The course element includes 5 sessions. A more detailed program will become available on Brightspace prior to the sessions. Week 1: Pre-recorded tutorials on advanced GIS tools for regional analysis (no scheduled lectures/workshops) Week 2: Urban Metabolism: Mapping regional flows Week 3: Understanding regional spatial structure and analytical tools for regional design development Week 4: Q&A session on advanced GIS tools for regional analysis Week 6: Planning tools and governance in support of sustainable regional development Week 7: The Great Planning Game
2.1.6 CAPITA SELECTA The lecture series Capita Selecta introduces spatial planning as an approach that seeks to resolve pressing socio-spatial problems in regions while simultaneously considering the divergent concerns and voices that any intervention in the built environment will cause and raise. Experiences from in particular Dutch spatial planning, and territorial governance are used to demonstrate how spatial planning can succeed and what the roles of visions, strategies and designs are in the endeavour. The main aim of the series is to assist students in the formulation of critical regional design proposals. To use design-led approaches in the realm of planning is a well-established practice in the Netherlands. Design, as an exploration of desirable spatial futures, is expected to enhance the technical quality and comprehensiveness of plans, to clarify and mediate political agendas, to increase organisational capacities for desirable spatial change and to improve the efficiency and legitimacy of planning. However, interrelations between design and planning are diverse, change over time and place and in accordance to different planning systems, cultures and traditions. To let designs perform in politics and planning requires a sophisticated understanding of existing planning regimes and a detailed anticipation of the relevance of designs in this context. By introducing exemplary design and planning approaches, the series enables students to foresee the kinds of agreements and controversies that their designs may cause as well as to invent design-led approaches to the resolution of conflict. The series includes 6 lectures and debates. These will be given during week 1 of the quarter, in order to prepare students for their assignment. Be-
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URBANISM
sides, one extra session in week 6 on group work is not content related, but will help students to reflect on the process of regional design development in the studio team. A more detailed program will become available on Brightspace prior to the sessions. Week 1: Planning and design challenges in Southern Holland The practices of regional design in Southern Holland Transition management towards a more circular economy in Southern Holland The port and the city-region Landscape-based Dutch regional design Urban Metabolism Rotterdam Week 6: Peer-review on group work
2.1.7 DIDACTICS The pedagogic model of this quarter is based on observations of how regional design is used in practice. Regional design is an explorative search for solutions to complex problems in the built environment. It is shaped by iterations of research/analysis, design and reflection. Regions are ‘fuzzy’ spatial constructs; they usually lack clear spatial boundaries and are composed of multiple dependencies that stretch over a variety of scales. Students are encouraged to deal with this nature of regions through a continuous engagement with multiple scales. Regional design proposals derive meaning from a spatial and institutional context. A recognition of spatial, social and societal development trends, prevailing planning and political systems and existing institutions is essential in the making and positioning of designs. Recognition is enhanced by frequent critical discussion. Regional design is a collaborative effort. Students distribute roles and tasks throughout the design process. They share and discuss knowledge and ideas voluntarily. The regional design process is started by an analysis of regional spatial structure and planning policy in the Southern Holland region in week 1. Analysis is carried out by individual students who contribute to larger and shared knowledge base. In week 2 initial design ideas and concepts are developed on the ground of this knowledge base and by groups of students. In the weeks thereafter ideas and concepts are further developed into a vision, based on analysis and diagnosis of issues. After the mid-term presentation, from week 6 onward the making of a development strategy stands central. To achieve good end results a distribution of roles and tasks is specifically essential in this phase. Tutors encourage distribution actively.
SPATIAL STRATEGIES FOR THE GLOBAL METROPOLIS
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