Design Skills Symposium 2014
Learning resources...
Introduction... This is Section Three of the report of Architecture and Design Scotland’s Design Skills Symposium 2014, which took place in Glasgow on the 20th and 21st March. The theme for the event was ‘Learning from the Commonwealth Games’. The aim was to seek transferable lessons for placemaking and design for the rest of Scotland, based on knowledge emerging from preparations for the 2014 Commonwealth Games in Glasgow. The event took place at the Emirates Arena, right in the heart of Glasgow’s East End Commonwealth Games regeneration activity. Participants learned at first-hand about how many Games related projects and programmes have levered wider environmental, social and economic benefits and influenced transformational change in places and communities. The two day learning process was based around small group workshops using design methods - enabling people to learn from each other, build collaboration and draw out lessons for their own practice. Three study areas were used as inspiration to test how design thinking could help address regeneration challenges faced around Scotland. Over 100 delegates attended from local authorities and other public and private organisations across Scotland. International experts spoke and facilitated at the event. The programme included presentations, site visits and workshops. The following report presents the Learning Context, Group Outputs and Resources from the event. The report is structured into the following key sections: 1. Context: Sets out the learning contexts participants engaged with including: International, Glasgow and local (world cafè). 2. Outputs: Presents the outputs generated by the participants including summaries of each groups facilitator backgrounds, approach, and broad outcomes as well as key images, objectives, themes and projects. Illustrations give a flavour of the big ideas suggested by each theme 3. Resources: Detailed resource sheets are provided for each of the transferable tools or methods built into the symposium programme. Explanations are given of the processes undertaken with links to related sources to enable wider application. Developed and delivered by A+DS in partnership with The Scottish Government, Glasgow City Council, Clyde Gateway and Improvement Service and supported by others including Scottish Canals, VELOCITY and the Local Authority Urban Design Forum.
Project partners and supporters
Resources...
Resource sheets are provided for each of the transferrable tools or methods that participants experienced over the course of the two day event.
Resource 01 | Drawing skills
Participant, DSS 2014
Drawing skills (hand)
Drawing Skills (computer)
For many planning and engineering professionals,
The Urban Skills Portal is a practical online
the simple art of hand drawing has become
design skills programme for built environment
marginalised. The ‘Drawing Places’ training
professionals with little or no previous experience
package was developed by the Scottish
of graphic software.
Government to bring planners and engineers back-to-basics on how to draw and visualise places. The popular course is aimed at teaching basic hand-drawing skills to professionals who feel it has been a long time since they have drawn
The programme supports users to quickly gain some competence in essential graphics techniques, enabling them to: •
dimensions
in their job or feel it is something they would like to do more often but don’t know how to start.
•
participants. Hosted by the Scottish Government in conjunction with A+DS, the session at the Lighthouse primed participants for using their drawing skills at the 2014 Design Skills Symposium. Participants were introduced to some essential skills in drawing including scale, perspective, axonometrics, sketching, use of colour and basic masterplanning techniques.
Develop skills to explain ideas for specific place changes graphically
In February 2014 a Drawing Places workshop was offered as a free event for symposium
Represent environments in two and three
•
Visually communicate ideas in a way that others understand, respect and find engaging.
A+DS collaborated with the Bartlett School of Planning on the programme following feedback from the 2012 Ayr Design Skills Symposium that participants would benefit from training to improve skills and confidence in graphic communication. Fees are applicable to a number of the modules.
Richard Carmen, DSS 2014
Drawing skills (illustrator) Hand drawings can be an extremely valuable
Relevant links...
communication tool for representing ideas about
Scottish Government’s drawing places:
the built environment. An illustrator can be an enormous asset at workshop based events. An experienced illustrator can interpret people’s ideas as they are generated and represent them graphically in a way that helps people imagine new possibilities. Sketches can suggest at potential outcomes, without prescribing fixed or
http://bit.ly/1F7dUnr Pre-symposium workshop: http://bit.ly/1ueGHOG A+DS Graphic communication for plan making: http://bit.ly/1vsLItK LAUDF World cafe on visioning and storyboarding: http://bit.ly/11jNYGz
finished solutions.
Urban skills portal: http://bit.ly/1xtoPWk
Architectural illustrator Richard Carmen was
Richard Carmen, Architectural Illustrator
commissioned to be on hand at the symposium
http://www.richardcarman.co.uk/index.html
to assist participants to visualise their ideas and realise their ideas for proposed solutions. Following the symposium Richard prepared sketches to represent a flavour of the key ideas generated by the three main groups.
Resource 02 | Problem Tree
A Group B Problem Tree
Principle The problem tree method helps people to break down problems into causes and effects, simply drawn as a ‘tree’ relationship. The tree graphic is built up with the key problem at the centre (trunk), the ‘causes’ forming the roots of the tree, and major branches reflecting the main ‘effects’
of making some sense of the learning and place contexts they had been introduced to. Participants worked in their sub-groups (8 or so people) to generate a problem tree and solution tree diagram to define the brief for their approach to the site. Process followed
of the problem, The problem tree method was
1. Participants listed out all problems that come
incorporated into the DSS programme to help
to mind related to their place. These could
participants to unpack the briefing problem they
be physical, social, environmental…Groups
wanted to focus on for their place
used post-its, or wrote directly onto flip charts. Problems were existing, not possible,
How was it done? On the first day of the symposium the 100+
imagined or future ones. 2. Each group sought to establish the central
participants had heard from international and local
problem, based on the ideas and thoughts
experts. They had also visited one of three study
generated. For many groups this involved
sites in Glasgow, where they were introduced
debate and testing of different options before
to a range of different regeneration issues on
settling on one key problem statement.
visits with lead facilitators and clients working on live projects in these areas. It was following this intensive briefing session that the problem tree was introduced to participants as a method
3. Once the key problem was determined, participants sorted other problems into which are ‘causes’ (roots) and which are ‘effects’ (branches).
A Group C Problem Tree
4. Causes and effects are organised into groups or hierarchies, i.e., how do the causes relate to each other - which leads to the other, etc. This starts to give clarity about where to target actions to address the problem. How does it work? This activity stimulates and broadens thinking about problems and helps to seek out and address root causes through the brief rather than
A Group A Problem Tree Richard Carmen, DSS 2014
Relevant links... URBACT - How to produce and action plan: problem tree information http://bit.ly/1p2NhMK URBACT TOOLKIT pages 70-74: http://bit. ly/1F4kHfQ URBACT Templates: http://bit.ly/1m3Uxlm
superficial symptoms.
Overseas Development Institute: Problem Tree
The method helps people to consider different
Analysis: http://bit.ly/1xGtvcS
angles of a problem, inspires thinking about the best approaches for action and influences the targeting of resources towards the best outcomes. The process ensures people consider the bigger picture rather than rushing to solutions - design thinking. Through debate and discussion, group consensus can be generated around priorities and approaches.
Resource 03 | OPERA
Principle - What is OPERA? OPERA is a co-creation method promoted as a
symposium, Bela helped steer the groups through the following stages on Day 2.
tool through the URBACT programme. An OPERA
Own suggestions: the participants spent a few
session is typically led by a facilitator, who co-
minutes individually considering the brief and
ordinates the activities and helps bring together
noting their thoughts, proposals or solutions on
thoughts at the ranking and arranging stage. The
their own piece of paper (no discussion was
method was used by participants in Bèla Kèzy’s
allowed at this stage).
participation theme at the symposium as a tool to help group generation of ideas and concept development for the study site.
Pair suggestions: the participants formed pairs and discussed their written thoughts. Following discussion, the pairs sought consensus through
How was it done?
discussion for a number of joint proposals, which
The technique was applied in the smaller
they record on paper/post its, each on a different
groupwork sessions at the symposium (6-8
paper. These papers are then postered to the
people), but it can also be applied in much larger
workboard for everyone to see.
groups. The method helped to focus participant’s energy on generating ideas to solve the issues of the briefs set on day one of the Symposium. The method enabled participants to collect, filter and synthesize their proposals in a structured way. Process followed Having identified the brief for which the group would seek a solution on day one of the
Explanation: in this phase, each pair briefly explains to the rest of the audience the proposals they have attached to the workboard. (Comment or criticism is not allowed at this stage) Ranking: following the explanations, each pair assesses the suggestions by selecting the most important ones – using agreed selection criteria. They mark their choices on the workboard.
Arranging: the facilitator arranges the suggestions on the workboard according to topics, linking and merging similar proposals. This is done together with the participants, following their instructions. The result is a jointly created, consensus-based set of suggestions that can be used as input for further processes. How does it work? OPERA combines a systematic way of thinking with a creative process for solving problems, making the most of all participants’ knowledge and experiences. Through individual and then partner discussions, each and every participant has a role to play in the process. This enables the free generation of thoughts and proposals, without letting any individual dominate the discussion. Use when OPERA is a simple method that could be easily transferred by participants to other groupwork scenarios – enabling them to lead workshops with colleagues or community groups.
Relevant links... Further resources on OPERA are available here…. Integrated consulting explanation: http://bit.ly/1x4Hgg2 URBACT Dublin: http://slidesha.re/1vsNbQM Roma-net use OPERA: http://bit.ly/11jP9Wd
Resource 04 | World Cafè
Principle
Process followed
The Design Skills Symposium World Café was
Participants pre-selected 3 topics from the list
programmed to enable participants to engage
of 13 options at the end of day one. Participants
in conversation, knowledge and information
gathered at tables in small groups of typically 6-8
exchange with local ‘experts’ involved in the
with 1-2 ‘local experts’.
delivery of projects and initiatives related to the 2014 Commonwealth Games. The hope was to create an informal atmosphere where participants could gain insights and creative inspiration from people involved in delivering real change.
Each world café session involved a brief introduction by the local expert/experts to explain the key learning from their project or initiative. Powerpoints were generally not used, instead, local experts spoke to their topics with graphic
How was it done?
aids – documents, plans etc – for 5-10 mins
On day two of the symposium participants were
followed by 10-15 minute of discussion and
joined by expert contributors, representing 13
questions from the group.
different local projects or initiatives. A particular focus was placed on the East End and for a number of projects local experts were joined by representatives of national agencies or public bodies able to explain potential support for similar projects in other locations around Scotland. The room was arranged in an informal setting with 13
After about 20 mins of discussion, conversations were brought to a close and participants moved onto their next discussion topics. Local experts repeated the content of their presentation to the next group. Scribes recorded key content of issues and themes from talks and discussions.
small tables and seating for approx 8 people at
How does it work
each. Topic markers were clearly displayed.
The world café works so well because people feel
comfortable to share and exchange information in small informal groups. The length of time given over to discussion is important as it allows individuals to draw out the specific learning they are interested in from the local expert. This format
Relevant links... World Café Method: http://www.theworldcafe.com/method.html
has significant advantage over a more formal
A+DS: LAUDF world cafe on design in
presentation delivery as it encourages creative
development planning:http://bit.ly/11jNYGz
dialogue. Local experts have the opportunity to address key issues raised from discussion sessions with subsequent groups, meaning each new conversation can move forward insights. Because of the range of dicsiplines, broad discssions were possible. Use when World Cafés are typically led by a facilitator, who concludes by rounding up feedback and drawing out key insights from group discussion. Because of the size of the DSS world café, a formal summary was not attempted. Sharing of learning and insights was done by participants within their project groups as they returned to the next workshop session to brainstorm ideas for their sites.
For summaries of the Design Skills Symposium 2014 World Cafe discussions please refer to the Learning Contexts Report.
A learning journey...
This section presents a summary of the key learning drawn out of the event, an illustration of the learning journey and feedback on the impacts.
Key learning Big lessons from Glasgow How can design thinking help tackle the
Participation: Participation requires authentic
challenges of real places, with real issues?
engagement with people about how they live their
Particpants collaborated to test approaches to big
life, and their desires for the future. It is about
complex regeneration challenges typical of many
making things happen, be it a music collective in
Scottish places. At times the challenges seemed
Dalmarnock, a walking group at the Cunningar
too big, too daunting. But, by engaging with
Loop or charettes in Port Dundas. Doing
representatives of real projects and communities
things together builds evidence of what works.
trying to make positive change happen and by
Participation should happen before projects are
listening to new perspectives and imagining
designed to drive success and sustainability of
different possibilities, participants completed a
projects once they are built.
learning journey from initial challenge towards a brief for potential solutions. A key message from the experience is that design as a collaborative process is an effective vehicle to start to tackle complex urban challenges. It unlocks possibilities. Other key learning points from Glasgow include:
Prototypes: Changing places is difficult. It can be hard to imagine what a ‘new normal’ will look and feel like. It can be frustrating for communities when change is thrust upon them. Initiatives like Stalled Spaces allow people to test out different futures in a low cost, low key way. Such
Value: Unlocking the value of places means
experiences could shape briefs to direct how
starting with the people; how do people use
capital funding is used to achieve the most benefit
the space? Break down big challenges into
for most people.
smaller parts, then analyse through the lens of the particular value it offers; economic, social, environmental, cultural or community. The place value happens when you combine these elements to work for people.
Patterns: Understanding what works for people means listening to what people value; through active participation and testing things at project level. The next challenge is to scale up the benefits, which requires new relationships between communities and public sector; between community planning and land-use planning and in the urban form we create. We need to continue the dialogue of what different looks like and imagine new patterns of how to make this happen.
A learning journey
Design Skills Symposium stages they followed. It i them. The focus is on th
Initial brief
Place context
Define the problem
Seek inspiration
Participants were asked
Participants were
A project brief is key to
Participants took part
to seek transferable
introduced to a range of
informing design action.
in a World Café Session
learning for their own
different regeneration
Participants were asked to
to gain knowledge and
places using study sites
issues, using places in
unpack the briefing problem
inspiration from people
to explore issues typical
Glasgow. Three groups
they wanted to focus on
directly involved in
to other Scottish urban
explored ideas of:
using the ‘problem tree’
the delivery of 13 local
environments.
A) Values and assets
method.
initiatives or projects
Learning context
B) Healthy sustainable
This breaks down any
related to the 2014 Games.
problem into causes and
World Café Format: A five-
introduced to key local
C) Participation
effects, simply drawn as a
minute talk from local
and international
Participants engaged
‘tree’ relationship.
expert(s), followed by
learning on Commonwealth
with clients working on
Clear consideration of a
a fifteen-minute group
Games led regeneration
live projects in these
problem helps to inform
discussion: how might such
by representatives from
areas. Lead facilitators
where to target resources
a project or initiative
Melbourne and Glasgow. Lead
encouraged reflection on
and inspire thinking about
work in your place?
facilitators introduced
how the learning could be
possibilities.
Move tables and repeat.
key learning themes and
applied in other Scottish
Participate in three
approaches.
places.
discussions in total.
Participants were
communities
m 2014 participants were invited to think about how design can help in the process of tackling urban challenges. Here are the key is not a model process or a view of what should happen. It is a visual summary of the journey people took, and the ideas that inspired he learning journey.
Generate ideas
Refine ideas Groups worked rapidly
Illustrate solutions
Seek feedback
Sub-groups shared and reflected on learning from
towards a final concept or
A key aim was to
final proposals. Sub-groups
the World Café session.
approach to their brief.
encourage clear, succinct
were asked: What is the
Day one briefs were tested
In the participation group
communication of ideas,
group’s proposal to address
and developed against new
the OPERA tool was used:
using visual and verbal
the identified brief?
local information.
people brainstorm first on
techniques. Groups sketched
A plenary followed with all
Working in subgroups, ideas
their own, then work in
out the story of their
participants assembled,
were generated building
pairs and finally in groups
brief. An illustrator was
sharing transferable
on inspiration from World
to develop ideas and
on hand to assist with
learning for other Scottish
Café about possibilities
achieve consensus about an
3D visualisations. A pre-
places.
to tackle challenges
approach.
symposium drawing places
Feedback was provided
workshop, facilitated by
by lead facilitators as
the Scottish Government,
well as key local and
helped develop many
international contributors.
identified on Day one.
A peer review was held of
participants’ own drawing skills.
The information in this exhibition does not constitute the official view of A+DS, nor does it constitute specific proposals for sites in Glasgow. It is a visual representation of participant ideas, which formed part of their learning journey at the Design Skill’s Symposium.
Key learning Impacts
“I did really appreciate the World Cafe- there was a lot to learn from these sessions of real
“I feel the skills I learned
“I realised the importance
at the symposium are very
of drawing, and working
transferable to my working
collaboratively. Wherever
“l liked the fact that we
life.”
possible I will!”
saw some very high profile design initiatives
work practical steps from people who were
“The learning, methods
getting projects on the
and approaches
ground”
experienced at the symposium could help us to have the confidence to be more creative
“Very useful. Enabled us to see planning and development from different angles and different disciplines / professions. Provoked a ‘thinking outside the
from overseas e.g. Melbourne, but also had insight to small scale local projects and initiatives through the World Cafe”
box’ attitude.”
in our approach to development planning. Very transferable. “
“Elements such as the problem tree are immediately transferable.”
“It was good to be asked to think differently, and approach challenges in a new way.”
Feedback
Next steps
The Design Skills Symposium 2014 was the
A November follow up to the Design Skills
fourth event of its kind. The event’s focus and
Symposium 2014 is to be delivered in
programme built on feedback from previous
collaboration with the Local Authority Urban
events in Ayr (2012), Stirling (2011) and Dundee
Design Forum (LAUDF).
(2010). In 2014 a strong emphasis was placed
The LAUDF is a peer based learning forum,
on the transferability of learning, methods and approaches. A post event e-survey gathered participant and contributor feedback. The feedback was very positive:
• 92% responded positively on transferability of tools and methods used at the event
• 98% anticipated positive impacts on their practice
• 100% would attend again or recommend attendance to a colleague
supported by A+DS, to enable practitioners with an interest in urban design to meet regularly to share design related issues and ways of addressing them. Meetings are open to local authority and public sector staff from across Scotland. The most recent LAUDF outputs and details about how to get involved are available at: www.ads.org.uk
Architecture and Design Scotland Bakehouse Close, 146 Canongate Edinburgh EH8 8DD Level 2, 11 Mitchell Lane, Glasgow, G1 3NU T: +44 (0) 845 1 800 642 F: +44 (0) 845 1 800 643 E: info@ads.org.uk
www.ads.org.uk