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Co-designing of public space for urban design students using citizen-generated data
Abstract
This study describes the co-design process, which includes the
citizens’ spatial experiences, needs, and wishes, through participatory digital design tools in urban design. The paper draws on a case study for co-design practices for leftover public space; Re-shapin Küçük Park urban void in Bornova, Izmir, Turkey. The methodology used in this study is a further improvement of ‘Citizen Design Science’ and its tool Qua-Kit (a map-based e-participation tool), which originated from Future Cities Laboratory (FCL) in ETH Zurich. The toolkit allows users to move geometries in given urban spaces and enables non-expert participants to express their ideas for the urban area through design. Departing from conventional urban design approaches, the shaping of the urban realm became a democratic process in which all stakeholders participated as co-designers. The study utilizes objective and subjective design data, offering a novel perspective on urban design education and the profession. The educational experiment showed that participants could contribute their experiences and opinions through active design tools and the development process in co-designing public spaces.
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Professional development programs for teachers in higher education are often characterized by top-down approaches, which fail to make appreciable differences in teaching practices. This study uses a qualitative approach to explore activity-oriented design (AOD) as an instrument for collaborative learning in higher education teacher professional development. We examine Teknosofikum, an ongoing project developed in Denmark along three iterations, involving a total of 64 course participants (42 in the hybrid format; 22 online). The study applies the methodology of design-based research: data was collected via 15 semi-structured group interviews, online forums, and field notes/recordings from online meetings and onsite workshops. Data analysis follows the methodology of grounded theory and evidence is given significance inductively, based on contextual data. Four activities were selected to assess the potential of AOD methods in enhancing teacher collaboration, with different aims reflection, discussion, theory-practice alignment, and participation. Our analysis revolved around three main categories: trust, deep interaction, and shared beliefs/values. The results show how collaborative group work activities have improved trust and knowledge-sharing among participants and have contributed to creating a safe learning environment. The paper concludes that AOD methods could better assist educational designers in promoting professional development courses that aim at enhancing teacher collaboration in higher education.
All cities need to change and transform to become more livable. Urban interventions are effective for observing the changes and participation tools are in use for collecting data from urban contexts. Nevertheless, the two research fields remain thematically disintegrated within themselves and between each other in the literature that spread across disciplines. This article aims to contribute to and advance the academic conceptualization of urban interventions and participation tools within urban design processes. In order to establish a solid basis and provide conceptual clarity, the research domains of two study fields are explored from 1995 through 2021. We conducted a thematic analysis covering 176 peer-reviewed publications in English. The studies on urban interventions are synthesized and categorized into five main thematic areas: urbanism, community, sustainability, building types, and participation; while the studies on participation tools are investigated within four thematic areas: participation, digital tools, representations, and responsive cities. We conclude that the two research fields are highly interrelated and need to be studied together. This systematic review would trigger new perspectives and directions in the future, and provide a well-conceptualized base that combines urban interventions and digital participatory designs for both theory-based and practical studies.
This article outlines the origin and evolution of one of the most influential design thinking perspectives in the Innovation Management discourse. This study addresses two significant criticisms of design thinking, namely, theoretical grounding and construct clarity. It also illustrates how this humanistic and creative design practice transcended into a comprehensive Innovation Management approach, facilitating entrepreneurship and innovation. Our research analyzes the evolution of the design philosophy and practices developed at Stanford University from 1957 to 2005 through document analysis. We identified design qualities that have been consistent over the decades, providing further construct clarity and insights on managing Design-driven Innovation. These design qualities elucidate design thinking as a cognitive process, creative practice, organizational routine, and design culture. They emphasize finding profound needs and problems and translate them into tangible designs, creating value for people. This design philosophy is deeply rooted in humanistic psychology theories, particularly on creativity and human values. Collaborations between psychologists, industrial researchers, and designers created this creative and human-centered design approach, known today as design thinking. This value-driven innovation offers a humanistic perspective on innovation theory and practice. It also offers an Innovation Management schema of design qualities essential for developing Design-driven Innovation capabilities in organizations and educational institutions. We emphasize that developing a creative design culture in which people have the human values, abilities, and confidence to collaboratively identify continuous emerging problems and needs and contribute through tangible designs generates an era of innovation and is essentially innovation management.
Nature‐based solutions (NbS)—solutions to societal challenges that involve working with nature—have recently gained popularity as an integrated approach that can address climate change and biodiversity loss, while supporting sustainable development. Although well‐designed NbS can deliver multiple benefits for people and nature, much of the recent limelight has been on tree planting for carbon sequestration. There are serious concerns that this is distracting from the need to rapidly phase out use of fossil fuels and protect existing intact ecosystems. There are also concerns that the expansion of forestry framed as a climate change mitigation solution is coming at the cost of carbon rich and biodiverse native ecosystems and local resource rights. Here, we discuss the promise and pitfalls of the NbS framing and its current political traction, and we present recommendations on how to get the message right. We urge policymakers, practitioners and researchers to consider the synergies and trade‐offs associated with NbS and to follow four guiding principles to enable NbS to provide sustainable benefits to society: (1) NbS are not a substitute for the rapid phase out of fossil fuels; (2) NbS involve a wide range of ecosystems on land and in the sea, not just forests; (3) NbS are implemented with the full engagement and consent of Indigenous Peoples and local communities in a way that respects their cultural and ecological rights; and (4) NbS should be explicitly designed to provide measurable benefits for biodiversity. Only by following these guidelines will we design robust and resilient NbS that address the urgent challenges of climate change and biodiversity loss, sustaining nature and people together, now and into the future.
A successful e-participation campaign in urban planning relies on good two-way communication between the expert and the citizen. While the presentation of information from planners to citizens is one concern of that topic, we address in this paper the question of how citizens’ inputs can be evaluated for map-based e-participation tools. The interest is, on the one side, in the usefulness of the input for the planner and, on the other side, in performing a quick assessment which can provide feedback to the participant via the tool’s interface. We use a test dataset that was acquired with an online city planning tool that uses 3D geometries and develop analysis methods from it that can also be generalized for other map-based e-participation tools. These analysis methods are meant to be applied to large datasets and to enhance e-participation methods in urban planning and design to citizen (design) science approaches. The methods range from the calculation of simple parameters and heatmaps over clustering to point pattern analysis. We evaluate the presented approaches by their computation time and their usefulness for the planner and non-expert citizen and investigate their potential to serve as a composite analysis. We found that functions of the point pattern analysis reveal relevant information of the users’ inputs but require a simplified presentation. We introduce a spatial dispersion index as an example to present the relations between objects in a clear way.
The phenomenon of planning involving citizen’s participation in planning literature has been from the second half of the 20th century. Indeed, different methods and techniques have been used in the process. However, participatory practices are time-consuming and negotiations are tiresome. Accordingly, the integration of developing digital technologies into participatory processes has been seen as a potential to reach large audiences and provide time-space independence. Within the scope of this research, a detailed literature review was done regarding e-participation, and ten (10) examples representing the upper levels at the ladder of participation were examined within the context of project, participation, and socio-technical criteria. SWOT analyzes were structured by grouping similar applications, and current trends for the use of e-participation in urban design have been revealed. The analysis showed that citizens e participation- participation tend to allow citizen design or location-based interaction, playful interfaces and game elements which can be sources for encouragement.
In this article, the challenges of realising e-participatory projects in urban planning are described. A participatory case study in Singapore serves as the basis for their presented conclusions. The researchers used a map-based e-participation tool to collect design proposals from participants for the planning site. The user feedback for the tool interface and the study campaign's website together with designer expertise on user interfaces (UI) was incorporated into the redesign of the website and interface of the participatory design tool. From there, some general guidelines for conducting engagement studies and for designing participatory design tool interfaces for non-expert users were formulated. One key finding is that the information presented to the non-expert user must be concise, and the UI must be adapted to the user's habits and focus the user's attention towards completing the study.
While there are excellent policy and academic foundations for thinking about and making sense of urban climate action and questions of justice and climate change independently, there is less work that considers their intersection. The nature and dynamics of, and requirements for, a just urban transition (JUT)—the fusion of climate action and justice concerns at the urban scale—are not well understood. In this review article we seek to rectify this by first examining the different strains of justice scholarship (environmental, energy, climate, urban) that are informing and should inform JUT. We then turn to a discussion of just transitions in general, tracing the history of the term and current understandings in the literature. These two explorations provide a foundation for considering both scholarly and policy‐relevant JUT agendas. We identify what is still needed to know in order to recognize, study, and foster JUT.
This article is categorized under:
• The Carbon Economy and Climate Mitigation > Benefits of Mitigation
• Climate, Nature, and Ethics > Climate Change and Global Justice
This article contributes to the discussion about learning from group methods in design education. Based on action research results, it presents and reflects on teaching activities related to urban and regional design in TU Delft, Faculty of Architecture and the Built Environment, conducted and coordinated by the authors. Constructive alignment of the teaching triangle and feedbacks from students and teachers are used to assess the effectiveness of learning from group methods in these courses from the perspective of teaching quality. The evaluation does not aim for revealing missing components or links in theory on design education. Instead, it is using existing theories to analyse education practices, for a better understanding and performance of group work in a specific field of design education. The conclusions of the article focus on pros and cons of group work in urban and regional design education, with highlighted common challenges for teaching, such as assessment on individual performance, as well as specific ones, such as stimulating ‘out of the box thinking’ and supervising interdisciplinary groups.
Since the late twentieth century, “citizen science” has become an increasingly fashionable label for a growing number of participatory research activities. This paper situates the origins and rise of the term “citizen science” and contextualises “citizen science” within the broader history of public participation in science. It analyses critically the current promises — democratisation, education, discoveries — emerging within the “citizen science” discourse and offers a new framework to better understand the diversity of epistemic practices involved in these participatory projects. Finally, it maps a number of historical, political, and social questions for future research in the critical studies of “citizen science”.
This paper discusses the design of an online digital participation campaign, developed as an academic research project in Singapore. In order to develop appropriate exercises which fitted the tool and the context, we addressed several questions: how can online participation tools maintain a negotiation and education power? What data generated by citizens, in the form of a design proposals, is useful for urban design? We created two different exercises, at different scales: one exercise asking people to design proposals with functional blocks and one where citizens could decide the equipment and furniture in a public space. For each exercise we discuss the scale, the elements, the educating and mediating impact, but also the way we intended to use the gathered local knowledge in urban design. The exercise did not receive the expected contributions, gathering little attention from internet users. More results were obtained using an offline experimental setup. In conclusion, we reconsider the weakest points of the design in a critical analysis and provide direction for future online participation tools.
While technology-based developments have produced a wealth of information and experience, the rate of interaction between the academic institutions and craftsmanship establishments is observed to decrease gradually. The purpose of this study is to enable the transfer of tacit knowledge and experience between these two foundations by creating “learning bridges” through the use of technology in order to achieve sustainability in local crafts in long term. The qualitative multi-method approach adopted, which included the use of participatory design methodology and ethnographic field study in the Mardin. The study indicated that “learning bridges” could be formed and thus facilitate the transfer of tacit knowledge and experience between the academy and workshops through the use of technology. A sustainable educational model presenting a new interactive experience was recommended in light of the findings.
The last decades in urban design research are characterised by a focus on technological aspects of cities which is commonly known as the smart city strategy. The concerns and interests of citizens are coming to the forefront nowadays with the awareness that a liveable city does not only consist of good infrastructure and sustainable energy supply but also citizen input and feedback. In this paper, we present Citizen Design Science as a new strategy for cities to integrate citizens' ideas and wishes in the urban planning process. The approach is to combine the opportunity of crowdsourcing opinions and thoughts by citizens through modern information and communication technology (ICT) with active design tools. The active design feedback from a city's inhabitants is identified as a yet missing but essential way towards a responsive city. We therefore propose a system to merge Citizen Science and Citizen Design, which requires a structured evaluation process to integrate Design Science methods for urban design.
We show examples of existing approaches of Citizen Design Science and present the Quick Urban Analysis Kit (qua-kit) as an application of this methodology. The toolkit allows users to move geometries in given environments and provides the opportunity for non-experts to express their ideas for their neighbourhood or city.
There has been a recent shift in England towards empowering citizens to shape their neighbourhoods. However, current methods of participation are unsuitable or unwieldy for many people. In this paper, we report on ChangeExplorer, a smart watch application to support citizen feedback, to investigate the extent to which digital wearables can address barriers to participation in planning. The research contributes to both technology-mediated citizen involvement and urban planning participation methods. The app leverages in-situ, quick interactions encouraging citizens to reflect and comment on their environment. Taking a case study approach, the paper discusses the design and deployment of the app in a local planning authority through interviews with 19 citizens and three professional planners. The paper discusses the potential of the ChangeExplorer app to address more conceptual issues, and concludes by assessing the degree to which the technology raises awareness of urban change and whether it could serve as a gateway to more meaningful participatory methods.
Not in my backyard versus Mitsprache für alle. Nur mit der Weisheit der Vielen können die drängenden Fragen der Zukunft gelöst werden. Die vierte Gewalt, die Konsultative, ist ihr Sprachrohr. Unsere Demokratie wird nicht mehr ohne sie auskommen können.
http://www.bpb.de/shop/buecher/schriftenreihe/234465/die-konsultative
Demokratie in der Krise? Politikverdrossenheit allerorten? Verhöhnung und Wut der Bürger wie bei Stuttgart 21? Das ist nur die eine Seite der Medaille. Auf der anderen fordern immer mehr Bürger Mitspracherechte und Gestaltungsmacht. Großprojekte wie die Energiewende bedürfen der Unterstützung aller, und dazu müssen auch tatsächlich alle im Vorhinein einbezogen werden. An vielen Orten beratschlagen engagierte Bürger nun zum Beispiel über den Trassenverlauf von Stromleitungen. Noch viel zu selten, aber immer häufiger findet eine breite und tiefgehende Konsultation der Bürgerschaft statt, bevor Gesetze entwickelt und beschlossen werden. Wir sind mittendrin in der Beteiligungsrevolution. Patrizia Nanz und Claus Leggewie, leidenschaftliche Streiter für Partizipation und die Demokratisierung der Demokratie, fordern die Institutionalisierung von Zukunftsräten, ein flächendeckendes Netz konsultativer Gremien von der lokalen bis zur europäischen Ebene. Sie haben mit diesem Konzept nicht nur ein wegweisendes Modell entwickelt, sondern unterstützen längst Bürger aktiv dabei, sich politische Handlungsspielräume zurückzuerobern, indem sie praktikable Vorschläge zur Lösung schwieriger Aufgaben wie die Endlagersuche oder die Flüchtlingsunterbringung beisteuern.
https://www.wagenbach.de/buecher/titel/1026-die-konsultative.html
Living labs and co-production are increasingly popular strategies for universities to address sustainability challenges and yet the links between them remain largely implicit. This paper discusses the potential of living labs to provide a holistic and iterative framework for the co-production of knowledge. The University Living Lab initiative was launched in 2012 to transform the University of Manchester campus into a site for applied teaching and research around sustainability. Its goal was to provide a framework for students and academics to engage with the opportunities to work with Estates staff and their environmental consultants on applied sustainability challenges. This paper discusses the generation of living lab projects, the design of the campus as a living lab, and institutional visibility, identifying the key strengths of the living lab approach and the challenges of applying it more broadly.
Purpose: This paper connects participatory sustainability implementation with sustainability assessment, exploring learning theories, the principles of Higher Education for Sustainable Development (HESD), and respective indicators applied in the university context. Even though participation is partly considered in existing assessment practices, it is still unclear what and how to measure participatory processes that envision implementing sustainability principles in higher education institutions. Holistic approaches are often proclaimed, but reductionist assessment methods are frequently followed.
Design/methodology/approach: The study followed a qualitative approach, inspired by the Delphi-method, and includes semi-structured expert interviews (N=15) and two focus group discussions (N=23), with participants coming from a total of seventeen different countries. Data was analysed and compared according to qualitative content analysis, and systemized according to the underlying theoretical strands.
Findings: The findings suggest that participatory processes can be better assessed from a social learning and organisational learning perspective, emphasizing non-linear criteria for the quality of the process in terms of depth and meaningfulness, as well as criteria for the quality of the outcome in terms of knowledge generation and innovation. The findings also point implicitly to the need of considering double- and triple loop learning, if a culture of participation towards sustainability is to be pursued, and underline the high impact of institutional governance.
Originality/value: Although a great volume of literature about sustainability implementation in higher education exists, studies focusing on participatory processes in this context are rather scarce. This research pays attention to sustainability experts working in universities rarely heard in a more systemic manner, and also applies a reflective participatory approach itself by using qualitative methods.
This editorial explores the potential of social media and mobile technologies to foster citizen engagement and participation in urban planning. We argue that there is a lot of wishful thinking, but little empirically validated knowledge in this emerging field of study. We outline key developments and pay attention to larger societal and political trends. The aim of this special issue is: 1) To offer a critical state-of-the-art overview of empirical research; and 2) to explore whether social media and mobile technologies have measurable effects on citizens' engagement beyond traditional mobilization and participation tools. We find that wider engagement only ‘materializes’ if virtual connections also manifest themselves in real space through concrete actions, by using both online and offline engagement tools. Another requirement is that planners do not seek to marginalize dissenting voices in order to promote the interests of powerful developers.
Urban spaces are pervaded by interpretive and reactive technologies that shape and are shaped by its inhabitants, with an increasingly active role for citizen technologists. Yet the role of domestic spaces in shaping lived experience within the urban environment, and subsequent technological interventions, is often overlooked. Homes are framed as closed-off environments which isolate their inhabitants from the city, despite being porous spaces that are also filled with ubiquitous computing. In this paper we draw on the participatory design and user innovation literatures to present the methodology for the “Homesense” research project that explored how users design and develop “smart” technologies within their own homes, based on the intersection of their concurrent urban/domestic lived experience. Kits of open-source hardware were used as cultural probes, and co-located “lead users” provided technical expertise. This methodology demonstrates the importance of physical space and location in user-led domestic activities, and of combinations of technical and “lived” expertise in developing these interventions.
A community-building approach was employed in a small mid-western town bounded by the Ohio River. Community members were involved in a riverfront development project through a variety of activities such as students brainstorming their ideas, and surveys that generated over 200 ideas for the riverfront. Idea-sharing sessions were also held with neighborhood focus groups to gauge the views of a cross-section of citizens about the future development of the riverfront. These activities culminated in a community workshop where 130 citizens began the planning process by revisiting the riverfront through a narrated photographic tour, and reviewing a video summary of the focus groups. Twenty-two groups then identified recreation objectives and located activities on a map of the riverfront. Workshop results formed the basis for a subsequent design proposal followed by implementation of the first phase.
This paper discusses the potential of Design and Technology (D&T) as an environment for collaborative problem solving. Peer collaboration is considered to be a valuable learning mechanism but has not generally been exploited by teachers or explored by researchers in this context. D&T is unique in involving procedural problem-solving activity where talk between peers relates to physical manipulation and feedback and both concrete models and graphical representations play an important mediating role. The role of teachers is central to our discussion, particularly their task structuring, agendas and pedagogic strategies for supporting learning through collaboration; these have been underplayed in much of the general research literature on collaboration. Our discussion works towards a framework for analysing collaborative problem-solving activity in D&T, building on sociocultural perspectives and deriving additional insights into pupils' social and cognitive strategies from the literature on classroom talk.
The paper reports on the trials of a Design and Technology (D&T) unit carried out in three different Indian contexts with
a focus on collaborative learning. Both collaboration and technology education are not common to the Indian school system.
As part of a larger project to introduce technology education, suitable for middle school girls and boys in urban and rural
areas, three culturally appropriate and gender sensitive D&T units were developed. All the units were tried out with middle
school students in different socio-cultural settings: two schools in urban areas (with different languages of teaching and
learning) and one in a rural area. This paper presents details of a unit on puppetry which involved making a puppet and staging
a puppet-show. Aspects of collaboration within and among groups were observed with respect to: roles played by the members,
conflicts and their resolution, sharing of resources, communication and peer review among the students. The trials in the
three clusters indicate the potential of this D&T unit to provide collaborative learning situations for the multicultural
contexts of Indian classrooms.
The aim of the article is to present and discuss the potentials of community informatics for participatory planning and design, as well as for ICT-mediated participation in general. The article is based on a case study of the co-design of a shared yard in Helsinki. The application of ICTs meant that tools such as the local website and the Urban Mediator were used as platforms and media to co-create, share and distribute information concerning the progress of the design of the yard. We argue that CI-assisted participatory planning and design provide a viable perspective and significant contribution to ICT-mediated participation in urban issues.
Organizational green culture and corporate social responsibility are known for their significant role in organizational and societal development. However, it is rarely known whether such corporate activities inspire their employees to act in an environmentally and socially responsible fashion outside their firms or not. Following the Operant Conditioning theory, the current research analyzes the link between CSR and OGC and their role in workers’ responsible behavior toward the environment and society at the individual level outside their organization. Data were collected from members of private and public manufacturing and services firms and analyzed via structural equation modeling, which indicated that OGC significantly inspires workers to behave environmentally and socially responsible manner outside their firms. However, an insignificant relationship is found between organizational CSR activities and employees' responsible behavior towards the environment and society, suggesting that employees only show this behavior within the organizations. Moreover, firms having green culture actively participate in CSR activities. This research is among the pioneer investigations that focus on promoting workers' environmentally and socially responsible behavior, which can serve as a foundation to transform society into a sustainable civilization.
This book constitutes the thoroughly refereed proceedings of the 15th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2020, held in Kristiansand, Norway, in December 2020.
The 28 revised full research papers included in the volume together with 7 research-in-progress papers and 9 prototype papers, were carefully reviewed and selected from 93 submissions. They are organized in the following topical sections: digital public services; data science; design principles; methodology; platforms and networks; and service science.
Due to the Corona pandemic this event was held virtually.
In this introductory article to the special issue ‘Co-Design and the public realm’, we discuss a common interest in how meso- and macro-political institutional contexts frame and are informed by Participatory Design (PD) and Co-Design processes. We argue that a unilateral focus within PD and Co-Design on the micro-political scale of fieldwork obscures interactivity with institutional framing processes, undermining their potential as sites of critique and political change. Our argument is drawn from a study of literature on the role of institutions in relation to PD and the public realm and our experience as participants in an EU-funded research project. The case study descriptions unpack how various institutional frames inform PD processes and how, conversely, PD processes inform various institutional frames: metacultural frames, institutional action frames and policy frames. To highlight the move to engaging with and creating new institutions, we introduce the notion of institutioning.
In spite of the fact that chain referral sampling has been widely used in qualitative sociological research, especially in the study of deviant behavior, the problems and techniques involved in its use have not been adequately explained. The procedures of chain referral sampling are not self-evident or obvious. This article attempts to rectify this methodological neglect. The article provides a description and analysis of some of the problems that were encountered and resolved in the course of using the method in a relatively large exploratory study of ex-opiate addicts.
In this paper, I analyse the potentials of co-design interventions as a new approach to urban development, moving the development of urban spaces from the domain of urban planners to a shared domain between the professionals and citizens who use them. The developments of urban space in this way come to involve the often-diverging opinions and use practices of citizens, and enable new flexibility in the interpretation of urban futures.
Co-design processes are becoming relevant for the development of urban spaces not least due to the increasing focus on ‘liveability’ in large European cities, a perspective that challenges planners to re-imagine their work practices. I argue that agonistic urban development and viewing the urban setting in an assemblage perspective are productive frameworks for analysing co-design interventions in the three cases from Copenhagen studied in the paper.
The paper concludes that co-design interventions do indeed present new possibilities for the development of urban spaces. By diversifying the group of stakeholders, reconfiguring the urban spaces in question and translating the diverse user perspectives from urban life into planning practices, interventions can impact the socio-technical development of the city. The study shows how co-design interventions can assist in the re-imagination of urban futures for planners and citizens alike.
The concept of participation in architectural design is discussed and analysed in seven different forms, ranging from least to most involvement by the building user in the design and decision-making processes. Examples of recent building are given for each category of participation and a participation profile for different architects is suggested.
This paper tracks the changing role of public participation in planning thought. In doing so, the paper shows that the role of public participation in planning is largely determined by the nature of the planning enterprise being undertaken. The definition of the planning problem, the kinds of knowledge used in planning practice, and the conceptualisation of the planning and decision-making context are the important determinants of the extent of participation offered to the public. The paper therefore contributes to thinking about how to evaluate public participation by showing that it can only be understood in terms of the decision-making context in which it is embedded. Specifically, it makes little sense to evaluate public participation in terms that are not shared by the planning model itself
This paper is concerned with governance and how some new forms of collaborative dialogue, policy making, and action are filling the gaps left as our formal institutions of government are failing to carry out their responsibilities or where no agency has jurisdiction. These collaborative processes, engaging public and private sector players representing many interests working on tasks that are about public welfare, have become part of an emerging governance system. This system lacks formal authority, is linked in varying ways to formal government, and engages stakeholders who are typically outsiders to public choices. Our goal in this paper is to outline an evaluative framework to assess these emerging collaborative governance efforts in terms of how they are changing our capacity to manage our systems, whether economic, social, or environmental. We hope in this process to explore how these developments may be changing the very concept of governance in contemporary times.
The increasingly popular term 'problem-based learning' does not refer to a specific educational method. It can have many different meanings depending on the design of the educational method employed and the skills of the teacher. The many variables possible can produce wide variations in quality and in the educational objectives that can be achieved. A taxonomy is proposed to facilitate an awareness of these differences and to help teachers choose a problem-based learning method most appropriate for their students.
Fairness-Driven Urban Design and Planning
- L Hangxin
Hangxin, L. 2020. "Fairness-Driven Urban Design and Planning." doctoral thesis. Eth Zurich
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L5 -Information Architecture & Future Cities: Citizen Design Science
- I Architecture
Architecture, I. 2019. "L5 -Information Architecture & Future Cities: Citizen Design Science."
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Democracy Takes Command: The New Community Planning and the Challenge to Urban Design
- J Kaliski
Kaliski, J. 2005. "Democracy Takes Command: The New Community Planning and the Challenge
to Urban Design." Harvard Design Magazine, February 12, 2024. https://www.harvarddesign
magazine.org/articles/democracy-takes-command-new-community-planning-and-the-chal
lenge-to-urban-design/.
Designing with Citizens: Challenges and Evaluation Methods for Crowd-sourced Urban Layouts
- J Mueller
- H Lu
Mueller, J., and H. Lu. 2017. Designing with Citizens: Challenges and Evaluation Methods for
Crowd-sourced Urban Layouts. CAID@IJCAI.
Design Research in 2006
- E Sanders
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Co-Creating Services with Citizens and Industry
- S Hofmann
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Services with Citizens and Industry. 15th International Conference on Design Science Research
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The Community Planning Event Manual -How to Use Collaborative Planning and Urban Design Events to Improve Your Environment
- N Wates
Wates, N. 2008. The Community Planning Event Manual -How to Use Collaborative Planning and
Urban Design Events to Improve Your Environment. London: Routledge. https://doi.org/10.
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