Difference between revisions of "Learning objectives"
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==Phase 1: Exploring the field of play== | ==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. | |||
*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== | ||
Themes: Mapping a food system; Mapping the stakeholders, consumers, and policymakers (power mapping); SWOT analysis | |||
* 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 a local or city/region food system. | ||
*Can map | * 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== | ||
Themes: Collaborative goal setting; Selecting the challenges to address | |||
* 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 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== | ==Phase 4: Strategy and interventions== | ||
Themes: Scenarios, alternatives, strategy, prototyping, testing | |||
* Can develop a strategy based on a joint vision making use of methods of scenario planning of alternatives. | |||
* Can select and apply methods and tools for prototyping. | |||
*Can develop a strategy based on a joint vision | * Can develop a prototype based on the strategy and present it to/ discuss it with others for testing and evaluating. | ||
*Can select and apply methods and tools for prototyping | |||
*Can develop a prototype to | |||
==Phase 5: Evaluation & monitoring== | ==Phase 5: Evaluation & monitoring== | ||
Themes: collaborative evaluation; self-reflection | |||
* 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 13:52, 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
Themes: Mapping a food system; Mapping the stakeholders, consumers, and policymakers (power mapping); SWOT analysis
- 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 a local or city/region food system.
- Can define the most relevant challenges in a collaborative way.
Phase 3. Collaborative goals and vision
Themes: Collaborative goal setting; Selecting the challenges to address
- 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
Themes: Scenarios, alternatives, strategy, prototyping, testing
- Can develop a strategy based on a joint vision making use of methods of scenario planning of alternatives.
- Can select and apply methods and tools for prototyping.
- Can develop a prototype based on the strategy and present it to/ discuss it with others for testing and evaluating.
Phase 5: Evaluation & monitoring
Themes: collaborative evaluation; self-reflection
- 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.