyard? | |||
= Location and Scope = | |||
{{#display_map: 47.480049,19.078542~Polytechnic of Economics Alternative High School|zoom=7|height=400px | |||
|width=880px }} | |||
Polytechnic of Economics is an alternative bilingual school, with pedagogical objectives related to alternative pedagogical movements, and continuously integrating modern pedagogical methodology into the daily teaching practice: cooperation, development of creativity, use of modern IT and communication tools, project work, extracurricular educational programs, and activities-based learning. It is also a person-centered school, meaning that the learner is at focus, having an integrative and personal character, offering opportunities to develop the students’ personalities. | |||
= Phase A: Mapping Your Community = | = Phase A: Mapping Your Community = | ||
== Welcome to Your Community and Their Landscape == | == Welcome to Your Community and Their Landscape == | ||
Revision as of 01:40, 2 January 2023
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| Area | Polytechnic of Economics Alternative High School | |
| Place | Budapest, District 9 | |
| Country | Hungary | |
| Topics | Improving student's connection and ownership towards their schoolyard | |
| Author(s) | Tayana Passos Rosa, Anita Reith, Eszter Jákli | |
| ||
Landscape Democracy Rationale
An effective tool for determining the future of the natural environment and its resources is the improvement of environmental education in schools. To achieve such, more connection between the students and the landscape in which they belong, in this case the schoolyard, is an important first step. To accomplish this aim the Design-based Learning (DBL) methodology, or learning-by-doing, and the set of skills associated with landscape architecture (LA) can be particularly helpful.
How can a program Designed for a specific community, applying concepts of DBL and LA, help in achieving a more involved student community towards their schoolyard?
Location and Scope
Polytechnic of Economics is an alternative bilingual school, with pedagogical objectives related to alternative pedagogical movements, and continuously integrating modern pedagogical methodology into the daily teaching practice: cooperation, development of creativity, use of modern IT and communication tools, project work, extracurricular educational programs, and activities-based learning. It is also a person-centered school, meaning that the learner is at focus, having an integrative and personal character, offering opportunities to develop the students’ personalities.
Phase A: Mapping Your Community
Welcome to Your Community and Their Landscape
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Groups of Actors and Stakeholders in Your Community
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Relationships Between Your Actors and Groups
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Summary of Your Learnings from the Transnational Discussion Panel
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Theory Reflection
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References
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Phase B: Democratic Landscape Analysis and Assessment
Your Name and title of your personal analysis
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Your Name and title of your personal analysis
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Your Name and title of your personal analysis
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Your Name and title of your personal analysis
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Your Name and title of your personal analysis
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Phase C: Collaborative Visioning and Goal Setting
The Scene in Your Story of Visioning
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The Actors in Your Story of Visioning
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The Story of Visioning
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Reflect on Your Story of Visioning
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Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
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The Evolution of Your Prototyping Action
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The Plan Behind Your Prototyping Action
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The Realization of Your Prototyping Action
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Reflect on Your Prototyping Action
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Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
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The Actors in your Collaborative Evaluation
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Reflection on the Online Seminar
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Reflection on your Living Lab Process
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Your Living Lab Code of Conduct
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Process Reflection
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