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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==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. | |||
==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. | |||
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. |
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.