5th FABOS CONFERENCE ON LANDSCAPE AND GREENWAY PLANNING Deni Ruggeri, PhD | Norwegian University of Life Sciences Kristin Faurest, PhD | Szent István University

30.6.2016

Frederick Law Olmsted | urban parks as egalitarian places for socialization/health

Greenway planning| environmental justice and equitable public open space access

European Landscape Convention | landscape as infrastructure for community life/identity

The ‘right to landscape’ | Landscape as democratic resource Participation/stewardship | Necessity to involve citizens in

design/planning Spatial planning education | lack of opportunities to engage in

participatory planning and processes in design and curriculum

Service learning | learning through partnering with communities Citizen science| from expert knowledge to native wisdom

LED Project | Theories and relevance

LED Project | Partners

http://d-maps.com/m/europa/europemin/europemin09.gif

Szent István University

University of Bologna

Norwegian Universityof Life Science (coordinator)

Nürtingen- Geislingen University

University of KasselLE:NOTRE Institute (NGO

Online Course | Pedagogical goals

cross-culturalism | To engage students from diverse geographical areas to engage in

cross disciplinarity | problematizing and investigating landscape democracy as a collaborative effort across environmental design fields

alternative pedagogies| working creatively and efficiently in a virtual environment

leadership | enhancing future design and planning professionals‘ competence in the context of a globalized practice

Enhancing knowledge of participation | lectures involving practitioners and scholars in community design, landscape architecture and planning worldwide

LED project | Methods

Twelve live interactive online sessions with international lecturers/invited speakers

Interdisciplinary and international group work with students from Norway, Germany, Italy, Hungary and other European/world countries

Pre-post surveys and reflection LED certificate upon successful participation

Summer sessions2016, 2017, 2018

On-Site Workshop 5 ects

Online Course 5 ectsSpring semesters2016, 2017, 2018

Project begun in 2015 to fill a gap in landscape architecture and planning curricula

Funded by EU Erasmus + strategic partnership funds (€ 309,000)

Online Course | Seminar StructureApril- June 2016 PLENARIES

ASSIGNMENTS&ACTIVITIES

1 2 3 4 5 6 7 8 9 10

11

12

1

31.03.-21.04.16 28.04.-05.05. 12.05.-19.05.26.05.-02.06. 09.06.-16.06.

19.06.-29.06.2016On-site intensive workshop

in Zingonia, Italy

A B C D E

Theories and practices of Participation

READINGS AND SYNTHESIZING CORE TERMINOLOGY

Community & Identity

The Design Process

Communi-cation

F

2

Landscape & Democracy: Mapping the Terrain

ROLE PLAYING OF MOVERS AND SHAKERS

LANDSCAPE SYMBOLS

3

4

5

YOUR LANDSCAPE DEMOCRACY CHALLENGE

PRESENTATIONS

Online Course | The LED classroom

Online Course | The LED classroom

Online Course | The LED classroom

Online Course | Theories and conceptual framingof landscape democracy

Online Course | Theories and practices of community participation

TOP DOWN

PARTNERSHIP

BOTTOM UP

• Pro-bono design• Collaboration and cooperation• Socially responsible design• Design-Built• web-gis• Ecoliteracy efforts

• barnetråkk

• Participatory planning

• Service learning• Community Mapping

• Community Design

• Community organizing

• Community development

• Environmental justice• Urban agriculture/ community

gardening

EXPERT KNOWLEDGE

Science/objectivity

Social Sciences/phenomenology

LOCALKNOWLEDGE

IMPETUS AND POWER FLOW

FORMS OF ENGAGEMENT

KNOWLEDGEPRODUCTION

Co-created Design

High-design

Learning activities |Reflecting on the symbolic/democratic importance of landscapes

1. Mai 2023

Learning activities |Role-Playing. Movers and shakers in community participation

movers & shakers

The on-site design workshop focused on the application theories and methods from the on-line course to envision sustainable redevelopment strategies to solve a landscape democracy challenge. The workshop will engage students to partner with municipalities, community groups and residents

Intensive Program | Zingonia19th -29th June 2016

Osio Sotto

Verdellino

Verdello

Boltiere

Ciserano

Intensive Study Program| Zingonia19th -29th June 2016

1970 2010

Intensive Program | Zingonia19th -29th June 2016

Listening

Partnering

Transforming

Co-visioning

Co-designing

Online Course | Pre-post survey

Question (1=disagree; 6=agree)

Pre Post Diff.

N= 74 N=35I feel very prepared to lead a process that engages communities and users in shaping their own landscape designs and plans 3,16 3,91 0,75Design and planning should be concerned with access to all social groups, especially those who are at the margins of society 4,95 5,60 0,65I am able to recognize relevant stakeholders in my community and to identify power structures 3,85 4,49 0,64

I am aware of problems regarding democratic decision-making with respect to my everyday landscape 4,26 4,77 0,51Understanding the feelings and perceptions of users toward their neighborhood landscapes can benefit landscape management 5,18 5,66 0,48I think that my education as a designer/planner has given me all I need to lead design processes 2,68 3,11 0,43

Greenway planning requires knowing about participation and engaging the public, and there is a gap in our education in terms of the opportunities to engage with these important issues

ID17_ could fill my gaps about designing with these topics lecture.

ID19_Coming from a design background which is a more of an expert background. it was interesting to know things from the other side of the aisle

ID30_This topic is very much new to me and I feel it's really a good approach to involve people in design process as it helps to know people's need.

Online Course | Findings : a gap in landscape and planning education

Regarding the level of your previous knowledge on landscape democracy and participation: Which answer applies to you?

N = 35

Enhancing knowledge of participation | lectures involving practitioners and scholars in community design, landscape architecture and planning worldwide

ID52_In the [landscape democracy challenge] we had the chance to design a community strategy process. I really appreciated taking part in this seminar. It was so enriching for me and hopefully I will apply new visions and technical tools to my community landscape democracy challenge soon in real life.

ID2_On the whole the course was fine and will give me enough core material to be able to process this later on in the year when I [will] write my thesis

Online Course | Findings on the theories and knowledge engaged

Which of our seminar topics contributed best to further developing your knowledge on landscape and democracy?

N = 35

Online Course | Findings related to collaboration

To learn how to work creatively and efficiently in a virtual team – a relevant future competence in the context of a globalized practice

ID2_People dropped out without informing other group members and one group member would come and go. This left two of us to carry on and made it difficult for us to incorporate the others, as we were unsure whether they would "turn up". It also meant they were not a part of any ongoing discussions. This meant particular problems for the other group member who was regularly participating when I personally had emergency issues that had to be dealt with

Would you say that your working group has met the objectives of the seminar assignments?

50%

30%

20% Yes, absolutely

Mostly

We met the mini-mum requirements

No, we did notN = 20(only active participants)

Online Course | Findings about the assignments Which assignments were most important to you?

ID30_Reading resources are very rich. And by doing movers and shakers I came to know about different designers and their way of work.

ID26_Because you applied the readings to your local environment, and started reading differently your surrounding. You realized space is a social construct.

ID6_The assignment "Your Landscape democracy challenge" was interesting because (it) permits us to investigate our landscape and the process that here are taking place with new eyes!

Which assignments contributed best to enhancing your knowledge about landscape democracy?

16%

16%

16%25%

27%

Reading and Synthesizing Core Terminology Your Landscape Symbols Role Play on Landscape Democracy "movers and shakers" Your Landscape Democracy Challenge Your Democratic Change Process

N = 20(only active participants)

Erasmus + | Lessons learned

Technology has allowed us to reach a greater than usual audience, both geographically and socio economically• landscape architects were the majority, architecture students were the

second largest group, planning the smallest The course has succeeded in raising awareness in design

and planning students about landscape democracy challenges

This core knowledge is valued as an asset in their professional life

Greater confidence in those who participated to become agents of change

The course shifted their values toward greater democracy and respect for participation

Pre-post survey was a key instrument• Self reflection• pedagogical “responsiveness”

About the course Collaborations require commitment and challenging in a long distance setting Students valued assignments that tested their strategic skills Students appreciate the intercultural context and the multiple perspectives Role playing and the ethics of participation Students asked for greater interactivity and dialoguing in future courses

More info? | Led-project.org orinfo@led-project.org