Difference between revisions of "Learning objectives"
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=Learning objectives AESOP4Food seminar= | =Learning objectives AESOP4Food seminar= | ||
==Phase 1: Exploring the field of play == | |||
Themes: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values | |||
* | * 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 - 2 sessions + 1 presentation and feedback session | |||
Themes: Mapping a food system; Mapping the stakeholders, consumers, policymakers (power mapping); SWOT analysis | |||
g. Can map and evaluate a concrete situation of a food system. | |||
h. Can select the most adequate methods and tools to be applied for analysis and evaluation. | |||
i. Can identify stakeholders and power structures in a new and unknown context. | |||
j. Can map a local or city/region food system. | |||
k. Can define the most relevant challenges in a collaborative way. | |||
Phase 3. Collaborative goals and vision - 1 session + 1 presentation and feedback session | |||
Themes: Collaborative goal setting; Selecting the challenges to address | |||
l. Can apply techniques of collaborative goal setting. | |||
m. 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 - 2 sessions | |||
Themes: Scenarios, alternatives, strategy, prototyping, testing | |||
n. Can develop a strategy based on a joint vision making use of methods of scenario planning of alternatives. | |||
o. Can select and apply methods and tools for prototyping. | |||
p. Can develop a prototype based on the strategy and present it to/ discuss it with others for testing and evaluating. | |||
Phase 5: Evaluation & monitoring - 1 presentation and feedback session | |||
Themes: collaborative evaluation; self-reflection | |||
q. Is able to have a critical reflection of the role of the planner in a pluralistic society (expert vs facilitator). | |||
r. Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences. | |||
Assignments and exercises AESOP4Food seminar - for discussion with partners | |||
Phase 1: Exploring the field of play - 3 sessions + 1 presentation and feedback session Roxana & Jeroen | |||
Themes: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values | |||
Exercises | |||
● Defining the perspective, get into the ideas | |||
Who might be a good example of a stakeholder in your local food system? | |||
Have a conversation with that person and ask about the position, role and ask questions, such as: | |||
What are his/her ideas and needs to develop the food system in a more sustainable way? | |||
What kind of concerns does she/he have? | |||
Note down the answers and make a story of it, can create a persona. | |||
Tell the story to the other students, explaining about the persona. | |||
● Exercise on values | |||
Look at the definition of the common good and the UNESCO Sustainable Development Goals | |||
( https://sustainabledevelopment.un.org/) | |||
Think of your role as a (future) professional and leader. | |||
Imagine the process you are going to undertake to map and analyse a food system and its community, define the main challenges, select the challenge that you can address, develop goals and a vision, and reflect on this. | |||
Use the Mural and write down what you bring as values for this process: | |||
- Write for yourself some important principles and values that you have on the mural | |||
- Explain them to the others | |||
- The moderator helps to groups the values and principles | |||
- Conclude by stating what are common values and note down questions. | |||
Assignment 1 Exploring the field of play – Roxana & Jeroen | |||
The scope of the food system and the concepts and methods you use. | |||
Answer the following questions: | |||
- What is your given or self selected task (might be the Madrid case study, or a local case study) | |||
- What skills and methods do you already had before the course started to address the assignment (methods of your discipline, personal skills)? | |||
- Which methods and concepts that were presented in the first three sessions are suitable for addressing your task? | |||
- ….. | |||
Reflection: What has changed in your perception by the first lectures? |
Revision as of 13:47, 15 December 2022
Learning objectives AESOP4Food seminar
Phase 1: Exploring the field of play
Themes: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values
- 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 - 2 sessions + 1 presentation and feedback session Themes: Mapping a food system; Mapping the stakeholders, consumers, policymakers (power mapping); SWOT analysis g. Can map and evaluate a concrete situation of a food system. h. Can select the most adequate methods and tools to be applied for analysis and evaluation. i. Can identify stakeholders and power structures in a new and unknown context. j. Can map a local or city/region food system. k. Can define the most relevant challenges in a collaborative way.
Phase 3. Collaborative goals and vision - 1 session + 1 presentation and feedback session Themes: Collaborative goal setting; Selecting the challenges to address l. Can apply techniques of collaborative goal setting. m. 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 - 2 sessions Themes: Scenarios, alternatives, strategy, prototyping, testing n. Can develop a strategy based on a joint vision making use of methods of scenario planning of alternatives. o. Can select and apply methods and tools for prototyping. p. Can develop a prototype based on the strategy and present it to/ discuss it with others for testing and evaluating.
Phase 5: Evaluation & monitoring - 1 presentation and feedback session Themes: collaborative evaluation; self-reflection
q. Is able to have a critical reflection of the role of the planner in a pluralistic society (expert vs facilitator). r. Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences. Assignments and exercises AESOP4Food seminar - for discussion with partners Phase 1: Exploring the field of play - 3 sessions + 1 presentation and feedback session Roxana & Jeroen Themes: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values
Exercises ● Defining the perspective, get into the ideas Who might be a good example of a stakeholder in your local food system? Have a conversation with that person and ask about the position, role and ask questions, such as: What are his/her ideas and needs to develop the food system in a more sustainable way? What kind of concerns does she/he have?
Note down the answers and make a story of it, can create a persona. Tell the story to the other students, explaining about the persona.
● Exercise on values Look at the definition of the common good and the UNESCO Sustainable Development Goals ( https://sustainabledevelopment.un.org/)
Think of your role as a (future) professional and leader. Imagine the process you are going to undertake to map and analyse a food system and its community, define the main challenges, select the challenge that you can address, develop goals and a vision, and reflect on this. Use the Mural and write down what you bring as values for this process: - Write for yourself some important principles and values that you have on the mural - Explain them to the others - The moderator helps to groups the values and principles - Conclude by stating what are common values and note down questions.
Assignment 1 Exploring the field of play – Roxana & Jeroen
The scope of the food system and the concepts and methods you use.
Answer the following questions:
- What is your given or self selected task (might be the Madrid case study, or a local case study)
- What skills and methods do you already had before the course started to address the assignment (methods of your discipline, personal skills)?
- Which methods and concepts that were presented in the first three sessions are suitable for addressing your task?
- …..
Reflection: What has changed in your perception by the first lectures?