Difference between revisions of "Learning objectives"
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(Created page with "=Learning objectives AESOP4Food seminar= ==Phase 1: Exploring the field of play== Keywords: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values The learner: Understands the concept of food systems in their cultural, local and regional setting. Can explain the main concepts related to participatory learning and research and the role of living labs. Can explain the main concepts relate...") |
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The learner: | The learner: | ||
Understands the concept of food systems in their cultural, local and regional setting. | *Understands the concept of food systems in their cultural, local and regional setting. | ||
Can explain the main concepts related to participatory learning and research and the role of living labs. | *Can explain the main concepts related to participatory learning and research and the role of living labs. | ||
Can explain the main concepts related to sustainable food planning. | *Can explain the main concepts related to sustainable food planning. | ||
Is aware of contemporary challenges to sustainable food systems in the context of spatial planning. | *Is aware of contemporary challenges to sustainable food systems in the context of spatial planning. | ||
Develops an understanding of the multiple dimensions of food systems: social, environmental, economic and spatial. | *Develops an understanding of the multiple dimensions of food systems: social, environmental, economic and spatial. | ||
Can define her/his own position and values regarding sustainable food planning. | *Can define her/his own position and values regarding sustainable food planning. | ||
==Phase 2: Analysing your local foodscape== | ==Phase 2: Analysing your local foodscape== | ||
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The learner: | The learner: | ||
Can map and evaluate a concrete situation of a food system. | *Can map and evaluate a concrete situation of a food system. | ||
Can select the most adequate methods and tools to be applied for analysis and evaluation. | *Can select the most adequate methods and tools to be applied for analysis and evaluation. | ||
Can identify stakeholders and power structures in a new and unknown context. | *Can identify stakeholders and power structures in a new and unknown context. | ||
Can map the basic components of a local or city/region food system. | *Can map the basic components of a local or city/region food system. | ||
Can define the most relevant challenges in a collaborative way. | *Can define the most relevant challenges in a collaborative way. | ||
==Phase 3. Collaborative goals and vision== | ==Phase 3. Collaborative goals and vision== | ||
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The learner: | The learner: | ||
Can apply techniques of collaborative goal setting. | *Can apply techniques of collaborative goal setting. | ||
Can formulate an approach and/or a possible solution for a selected challenge that is related to his/her own competences and role in the system. | *Can formulate an approach and/or a possible solution for a selected challenge that is related to his/her own competences and role in the system. | ||
==Phase 4: Strategy and interventions | ==Phase 4: Strategy and interventions== | ||
Keywords: Scenarios, alternatives, strategy, prototyping, testing | Keywords: Scenarios, alternatives, strategy, prototyping, testing | ||
The learner: | The learner: | ||
Can develop a strategy based on a joint vision | *Can develop a strategy based on a joint vision reflecting on concepts of change and change agency | ||
Can select and apply methods and tools for prototyping | *Can select and apply methods and tools for prototyping possible interventions | ||
Can develop a prototype | *Can develop a prototype to connect strategies and interventions/ discuss prototypical interventions with others as a way of testing a strategy | ||
==Phase 5: Evaluation & monitoring== | ==Phase 5: Evaluation & monitoring== | ||
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The learner: | The learner: | ||
Is able to have a critical reflection of the role of the planner in a pluralistic society (expert vs facilitator). | *Is able to have a critical reflection of the role of the planner in a pluralistic society (expert vs facilitator). | ||
Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences. | *Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences. | ||
Revision as of 13:19, 1 June 2022
Learning objectives AESOP4Food seminar
Phase 1: Exploring the field of play
Keywords: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values
The learner:
- Understands the concept of food systems in their cultural, local and regional setting.
- Can explain the main concepts related to participatory learning and research and the role of living labs.
- Can explain the main concepts related to sustainable food planning.
- Is aware of contemporary challenges to sustainable food systems in the context of spatial planning.
- Develops an understanding of the multiple dimensions of food systems: social, environmental, economic and spatial.
- Can define her/his own position and values regarding sustainable food planning.
Phase 2: Analysing your local foodscape
Keywords: Mapping a food system; Mapping the stakeholders, consumers, policymakers (power mapping); SWOT analysis
The learner:
- Can map and evaluate a concrete situation of a food system.
- Can select the most adequate methods and tools to be applied for analysis and evaluation.
- Can identify stakeholders and power structures in a new and unknown context.
- Can map the basic components of a local or city/region food system.
- Can define the most relevant challenges in a collaborative way.
Phase 3. Collaborative goals and vision
Keywords: Collaborative goal setting; Selecting the challenges to address
The learner:
- Can apply techniques of collaborative goal setting.
- Can formulate an approach and/or a possible solution for a selected challenge that is related to his/her own competences and role in the system.
Phase 4: Strategy and interventions
Keywords: Scenarios, alternatives, strategy, prototyping, testing
The learner:
- Can develop a strategy based on a joint vision reflecting on concepts of change and change agency
- Can select and apply methods and tools for prototyping possible interventions
- Can develop a prototype to connect strategies and interventions/ discuss prototypical interventions with others as a way of testing a strategy
Phase 5: Evaluation & monitoring
Keywords: collaborative evaluation; self-reflection
The learner:
- Is able to have a critical reflection of the role of the planner in a pluralistic society (expert vs facilitator).
- Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences.