Difference between revisions of "Learning objectives"

From WIKI Landscape Portal
Jump to navigation Jump to search
Line 1: Line 1:
=Learning objectives AESOP4Food seminar=
=Learning objectives AESOP4Food seminar=


==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  
Themes: Main challenges, Theoretical frameworks, Approaches and methods: PAR, living labs, analysing methods; Defining your position and values  
Line 12: Line 12:
* 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 - 2 sessions + 1 presentation and feedback session
==Phase 2: Analysing your local foodscape==
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: Mapping a food system; Mapping the stakeholders, consumers, and policymakers (power mapping);  SWOT analysis
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
* Can map and evaluate a concrete situation of a food system.
Themes: Scenarios, alternatives, strategy, prototyping, testing
* Can select the most adequate methods and tools to be applied for analysis and evaluation.
n. Can develop a strategy based on a joint vision making use of methods of scenario planning of alternatives.
* Can identify stakeholders and power structures in a new and unknown context.
o. Can select and apply methods and tools for prototyping.
* Can map a local or city/region food system.
p. Can develop a prototype based on the strategy and present it to/ discuss it with others for testing and evaluating.
* Can define the most relevant challenges in a collaborative way.


Phase 5: Evaluation & monitoring - 1 presentation and feedback session
==Phase 3. Collaborative goals and vision==
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).
Themes: Collaborative goal setting;  Selecting the challenges to address
r. Is able to reflect on his/her own process, using feedback from others reflecting on cultural, social and economic differences. 
* Can apply techniques of collaborative goal setting.
Assignments and exercises AESOP4Food seminar - for discussion with partners
* 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 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
==Phase 4: Strategy and interventions==
● 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.
Themes: Scenarios, alternatives, strategy, prototyping, testing
Tell the story to the other students, explaining about the persona.
* 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.


● Exercise on values
==Phase 5: Evaluation & monitoring==
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.
Themes: collaborative evaluation; self-reflection
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?
* 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. 
Retrieved from "https://wiki.landscape-portal.org/index.php?title=Learning_objectives&oldid=418"