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=== Methodical Competences ===


Participants should be able to:
'''Participants should demonstrate a solid mastery of the ability 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 democracy challenges in the context of landscape planning and urban design change and of the challenges of a ‘right to landscape’ approach.


* Develop a differentiated understanding of the concept of landscape and can relate this to the contemporary context of a pluralistic society. Students are 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 many cities.
* Acquire relevant knowledge and information collaboratively.


* Conduct an informed and dialectical discourse on the relationship of landscape and democracy and are able to cite and analyze examples of this in a global context.
* Evaluate, analyze, synthesize and process this information, with an awarenesses of diversity.


* Critically evaluate and identify concrete situations in which democratic processes are missing from landscape decision making processes, and propose possible solutions.
* Independently design a creative working process in a target-oriented manner.


* Understand, reflect and practice participatory analysis and planning process. In addition, understand the terms related to practice and how these terms are perceived by stakeholders. Are knowledgeable about the relationship of goal-setting, visioning and strategy building.
* Transfer knowledge and methods in the field of public participation to new and unfamiliar contexts.


* Be knowledgeable about the relationship of goal-setting, visioning and strategy building.
* Apply project management and team building methods.
* Demonstrate knowledge about the evolution and common understanding of public participation. Students can relate this concept to major directions of contemporary planning theory. They have developed a critical perspective and are aware of the potentials and limits of various models of participation (ladder (Arnstein) and wheel of participation (Davidson).


* Demonstrate knowledge about the evolution and the contemporary understanding of the 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 the principles they can reflect on their own values as a planner ('expert').
* Communicate results to different types of audiences (subject-specific and general public) using both analog and ICT-based means of communication.


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


* 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.
* Demonstrate knowledge and understanding of the role of evaluating results and impact measurements.


* Understand, practice and reflect of participatory goal setting, Knowing the relevance of goal setting and visioning in transformative practice. Have the ability to move from individual to collective goals, and identify with common goals.
* Demonstrate knowledge and understanding of the methods applied to evaluation of democratic landscape processes.


* Evaluate in a collaborative way and set an agenda for the future.
* Demonstrate knowledge and understanding of the difference between short-term results and long-term impacts.


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

Revision as of 20:35, 22 February 2021

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.  

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