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Curriculum Development Teaching Modules

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Title: Curriculum Development: Public Author: Vassilis Bourdakis Last modified by: Vassilis Bourdakis Created Date: 1/27/2004 2:11:32 PM Document presentation format – PowerPoint PPT presentation

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Title: Curriculum Development Teaching Modules


1
Curriculum Development Teaching Modules
14-Oct-2004, BUD
PICT, Draft Report on WP6
  • ALEX DEFFNER
  • VASSILIS BOURDAKIS
  • Dept. of Planning and Regional Development,
    School of Engineering,
  • University of Thessaly (UTH), Volos, Greece

2
Contents
  1. PARTICIPANTS CLASSIFICATION
  2. 4 CORE TEACHING MODULES
  3. 6 TEACHING MODULES FOR THE PUBLIC
  4. 6 TEACHING MODULES FOR THE PLANNERS
  5. LEARNING MATERIALS
  6. TIME SCHEDULE

3
I. PARTICIPANTS CLASSIFICATION
categories Peculiarities of the Greek case study Peculiarities of other case studies
Age group High of elderly
Educational level Very low, 50 illiterate, 21 school drop-out
Income level Very low, 50 below poverty line
Employment status 24 much higher than the region
Household type Many single parent families
ethnic minorities 15 Roma, refugees and economic immigrants
4
II. 3 CORE TEACHING MODULES (13 units)
  • Introductory
  • Introduction to PICT(1 unit1 teaching hour)
  • 1.1. What is PICT (0,1 unit)
  • PICT (Planning Inclusion of Clients through
    e-training) is a transnational project financed
    in part by the European Commission in the context
    of Leonardo Da Vinci's Community Vocational
    Training Action Programme. It is implemented by
    local authorities, universities, private
    consultancies and social partners in four
    European countries Belgium, Greece, Hungary and
    the United Kingdom

5
Core 2
  • 1.2. Project aims (0,1 unit)
  • The project aims to facilitate effective public
    participation in planning, through the
    development and use of advanced ICT applications
    that may promote interaction and dialogue between
    planners and the public

6
Core 3
  • 1.3. Who can benefit? (0,3 unit)
  • The citizen who cares enough to better understand
    planning concepts and who would like to become
    involved in the shaping of urban planning
    decisions
  • The local entrepreneurs who are affected by
    planning decisions and would like to develop
    their capacity to take part in the planning
    process
  • The planners who can improve their skills on new
    planning and design technologies and their
    ability to engage more effectively in a dialogue
    with the local stakeholders, thus enlightening
    and nurturing the participatory procedures

7
Core 4
  • The local competent authorities who can set the
    course for a democratic planning process and
    train planning personnel to that effect
  • The universities which can jointly formulate
    learning material, develop further and test
    laboratory applications of "user-friendly" design
    and mapping tools, to be used for public
    participation and teaching purposes at the
    national and European level

8
Core 5
  • 1.4. Actions planned and expected results (0,5
    unit)
  • The project starts by defining the conceptual and
    operational framework for public participation in
    planning. To that effect the project reviews and
    codifies theory and practice of public
    participation across Europe and compiles
    characteristic examples of good or not so good
    practice and legislation
  • Taking existing European experience as a starting
    point, four pilot projects are set up, one in
    each participating local authority. The pilot
    projects are launched by mapping out the needs of
    the citizen and planning professional as they
    relate to their capacity for facilitating
    interaction between them

9
Core 6
  • Then a planning issue is selected to focus the
    participatory process on and suitable ICT
    applications are developed to illustrate points
    for discussion and interaction between the public
    and planners. A learning methodology is also
    compiled to enable all stakeholders involved
    increase their capacity for participation
  • To self-manage the process, each pilot area
    establishes a Local Consultative Committee and a
    "task force" to offer advice and practical help
    to individuals
  • The hosting of local workshops and an
    international conference are designed to raise
    public awareness and to widely disseminate
    project products and results

10
Core 7
  • Project partners
  • United Kingdom
  • Knowsley Metropolitan Borough Council (Project
    Contractor)
  • Liverpool John Moores University, School of the
    Built Environment
  • European Council of Town Planners (ECTP)
  • Greece
  • PRISMA Centre for Development Studies (Project
    Coordinator)
  • Municipality of Agia Varvara in the Prefecture of
    Athens
  • University of Thessaly, Dept of Planning
    Regional Development

11
Core 8
  • Belgium
  • Hogeschool voor Wetenschap Kunst Sint Lucas
    Architectuur
  • Hungary
  • Budapest University of Technology and Economics
  • WEBhu Kft. ICT Consultancy
  • Project duration
  • The project started in November 2002 and will end
    in October 2005
  • For more information
  • please visit the project website www.e-pict.co.uk

12
Core 9
  • B. Planning participation (6 units)
  • 2. Planning (4 units)
  • 2.1. General concepts of urban planning (3 units)
  • 2.1.1. Space, time and culture (0,5 unit)
  • Avoidance of spatial determinism urban
    interventions can contribute or hinder already
    existing social tendencies, they cannot by
    themselves create new ones

13
Core 10
  • Importance of temporal dimension Focus on daily
    life but also raising attention for a prospective
    view over longer periods of time
  • Multiculturalism in a multicultural area it is
    easier to argue for the importance of culture,
    in Brussels the different ethnic groups are
    rather large connected, though not often
    integrated in a context of diversity

14
Core 11
  • 2.1.2. Creativity, innovation and leisure (0,5
    unit)
  • Use of creativity (process from consumption to
    production) as a dynamic tool for urban
    innovation and imaginative action, focusing on
    culture
  • Having an open mind for innovative practices (as
    well as theoretical approaches)
  • Importance of leisure activities especially for
    areas that have unemployed people who are rich in
    time (they have more, albeit forced, leisure
    time) and poor in money a general contradiction

15
Core 12
  • 2.1.3. Sustainability (2 units)
  • Sustainable development in planning-three
    dimensions society, economy and environment
  • Urban sustainability a contradiction in terms?
  • Definition of a sustainable city organised so
    as to enable all its citizens to meet their own
    needs and to enhance their well-being without
    damaging the natural world or endangering the
    living conditions of other people now or in the
    future (Girardet, 1999)

16
Core 13
  • another (second degree) definition of a
    sustainable city by Richard Rogers (1997) just,
    beautiful, creative, ecological, of easy contact
    mobility, compact polycentric, diverse
  • Kevin Lynch (1972) sustainability is future
    preservation involving actions ethically or
    aesthetically internalised, so that they become
    satisfying things to do now as historical
    preservation requires the disposal of the
    irrelevant past, so future preservation requires
    the elimination of the irrelevant future

17
Core 14
  • Sustainable cities-best practice initiatives
    according to ICLEI (International Council for
    Local Environment Initiatives)
  • Improved production/consumption cycles
  • Gender social diversity
  • Innovative use of technology
  • Environmental protection restoration
  • Improved transport communication
  • Participatory governance planning
  • Self-help development techniques

18
Core 15
  • peoples needs as starting point
  • Clean air water, healthy food good housing
  • Quality education, vibrant culture, good health
    care, satisfying employment or occupation
  • Safety in public spaces, supportive,
    relationships, equal opportunities, and freedom
    of expression
  • Meeting the special requirements of the young,
    the old and the disabled

19
Core 16
  • 5 lessons for policy development according to
    Wally N Dow, former Dir. Gen. of UNCHS (Un. Nat.
    Centre for Human Settlements)
  • Power of good examples
  • Complexity of issues
  • Local level action has large scale repercussions
  • Exchanges take place between peer groups in
    different cities
  • Changing the way urban institutions work

20
Core 17
  • checklist of key questions Does my city-
  • Compile an annual environmental report?
  • Use life cycle analysis in its own purchasing
    decisions?
  • Support public environmental education?
  • Create jobs from environmental regeneration?
  • Have polices for transport integration and
    pedestrianisation
  • Encourage ecological businesses?
  • Support ecological architecture an urban villages?

21
Core 18
  • culture of sustainability development of
    concepts of real sustainability
  • Involve the whole person
  • Place long term stewardship above short term
    satisfaction
  • Ensure justice and fairness informed by civic
    responsibility
  • Identify the appropriate scale of viable human
    activities
  • Encourage diversity within the unity of a given
    community
  • Develop precautionary principles,anticipating the
    effects of our actions
  • Ensure that our use of resources does not
    diminish the living environment

22
Core 19
  • Commission of the European Communities (1998) - 4
    policy aims
  • strengthening economic prosperity and employment
    in cities
  • Promoting equality, social inclusion and
    regeneration in urban areas
  • Protecting and improving the urban environment
    towards local global sustainability
  • Contributing to good urban governance and local
    empowerment

23
Core 20
  • Local Agenda 21 (Raemaekers, 2000 Gilbert et
    al.)
  • Process of developing local policies for
    sustainable development and building partnerships
    between local authorities and other sectors to
    implement them
  • Product of the 1992 Rio Earth Summit (UNCED)
    endorsed by 150 nations
  • Integrative goal seeking to break down barriers
    between sectors in both public and private life
    it is a continuing process

24
Core 21
  • Range of practised methods traditional
    consultation on draft plans, public meetings,
    fora bringing together representatives from
    different interests, round tables, focus groups
  • Sustainability indicator asking people to
    identify specific measurable aspects of their
    living environment which to them indicate their
    health
  • Support mechanism no setting out by LA 21 but
    Las have been leaders among governments in
    addressing sustainability issues (even before the
    adoption of LA 21)

25
Core 22
  • 2.2. Vision for local development Community
    Planning (1 unit)
  • 2.2.1. Vision for local development (0,2 unit)
  • Abony quality of roads in questionnaire
  • Developing a sense for integrated local
    development (housing AND public space AND
    social-economic background)
  • Importance of local economic development new
    localism from outward- to inward-looking
    societies (C. Williams in Planning Beyond 2000)

26
Core 23
  • 2.2.2.Community planning (0,8 unit)
  • Focusing on the needs of particular groups (e.g.
    elderly and Roma in A. Varvara the first, along
    with housewives, are willing to participate in
    PICT but are IT illiterate-on the other hand,
    young people are IT literate but do not seem
    willing to participate in PICT)

27
Core 24
  • Principles of community planning
  • Agree rules and boundaries
  • Be visionary yet realistic
  • Build local capacity
  • Encourage collaboration
  • Have fun
  • Learn from others
  • Personal initiative
  • respect of cultural context
  • Train
  • Visualize

28
Core 25
  • 3. General concepts of public participation (2
    units)
  • 3.1.Methodology various concepts (0,5 unit)
  • Developing an appropriate methodology of
    discussion between the public and the planners
    (two separate groups, and then together, e.g.
    assembly in Brussels)
  • combination of simplified versions of SWOT
    (internal environment strengths, weaknesses,
    external environment opportunities, threats)
    Analysis Delphi method

29
Core 26
  • Synergetic distribution of information
    Integration of different sorts of communication
    channels to invite and inform people, in respect
    of the existing of associations, planners and
    authorities
  • Self-help and independence Enable involvement by
    providing means to inform oneself (empowering
    ones viewpoints and points of view)
  • Joined development Enable interaction and
    discussions

30
Core 27
  • different views of public participation (pp)
    depend on the degree of involvement of the
    experts and the criteria of representing the
    public
  • lack of experience and consequently of
    participatory culture in Greece (however,
    participatory experience in A. Varvara)
  • Brussels in respect connected to the existing
    strong elaborated participatory fabric
  • Abony inviting the public to participate in
    planning decisions consultation with public
    (result of questionnaire)

31
Core 28
  • 3.2. Schema of pp (0,5 unit)
  • Hampton-two major objectives behind the
    introduction of greater pp in planning during the
    late 1960s policy-making and decisions can
    benefit from better information about public
    preferences and residents concerns, pp can draw
    people into a stronger and longer-term
    relationship with government and enhance their
    current and future ability to play a significant
    role in policy-making
  • relationship of specific techniques to subsidiary
    objectives in pp

32
Core 29
  • the involved groups are distinguished in
  • major elites (e.g. local business groups, major
    employers, Chambers of Commerce, trade unions)
  • minor elites (local interest groups, community
    associations, action groups
  • public as collectivity of individuals

33
Core 30
  • 3.3. Equal Opportunities Guide (0,5 unit)
  • London Government Management Board -conditions
    for success within LAs, selection of relative
    factors
  • race
  • women
  • disabled
  • elderly
  • children
  • part time casual workers

34
Core 31
  • 3.4. Key principles for good practice in pp (0,5
    unit)
  • Clear aims of participation at the outset
  • insurances of the central role of local
    politicians at the programme
  • link of motives, objectives and intentions of the
    participation programme with the appropriate
    techniques
  • interpretation of the nature and implications of
    policies and plans for the users
  • identification of the procedures for information
    collection from the public in order to evaluate
    and act

35
Core 32
  • C. IT (6 units)
  • 4. Methods techniques
  • 4.1. Methods for helping people to get involved
    in planning (3 units) (Vassilis)
  • e.g. electronic map, gaming, simulation
  • only for Planners?

36
Core 33
  • Technology support having group sessions in
    which tools and technologies play a supportive
    role.
  • Space and time Combining scheduling tools with
    spatial models ('4D-viewer'),
  • Joined perspectives Combining eye-level views
    and birds-eye views ('3D-projection'),
  • Complementary expertise Considering different
    background of people (literacy of architectural
    concepts, drawing and imaging techniques),
  • Compact information and complexity delimitation
    Considering universal limits and characteristics
    of human perception (e.g. mind can only keep
    seven plus or minus two chunks of information
    in the short term memory at a time Miller, 1956)

37
Core 34
  • 4.2. Preparation of techniques (2 units, 3
    slides?1 more, Annette)
  • 4.2.1.Content (1 unit)
  • Broad AND Specific In order to communicate the
    3D and 4D information, one needs to start with a
    clear contextual urban model. AutoCAD and GIS
    information needs to be filtered to keep only the
    relevant information
  • Context visualisation Modelling software to
    adapt the contextual urban model (adding the new
    interventions)
  • Urban and Architectural Detailing Modelling and
    Rendering software (SketchUp / 3DS-MAX / VRML
    etc.) as a visually rich presentation tool

38
Core 35
  • 4.2.2. Combining content in tools (1 unit, 2
    slides? 1 more, Annette)
  • The 3D projection needs
  • a story / scenario
  • an interaction scenario
  • a specific scale model (e.g. 1200 for public
    space interventions)
  • fine-tuned projection slides (e.g. in PowerPoint)
  • The 4D viewer needs
  • a story / scenario
  • an interaction scenario
  • a specific 3D CAD model
  • a time / planning schedule

39
Core 36
  • 4.3. Presentation tools (1 unit, 3 slides?1 more,
    Annette)
  • Narrative development with PowerPoint including
    renderings and photographic material as a
    generally accepted / available presentation tool.
  • Use of Internet and viewer-plug-ins (text /
    pictures / movies / VR / maps) as a channel to
    the home

40
Core 37
  • Use of '4D-viewer' as a specific tool to discuss
    spatial planning issues --gt combining scheduling
    tools with spatial models
  • Use of '3D-projection', as a facilitator tool for
    interaction at exhibitions and in small group
    presentations. --gt combining eye-level views and
    birds-eye views
  • Recycling and derivatives Re-use of renderings
    or projections for billboards, neighbourhood
    newspapers, manuals, PowerPoint-presentations,
    etc.

41
III. 6 TEACHING MODULES FOR THE PUBLIC (25 units)
42
Public 2
  • 1.2. Definition of planning (0,2 unit)
  • Ernest Alexander deliberate social or
    organizational activity of developing an optimal
    strategy of future action to achieve a desired
    set of goals, for solving novel problems in
    complex contexts, and attended by the power
    intention to commit resources to act as
    necessary to implement the chosen strategy

43
Public 3
  • 1.3. Perception of planners job (0,2 unit)
  • in A. Varvara association with technical services
    authority that controls building construction and
    grants building permissions, rather vague concept
    of designing towns, streets layouts traffic
    management
  • Halewood negative view of planning, confusion
    (need for more consultation with the community)
  • Abony no knowledge of what a planner does

44
Public 4
  • 1.4. Definition of the problem (0,2 unit)
  • It depends on the analytical orientations of the
    individual (Archibald)
  • academic expert if the shoe fits, wear it
  • strategic expert the shoe youre wearing
    doesnt fit, and you should try one like this
    instead
  • clinical expert if the shoe doesnt fit, then
    theres something wrong with your foot

45
Public 5
  • 1.4. Urban planning functions (0,5 unit)
  • Four main functions according to Le Corbusier
    (Athens Charter 1933)
  • housing
  • work
  • leisure
  • transport

46
Public 6
  • 1.5. Making cities work (1 unit)
  • Venice as classic case study (even if few, if
    any, cities have canals) since its working
    principles can be applied to modern day cities
  • Making cities work depends on best practice
    examples of
  • arriving in the city (transport) most successful
    gateways and transport interchanges, first (and
    lasting) impressions really count, cities are not
    just places where people live but they are
    destinations that many people visit for brief
    period
  • getting around the city (transport) great
    challenge for most urban leaders how to move
    people around in safety, comfort and speed, acute
    political trade-offs pedestrian vs car,
    pollution vs clean air, communities vs roads, a
    matter not only of huge public investment but
    also of ideas and good operating practices

47
Public 7
  • enjoying the city (leisure) ingenious approaches
    that are taken to parks, shopping malls and
    public spaces, large number of (usually)
    small-scale amenities that make a city fun to be
    in
  • working in the city (work)
  • living in the city (housing)

48
Public 8
  • Main issues cities have to find a solution to
    the car (road space has to be rationed since it
    is not a free public good), even the most
    spectacular developments have to be on a human
    scale, information is the key, it is people
    )often one individual) that make things happen
  • It is a cumulative effect of visionary ideas,
    sometimes small, that make cities work

49
Public 9
  • 1.6. Various concepts (0,5 unit)
  • Human action a material process indicative of
    mental processes starting from perception,
    passing through knowledge and appropriation and
    leading to consciousness - development of a
    consciousness for the collective good (A.
    Varvara)
  • Space focusing on the mental process startin
    from perceiving buildings, ones district, the
    neighbouring district, understanding the larger
    context of the municipality, to town, region and
    nation

50
Public 10
  • Open green spaces tree planting as
    improvement of the quality of life (A. Varvara)
  • Cultural activities from popular culture to high
    culture
  • Art as a cultural function in the city
  • Time focus on the present (solutions of
    problems), but also importance of interventions
    with long-term impacts
  • Urban furniture (e.g. lighting) as an enrichment
    of security at night discouragement of drug
    dealing (A. Varvara)

51
Public 11
  • Regaining trust and belief in the potential of
    urban interventions, learning about results of
    previous best practices (e.g. development of
    trust to the authorities in A. Varvara)
  • Changing the shape of the area
  • Pros and cons, alternative actions
  • Simulation game
  • Involvement of unemployed in urban development
    projects and cultural activities

52
Public 12
  • 1.7. Visualization plan map reading (0,2 unit)
  • A. Varvara some apprehension after explanation
  • Brussels abstract, 2D reduction time aspect
    missing in reading plans
  • Abony inability questions asked about
    familiar buildings
  • examples of cities representation in cinema the
    city in cinema as a real life scene of applying
    planners ideas, and the planner as a director
    of everyday life

53
Public 13
  • 2.Participation (4 units)
  • 2.1. Introductory themes to public participation
    (2 units)
  • 2.1.1. The idea of pp (1 unit)
  • One of the three main ideologies of planning
    alongside property and the public interest
  • Pp in the policy making process is easier for
    some groups in society than for others
  • p. in government by adults is an aspect of
    democracy

54
Public 14
  • The representative principle of government is
    built on the assumption that it is difficult, if
    not impossible, for the public to take part in
    making the decisions that crop up every day in
    government and administration
  • There are circumstances when governors believe
    that people should have the opportunity directly
    to take part in decision-making rather than rely
    on MPs or councillors to take decisions on their
    behalf

55
Public 15
  • Distinction between politics government
    politics is an activity where the merits of
    alternative forms of action to deal with problems
    in the public sphere can be publicly debated as a
    prelude to choice, government is where decisions
    are formally made on behalf of all
  • P. in planning can span a spectrum of
    consultation and debate, where the public is
    engaged in discussion but has no right to decide
    policy (politics), through to more direct forms
    of decision-making about planning and
    environmental issues (government)

56
Public 16
  • General extension of politics and pp beyond use
    of ballot box are usually made on the basis that
    society and public opinion is becoming more
    diverse, government procedures have severe
    shortcomings, profound changes are occurring in
    all spheres of life, and politicians and
    professionals cannot keep abreast of the growing
    diversity of needs and interests within the
    population
  • Others claim that decisions about physical
    development are much too important to be left
    solely to elected politicians in their seclusion
    of parliament or council offices
  • LA 21 is an example of a world-wide programme
    intended to extend citizen involvement in
    environmental politics (see CORE 2.1.3., slide 20)

57
Public 17
  • Definition of pp in planning range of
    opportunities and mechanisms for the public to
    engage directly in the land-use and environmental
    policy process, either as a form of politics or
    as a limited form of direct engagement in
    government
  • Restricting the definition of pp in planning to
    these formal channels of engagement in the policy
    process is not intended to suggest that informal
    or unscripted action by members of the public
    is not legitimate

58
Public 18
  • 2.1.2. Types forms of pp in planning (0,8 unit)
  • a well known typology appeared in the 1960s at a
    time where there was a broader, world-wide
    eruption of interest in citizen involvement and
    political action intended to make governments sit
    up and listen (France 1968, anti-Vietnam War
    demonstrations)
  • Arnsteins ladder of participation has frequently
    been reproduced or adapted since it first
    appeared in 1969 degrees of citizen power
    (citizen control, delegated power, partnership),
    degrees of tokenism (placation, consultation,
    information), non-participation (therapy,
    manipulation)

59
Public 19
  • Shortcomings not least its apparent elevation of
    one set of interests (the public) in the policy
    process above all others-it fails to distinguish
    between politics and government
  • Main value of the typology is to show that pp
    initiated by government can include public
    relations and manipulations with no release of
    power to the public
  • Local public opinion can be parochial and not
    always in the broader interest such as NIMBY
    (not in my backyard) protest against, say, the
    provision of new affordable housing in country
    towns and villages

60
Public 20
  • attempting to understand Arnsteins ladder
    introduces the idea of power within the policy
    process an important component of the politics
    of planning
  • Individual and group participants in the planning
    process have different amounts of power
  • Power is a complex and contested concept but a
    simple definition suggests it is getting your
    own way

61
Public 21
  • 2.1.3. Aspects of co-operation (0,2 unit)
  • Openness towards change
  • Skills for structured debate
  • Understanding the change of perspective from
    in-site insights to overview

62
Public 22
  • 2.2. Key skills (1,5 units, 6 slides?3 more,
    Linda)
  • 2.2.1. Citizenship, democracy participation
    (0,5 unit)
  • definitions
  • changing patterns
  • new arrangements

63
Public 23
  • 2.2.2. Alternative viewpoints (0,5 unit)
  • stakeholder mapping
  • equality of opportunity
  • conflict and diversity

64
Public 24
  • 2.2.3. Negotiation and conflict resolution (0,5
    unit)
  • the skills
  • the process
  • Civil rights perception

65
Public 25
  • 2.3. Benefits of involvement in planning matters
    of the community (0,5 unit)
  • democratic credibility community involvement in
    planning accords with peoples right to
    participate in decisions that affect their
    lives-it is an important part of the trend
    towards democratisation of all aspects of society

66
Public 26
  • professional education working closely with
    local people helps professionals gain a greater
    insight into the communities they seek to
    serve-so they work more effectively and produce
    better results
  • Sustainability people feel more attached to an
    environment they helped create-they will
    therefore manage and maintain it better reducing
    the likelihood of vandalism, neglect and
    subsequent need for costly replacement

67
Public 27
  • Additional resources
  • Better decisions
  • Building community
  • Compliance with legislation
  • Easier fundraising
  • empowerment
  • More appropriate results
  • Responsive environment
  • Satisfying public demand
  • Speedier development

68
Public 28
  • B. IT (18 units)
  • 3. Key skills (6 units)
  • 3.1. Computer literacy (3 units)
  • IT illiteracy
  • A. Varvara 60 people asked are willing to learn
  • Brussels large with no PC at home
  • Halewood, Abony not willing to communicate
    through the internet with planners but willing to
    attend PC seminars-73 use PC mostly at home

69
Public 29
  • Start with the basics
  • Operating the computer (h/w s/w)
  • I/O
  • Text editing
  • Data manipulation
  • Project specific tasks Need to develop metaphors
    that will facilitate learning and engagement for
    all
  • Images/photomontages
  • Animations, video supporting material
  • Panoramas, montage of real virtual (proposed
    intervention)
  • High density, mix of building types

70
Public 30
  • 3.2. Use of internet (3 units)
  • History, development of networks
  • Current state
  • Capabilities of the medium
  • Access to Information
  • Communication
  • About the technology, availability, usability
  • Involving the uninitiated

71
Public 31
  • Access to Information
  • Typology of information
  • Documents (text, images)
  • Graphs
  • Photographs
  • Drawings
  • Access Methods
  • File Transfer Protocols (FTP)
  • World Wide Web (WWW)

72
Public 32
  • Importance of electronic communication (there
    exist crucial gaps in information) especially for
    people not living in the area
  • Synchronous media
  • Talk, WebPhones, MSN Messenger, VideoPhones
  • Internet Relay Chat
  • Asynchronous media
  • Email
  • Newsgroups
  • Discussion fora
  • Role playing, text-based Multi-user Systems

73
Public 33
  • 4. Non-interactive (6 units)
  • 4.1. Explanation of low-end applications (1 unit,
    1 slide1) (Annette)
  • understanding of 4D- images

74
Public 34
  • 4.2. Understanding of scale models projections
    (1 unit, 1 slide) (Annette)

75
Public 35
  • 4.3. Learning to work with prospective modeling
    (1 unit, 1slide) (Annette)

76
Public 36
  • 4.4. GIS (3 units)
  • 4.4.1. Introduction (0,1 unit)
  • What does GIS mean?
  • How does the GIS system differ from another
    information system?
  • Historical overview

77
Public 37
  • 4.4.2. Traditional Fields of Application (0,1
    unit)
  • Public Administration (land registries,
    population registries, municipalities)
  • Public utilities (facilities with trace)
  • Traffic management (roads, railway network, local
    public transport)

78
Public 38
  • 4.4.3. Components of GIS (0,2 unit)
  • Hardware
  • (graphical display devices no specialised
    hardware needed)
  • Software
  • (managing large databases recent advances in
    hardware renders this as a minor issue)
  • Data
  • (digital maps and the creation and maintenance of
    the relating databases are still very expensive)
  • Human Resources
  • (users today not only experts -gt significance of
    education)

79
Public 39
  • 4.4.4. Creation of a Digital Map (0,5 unit)
  • Data gaining
  • On-the-spot measuring
  • Remote sensing
  • Collection of the information available
    (digitalization of paper-based data carrier)
  • Processing
  • Creation of suitable digital basic map
  • Uploading of the relating database

80
Public 40
  • 4.4.5. GIS and the Development of Information
    Technology (0,2 unit)
  • Software technology
  • Desktop systems-gt Internet services
  • Display form
  • CD publication -gt On-line maps
  • Users
  • Experts -gt Broad layers

81
Public 41
  • 4.4.6. Mobile GIS/GPS (0,2 unit)
  • New devices, communication technologies
  • GPS, GPRS, SMS, MMS, WAP,
  • New fields of application
  • Vehicle following systems
  • Navigation systems
  • Person following systems

82
Public 42
  • 4.4.7. GIS and Urban Development (0,2 unit)
  • Construction regulation regulations bound to
    areas limited by space
  • Basis of the construction regulation development
    plans (map regulations)
  • Information technology suitable for handling
    development plans GIS

83
Public 43
  • 4.4.8. Laboratory Practice (1,5 units)
  • Presentation of on-line map services
  • Digital maps
  • Ortophotographs
  • Thematic maps
  • Address searchers
  • Route planners
  • Development plans

84
Public 44
  • 5. 3D modeling tools (3 units, 3 slides) (Ian)
  • Sketch-up (some common modules in Halewood)

85
Public 45
  • 6. Virtual Reality (3 units)
  • Definition of Virtual Reality and Virtual
    Environments
  • Method of visualizing and manipulating complex
    datasets
  • Method of interacting with Computers
  • A Technology not optical illusion or
    hallucination
  • Evolution of the technology from the 60ies up to
    date

86
Public 46
  • Criteria for successful VR systems (Heim)
  • interaction
  • immersiveness
  • information intensity
  • Physiology and Perception of VR
  • Visual
  • Aural
  • Haptic and kinaesthetic
  • Virtual Presence

87
Public 47
  • VR Classification
  • Passive
  • Explorative
  • Interactive
  • VR Interaction Typology
  • Desktop VR (WoW)
  • Video Mapping
  • Immersive Systems
  • Telepresence
  • Mixed Reality / Augmented Reality

88
Public 48
  • VR Tools
  • Hands on
  • Viewing the model
  • Manipulating the model
  • Familiarisation of the particular VR tools
    developed

89
IV. 6 TEACHING MODULES FOR THE PLANNERS (18 units)
  • A. Planning Participation (6 units)
  • Planning (3 units)
  • 1.1. Advanced themes in urban planning (2,5
    units)
  • 1.1.1. Strategic planning (0,5 unit)
  • Process of knowledge co-existence of plurality
    and constraints (budgetary, educational
    especially of inhabitants of multi-deprived areas)

90
Planners 2
  • Strategic plan-difference form traditional
    comprehensive (rational) planning
  • Importance on long-term planning regular
    updates
  • They cover a greater range of themes give
    greater emphasis on matters of economy,
    competition, international networks etc.
  • In spite of the larger field they do not aim at
    the full coverage of the whole range of themes
    (as in comprehensive planning), but focus on a
    small number of key-themes
  • They prefer more flexible choices (in contrast
    with the rigid or normative approaches)
  • They give crucial importance to the
    implementation process in which a major component
    is the participation and consensus of the basic
    factors that have an impact on urban development
    (including the organisations of the private
    sector)

91
Planners 3
  • 1.1.2.Urban regeneration (0,5 unit)
  • Key themes of urban change policy relationship
    between the evident physical conditions the
    nature of social political response - need to
    attend matters of housing health - desirability
    of linking social improvement with economic
    progress - containment of urban growth, changing
    role nature of urban policy
  • Evolution of urban regeneration 1950s
    reconstruction, 1960s revitalisation, 1970s
    renewal, 1980s redevelopment, 1990s regeneration
  • Definition comprehensive and integrated vision
    and action which leads to the resolution of urban
    problems and which seeks to bring about a lasting
    improvement in the economic, physical, social and
    environmental condition of an area that has been
    subject to change

92
Planners 4
  • Urban regeneration process inputs (economic,
    social environmental analysis), external
    internal derivers of change-application to an
    area, outputs (neighbourhood strategies, training
    education, physical improvements), outcomes
    (economic development, environmental action)
  • Importance of SWOT analysis S W (e.g.
    institutional context, land-labour-capital), O
    T (e.g. technological, public policy)
  • Outcomes of interactions growth, employment
    competitiveness-sustainability/environment-social
    cohesion- effective infrastructure
  • lack of experience in Greece, difficulty of
    public-private sector co-operation, e.g.
    partnerships

93
Planners 5
  • 1.1.3. Cultural leisure planning (0,5 unit)
  • Definition by Bianchini the strategic use of
    cultural resources for the integrated development
    of cities, regions and cultures.
  • It implies a cultural approach to urban planning,
    which uses an infrastructure system of arts
    planning
  • The impact of cultural planning covers many
    aspects a) cultural tourism (both domestic and
    international) b) education and, generally, the
    cultural level of the inhabitants, i.e. their
    cultural capital according to Bourdieu c)
    leisure (both block, i.e. weekend or holiday, and
    piece, i.e. daily, leisure) d) movements
    (especially daily) e) the incorporation of art
    in the city (Sitte) f) the greater
    familiarisation, or even attachment, of the
    residents with culture and, g) the latent demand
    for high quality events and activities (relating
    both to high and popular culture)

94
Planners 6
  • Leisure most neglected function of urban planning
  • growing importance of leisure, not necessarily in
    quantitative terms
  • Leisure activities cultural, sport, tourism,
    entertainment social life
  • 5 basic questions in leisure planning what is to
    be provided and for whom? How much should it be
    provided?, where should it be provided?, how
    should it be provided?, why should it be
    provided?
  • Open green spaces as part of leisure
    infrastructure (A. Varvara)

95
Planners 7
  • 1.1.4.Time planning (0,5 unit)
  • focus on the future (exploitation of
    possibilities, strategic planning, time planning)
  • Theory dimensions of time in the city are varied
    and mainly reflected in the following factors a)
    age (phases of the cycle of life) b) gender
    (poverty of time for women) c) time distance
    (between locations) d) paths of people and
    goods, either by means of foot or transportation
    (mobility and movement) e) city rhythms
    (biological etc.) f) timetables (of shops,
    services etc.) g) the expansion of
    telecommunication (indicating the domination of
    time over space) h) virtual world (where the
    actual reality of space is minimised in favour of
    an uncertain future) i) mixing (of social
    groups, uses etc.) j) the creation of
    infrastructures (focusing on the long durée) k)
    time as a factor of planning theory and
    methodology, e.g. the larger amount of time
    needed in collaborative planning

96
Planners 8
  • Policy The sectors of urban planning that mostly
    relate to time are services, transport, work and
    leisure thus the obvious central aim of any time
    policy must be the amelioration of quality of
    life
  • Time Use Plan its implementation (and not
    elaboration) has more social than economic cost.
  • Basic elements recording of timetables recording
    mapping of elements of urban infrastructure,
    time use research of residents
  • Issues of basic proposals rearrangement of
    timetables of specific shops services, general
    traffic proposals, proposals for covering the
    lack in public spaces
  • expansion of the city in time rather than in
    space?
  • 24 hour city (e.g. Athens Olympics) key
    question does the 24-hour city constitute a
    threat to sustainable development?
  • Time planning must be connected with cultural
    planning, with leisure being the interconnecting
    factor

97
Planners 9
  • 1.1.5. City marketing (0,5 unit)
  • it has become a necessity with regard to the
    processes of global competition of cities,
    tourist attraction, urban management, city
    branding and urban governance
  • main criticism that it substitutes for planning -
    marketing can contribute to the sense of place
    must be inter-connected with planning
  • Implementation mostly after the results of
    participation in the intervention) creation of a
    friendlier place to live work (discussion in A.
    Varvara)
  • Crucial role of secondary elements of the city
    not only for planning but also marketing
  • Urban furniture with lighting as a typical
    example (as contributing to the temporal increase
    of liveliness in a city)

98
Planners 10
  • German model of a city marketing plan (most
    elaborated)
  • 5 phases Attraction of interest, analysis,
    construction of a vision, implementation (various
    fields e.g. economy commerce, town centre
    local centres, social life groups of
    civilians), efficiency control
  • Case studies SWOT analysis based on the
    following sectors urban atmosphere (in the
    general sense), economy, transport,
    culture-leisure-tourism, supply of municipal
    services

99
Planners 11
  • 1.2. Scenarios governing some common development
    situations (0,5 unit)
  • realistic, optimistic, pessimistic scenarios
  • SWOT analysis
  • combination of methods with an overall strategy
  • Use of inspiration, not as blueprints
  • In each case there is a plurality of ways of
    achieving the same objective

100
Planners 12
  • inner city regeneration
  • Regeneration infrastructure
  • Town centre upgrade
  • Planning study
  • community centre
  • local neighborhood initiative
  • New neighbourhood

101
Planners 13
  • Urban conservation
  • Derelict site re-use
  • Industrial heritage re-use
  • Disaster management
  • Environmental art project
  • Housing development
  • Shanty settlement upgrading

102
Planners 14
  • 2. Participation (3 units)
  • 2.1. Advanced themes in participation (1,5 units)
  • 2.1.1. Type of participation (0,1 unit)
  • Realistically, functional participation
  • Achieve goals
  • Reduce costs
  • Comply with procedural requirements
  • Attempt, interactive participation
  • Involvement in the earlier stages of design
  • Cooperating with external agencies
  • Contributing throughout implementation
  • Willingness expressed in A. Varvara Halewood

103
Planners 15
  • 2.1.2. Aspects of co-operation (0,1 unit)
  • learning about the existing associative fabric
    and civic society
  • learning about previous best practices
  • understanding the necessity and richness of
    participation in local urban interventions

104
Planners 16
  • understanding the change of perspective from
    overview to in-site insights
  • promoting contextual as well as locally specific
    information embeddedness of information
  • Openness towards public-private partnerships
    (especially as part of urban regeneration
    processes)
  • Focus on basic needs is not connected to trivial
    design

105
Planners 17
  • 2.1.3. Governance local governments (0,8 unit)
  • Government confined to the formal structure of
    representatives and officials established to
    coordinate and oversee this function
  • Governance (Gilbert et al.) refers to the
    process of government and, more broadly, to the
    ways in a which a society manages its collective
    interests. It includes functions that may be
    helped by government actions strengthening
    institutions for collective decision-making,
    facilitating forming partnerships designed to
    secure collective goals, ensuring the fair
    expression adequate arbitration of a a range of
    interests

106
Planners 18
  • Importance of governance to sustainability
    promotion practice of sustainable resource use,
    regulation of the demand for and supply of land,
    provision of appropriate infrastructure,
    attraction of suitable investment, encouragement
    of partnerships
  • Thinking locally in order to act globally
  • Greece continues to rely on formal mechanisms of
    administration. The actual role of the private
    sector and civic society has to be invented. As
    far as the third sector is concerned, the
    non-governmental organizations are
    underrepresented, and in most cases they
    constitute a one man/ woman show - the public
    sector is unable to press the state and vice versa

107
Planners 19
  • Role of local governments in the urban
    environment
  • They are the only bodies with the mandate,
    responsibility potential to represent act for
    the different often conflicting interests
  • Although they are the bodies with the greatest
    potential to take integrated approaches to the
    environmental social challenges of urban areas
    they often have neither the legitimacy nor the
    capacity
  • Even if this happens there will be effective
    action only if it involves leadership of elected
    officials and participatory inclusive style of
    governing
  • For most issues of urban sustainability work with
    partners, other local governments international
    networks

108
Planners 20
  • 2.1.4. Collaborative planning (0,5 unit)
  • openness towards communicative action and forms
    of collaborative planning or the communicative
    turn in planning (Healey and Forester)
    prerequisites in A. Varvara (PRISMA)
  • a thorough description of the area including
    identification of stakeholders, options and
    sustainable development principles
  • a consensus on strategic decisions for the town
    development perspectives
  • raising awareness on the benefits accrued to
    public participation in planning
  • by-passing of the client relationship between
    local authorities and constituents, a
    relationship that is very much subject to the
    pursuing of personal interests

109
Planners 21
  • 2.2. Key skills (1,5 units, 6 slides) (Linda)

110
Planners 22
  • B. IT (12 units)
  • 3. High-end explanation of modules (3 units, 4
    slides) (Annette)
  • 3.1. Use application of 4D viewer (1 units, 2
    slides)

111
Planners 23
  • 3.2. Use application of 3D projection (1 unit,
    1 slide)

112
Planners 24
  • 3.3. Development of recycling material
    derivatives (1 unit, 1 slide)
  • preparation of renderings and presentations for
    low end application

113
Planners 25
  • 4. GIS (3 units)
  • 4.1. Introduction (0,1 unit)
  • What does GIS mean?
  • How does the GIS system differ from another
    information system?
  • Historical overview

114
Planners 26
  • 4.2. Traditional Fields of Application (0,1 unit)
  • Public Administration (land registries,
    population registries, municipalities)
  • Public utilities (facilities with trace)
  • Traffic management (roads, railway network, local
    public transport)

115
Planners 27
  • 4.3. Components of GIS (0,1 unit)
  • Hardware
  • (graphical display devices no specialised
    hardware needed)
  • Software
  • (managing large databases recent advances in
    hardware renders this as a minor issue)
  • Data
  • (digital maps and the creation and maintenance of
    the relating databases are still very expensive)
  • Human Resources
  • (users today not only experts -gt significance of
    education)

116
Planners 28
  • 4.4. Basic GIS Functions (0,1 unit)
  • Map-gtData What can be found in a given place/in
    the sourrounding of a given place/within the
    given area?
  • Which settlements can be found within a given
    region?
  • Which settlements are situated along the river
    Tisza / within 30kms of River Tisza?
  • Data-gtMap Where are the given type objects?
  • e.g. Where is Abony on Hungarys map?
  • Where does the Road no.4 meet the M5 motorway?

117
Planners 29
  • 4.5. Basic Data of Digital Maps (0,3 unit)
  • Primary data gaining
  • On-the-spot measuring
  • Remote sensing
  • Secondary data gaining
  • Collection of the information available
    (digitalization of paper-based data carrier)
  • Processing
  • Creation of suitable digital basic map
  • Uploading of the relating database

118
Planners 30
  • 4.6. Processing of Basic Data (0,5 unit)
  • Determination of the reference system
  • Selection of the co-ordinate system of the
    digital map
  • Selection of the basic storage format
  • Vector
  • Pixel
  • Hybrid

119
Planners 31
  • 4.7. GIS and the Development of Information
    Technology (0,1 unit)
  • Software technology
  • Desktop systems-gt Internet services
  • Display form
  • CD publications -gt On-line maps
  • Users
  • Experts -gt Broad layers

120
Planners 32
  • 4.8. Mobile GIS/GPS (0,1 unit)
  • New devices, communication technologies
  • GPS, GPRS, SMS, MMS, WAP,
  • New fields of application
  • Vehicle following systems
  • Navigation systems
  • Person following systems

121
Planners 33
  • 4.9. Laboratory Practice / Demonstration 1 (0,8
    unit)
  • Presentation of a desktop GIS system
  • Display and query functions
  • creation of thematic maps
  • Geocoding
  • Address search
  • selection of an object on the basis of spatial
    situation
  • Editorial functions
  • Creation of point, line, polygon type coverages
  • Geoprocessing (dissolve, merge, clip, intersect,
    union,..)

122
Planners 34
  • 4.10. Laboratory Practice / Demonstration 2 (0,8
    unit)
  • Presentation of on-line map services
  • Digital maps
  • Orthophotos
  • Thematic maps
  • Address searchers
  • Route planners
  • Development plans

123
Planners 35
  • 5. 3D modeling tools (3 units, 4 slides) (Ian)
  • 5.1. CAD (1,5 units, 2 slides)

124
Planners 36
  • 5.2. Sketch-up (1,5 units, 2 slides)
  • Consultation with LCCs

125
Planners 37
  • 6. Virtual Reality (3 units)
  • Definition of Virtual Reality and Virtual
    Environments
  • Method of visualizing and manipulating complex
    datasets
  • Method of interacting with Computers
  • A Technology not optical illusion or
    hallucination
  • Evolution of the technology from the 60ies up to
    date

126
Planners 38
  • Criteria for successful VR systems (Heim)
  • interaction
  • immersiveness
  • information intensity
  • Physiology and Perception of VR
  • Visual
  • Aural
  • Haptic and kinaesthetic
  • Virtual Presence

127
Planners 39
  • VR Classification
  • Passive
  • Explorative
  • Interactive
  • VR Interaction Typology
  • Desktop VR (WoW)
  • Video Mapping
  • Immersive Systems
  • Telepresence
  • Mixed Reality / Augmented Reality

128
Planners 40
  • VR Tools
  • Hands on
  • Viewing the model
  • Manipulating the model
  • Familiarisation of the particular VR tools
    developed

129
V. LEARNING MATERIALS (link to WP7)
  • distance learning modules (planners) with
    deliverables booklet, CDROM, website
  • Illustrated textbook
  • Supportive video
  • material in URLs across the world (3D CAAD, GIS,
    VR models)
  • direct evaluation from citizens and planners
  • Brochures
  • Hands-on experience
  • Internet access to all material enabling
  • home connections
  • info-kiosks within the municipality
  • School libraries, etc

130
VI. TIME SCHEDULE
  • Feedback (from partners) with powerpoint slides
    (as well as proposals for the material for each
    slide) till Monday, November 8th, 2004
  • Curriculum developed as a whole (from us) till
    Monday, November 29th
  • Feedback (from partners) in powerpoint slides and
    material till Monday, December 13th
  • Final organisation (from us) till Monday January,
    10th, 2005
  • Pilot testing in each area between Christmas and
    Easter vacation of 2005
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