8-Mar-2005
PICT, Final WP6
Curriculum Development
Teaching Modules
ALEX DEFFNER
VASSILIS BOURDAKIS
Dept. of Planning and Regional Development,
School of Engineering,
University of Thessaly (UTH), Volos, Greece
Contents
I. PARTICIPANTS
CLASSIFICATION
II. 4 CORE TEACHING MODULES
III. 4 TEACHING MODULES FOR
THE PUBLIC
IV. 3 TEACHING MODULES FOR
THE PLANNERS
2
I. PARTICIPANTS CLASSIFICATION
categories
Peculiarities of the Greek case Peculiarities of
study
other case studies
Age group
High % of elderly
Educational level
Very low, 50% illiterate,
21% school drop-out
Income level
Very low, 50% below
poverty line
Employment status
24% much higher than the
region
Household type
Many single parent families
ethnic minorities
15% Roma, refugees and
economic immigrants
3
II. 4 CORE TEACHING MODULES (6
units)
A. Introductory
1. Introduction to PICT(0,5 unit=0,5 teaching
hour)
1.1. What is PICT (0,1 unit)
• PICT (Planning Inclusion of Clients through etraining) is a transnational project financed in
part by the European Commission in the context
of Leonardo Da Vinci's Community Vocational
Training Action Programme. It is implemented
by local authorities, universities, private
consultancies and social partners in four
European countries: Belgium, Greece, Hungary
4
and the United Kingdom
Core 2
1.2. Project aims (0,1 unit)
• The project aims to promote effective
public participation in planning, through
the development and use of advanced ICT
(Information Computer Technology)
applications that may promote interaction
and dialogue between planners and the
public
5
Core 3
1.3. Who can benefit? (0,1 unit)
• The citizen who cares about planning and wants
to be involved in the decisions
• The local entrepreneurs who are affected by
planning decisions and would like to take part in
the planning process
• The planners who want to promote participatory
procedures through an effective dialogue with
the local stakeholders and improve their skills on
new planning and design technologies
6
Core 4
• The local competent authorities who can set
the course for a democratic planning
process and train planning personnel to that
effect
• The universities which can jointly formulate
learning material, develop further and test
laboratory applications of "user-friendly"
design and mapping tools, for public
participation and teaching purposes at the
national and European level
7
Core 5
1.4. Actions planned and expected results (0,2 unit)
Step 1: Define the conceptual and operational
framework for public participation in planning.
To that effect the project reviews and encodes
theory and practice of public participation
across Europe and compiles characteristic
examples of good or not so good practice and
legislation
Step 2: Set up four pilot projects, one in each
participating local authority.
The pilot projects are launched by determining
the needs of citizens and planning
professionals in order to encourage dialogue
between them
8
Core 6
Step 3: Focus the participatory procedure on a planning
issue and develop suitable ICT applications.
Information Computer Technology applications are
used to illustrate points for discussion and
interaction between the public and planners. A
learning methodology is also compiled to enable
all stakeholders involved to increase their capacity
for participation
Step 4: Self-manage the process.
Each pilot area establishes a Local Consultative
Committee and a "task force" to offer advice and
practical help to individuals
Step 5: Host local workshops and an international
conference.
The purpose is to raise public awareness and to9
widely announce project products and results
Core 7
Project partners
• United Kingdom
– Knowsley
Metropolitan Borough
Council (Project
Contractor)
– Liverpool John
Moores University,
School of the Built
Environment
– European Council of
Town Planners
(ECTP)
• Greece
– PRISMA Centre for
Development Studies
(Project Coordinator)
– Municipality of Agia
Varvara in the
Prefecture of Athens
– University of
Thessaly, Dept of
Planning & Regional
Development
10
Core 8
Project partners
• Belgium
– Hogeschool voor
Wetenschap & Kunst
Sint Lucas
Architectuur
Project duration
The project started in
November 2002 and
will end in October
2005
• Hungary
– Budapest University
of Technology and
Economics
– WEBhu Kft. ICT
Consultancy
For more information
please visit the project
website
www.e-pict.co.uk
11
Core 9
B. Planning & participation (2,5 units)
2. Planning (1,5 units)
2.1. General concepts of urban planning
(1 unit)
2.1.1. Space, time and culture (0,5 unit)
• Avoidance of spatial determinism: urban
interventions can strengthen or weaken
already existing social tendencies BUT they
cannot by themselves create new ones
12
Core 10
• Importance of temporal dimension: Focus on
daily life but also raising attention for a
prospective view over longer periods of time
• Multiculturalism: in a multicultural area it is
‘easier’ to argue for the importance of culture.
e.g. in Brussels the different ethnic groups
are rather large & connected, though not
often integrated in a context of diversity
13
Core 11
2.1.2. Creativity, innovation and leisure (0,1 unit)
•
Use of creativity (process from consumption
to production) as a dynamic tool for urban
innovation and imaginative action, focusing
on culture
•
Having an open mind for innovative
practices (as well as theoretical
approaches)
•
Importance of leisure activities especially
for areas that have unemployed people who
are rich in time (they have more, albeit
‘forced’, leisure time) and poor in money a
general contradiction
14
Core 12
2.1.3. Sustainability (0,8 unit)
• Three dimensions of sustainable development
in planning:
Social – Economic – Environmental
• Definition of a sustainable city:
‘organised so as to enable all its citizens to meet
their own needs and to enhance their well-being
without damaging the natural world or endangering
the living conditions of other people now or in the
future’ (
15
Man made city (Tokyo)
16
Reckless urban sprawl (Phoenix, Arizona))
17
The endless city (Mexico City)
18
China’s urban miracle? Shenzhen
19
Core 13
• Attributes of a sustainable city:
‘just, beautiful, creative, ecological, of easy
contact & mobility, compact & polycentric,
diverse’
• Initial considerations of sustainability:
‘sustainability is future preservation involving
actions ethically or aesthetically accepted, so
that they become satisfying things to do now: ‘as
historical preservation requires the disposal of
the irrelevant past, so future preservation
requires the elimination of the irrelevant future’
20
21
Curitiba Brazil, promoting urban sustainability (the first
university of the environment)
22
Core 14
• Peoples Needs as a Starting Point
– Clean air & water, healthy food, good housing
– Quality education, vibrant culture, good health
care, satisfying employment or occupation
– Safety in public spaces, equal opportunities,
supportive relationships, freedom of expression
– Meeting the special requirements of the young,
the old and the disabled
23
Core 15
• culture of sustainability: development of concepts of real
sustainability
– Involve the whole person
– Place long term stewardship above short term
satisfaction
– Ensure justice and fairness informed by civic
responsibility
– Identify the appropriate scale of viable human activities
– Encourage diversity within the unity of a given
community
– Develop precautionary principles,anticipating the effects
of our actions
– Ensure that our use of resources does not diminish the
24
living environment
Core 16
• Sustainable cities-best practice initiatives
according to International Council for Local
Environment Initiatives (ICLEI)
–Improved production/consumption cycles
–Gender & social diversity
–Innovative use of technology
–Environmental protection & restoration
–Improved transport & communication
–Participatory governance & planning
–Self-help development techniques
25
Core 17
• Checklist of key questions for sustainability:
Does my city–Compile an annual environmental report?
–Use life cycle analysis in its own
purchasing decisions?
–Support public environmental education?
–Create jobs for environmental
regeneration?
–Have polices for transport integration and
pedestrianisation?
–Encourage ecological businesses?
–Support ecological architecture and
26
urban villages?
Core 18
• Commission of the European Communities
(1998) - 4 policy aims
– strengthening economic prosperity and
employment in cities
– Promoting equality, social inclusion and
regeneration in urban areas
– Protecting and improving the urban
environment: towards local & global
sustainability
– Contributing to good urban governance and
local empowerment
27
Core 19
• 5 lessons for policy development according to
Wally N’ Dow, former Dir. Gen. of UNCHS
(United Nations Centre for Human Settlements)
–Use the power of good examples
–Understand the complexity of urban issues
–Local level action has large scale
repercussions
–Exchanges take place between (similar)
peer groups in different cities
–There is a need to change the way urban
institutions work
28
Core 20
• Local Agenda 21 as a tool for sustainability
– Process of developing local policies for
sustainable development and building
partnerships between local authorities and other
sectors to implement them
– Product of the 1992 Rio Earth Summit (UNCED)
endorsed by 150 nations
– Integrative goal seeking to break down barriers
between sectors in both public and private life – it
is a continuing process
29
Core 21
– Range of practised methods: traditional
consultation on draft plans, public meetings,
bringing together of representatives from different
interests, round tables, focus groups
– Sustainability indicator: asking people to identify
specific measurable aspects, parts of their living
environment which, to them, indicate their health
– Support mechanism: no setting out by Local
Agenda 21 but local authorities have been
leaders among governments in addressing
sustainability issues (even before the adoption of
LA 21)
30
Core 22
2.2. Vision for local development &
Community Planning (0,5 unit)
2.2.1. Vision for local development (0,1 unit)
• Abony: quality of roads in questionnaire
• Developing a sense for integrated local
development (housing AND public space
AND social-economic background)
• Importance of local economic development
– ‘new localism’: from outward- to inwardlooking societies
31
Core 23
2.2.2.Community planning (0,4 unit)
• Focusing on the needs of particular groups (e.g.
elderly and Roma in A. Varvara: the first, along
with housewives, are willing to participate in
PICT but are IT illiterate-on the other hand,
young people are IT literate but do not seem
willing to participate in PICT)
32
Core 24
• Principles of community planning
–Agree to the rules and boundaries
–Be visionary yet realistic
–Build local capacity
–Encourage collaboration
–Have fun
–Learn from others
–Have personal motivation and take initiatives
–Respect the cultural context of others
–Be receptive to training
–Visualisation of result
33
Core 25
3. Participation (1 unit)
3.1. General concepts of public participation (0,7
unit)
3.1.1. Methodology & various concepts (0,3 unit)
• Developing an appropriate methodology of
discussion between the public and the planners
(two separate groups, and then together, e.g.
assembly in Brussels)
• combination of simplified versions of SWOT
Analysis & Delphi method (internal environment:
Strengths, Weaknesses, external environment:
Opportunities, Threats)
34
Core 26
• Synergetic distribution of information: Integration
of different sorts of communication channels to
invite and inform people, in respect of the existing
of associations, planners and authorities
• Self-help and independence: Enable involvement
by providing means to inform oneself
(empowering one’s viewpoints and points of view)
• Joined development: Enable interaction and
discussions
35
Core 27
• different views of Public Participation (pp) depend
on the degree of involvement of the experts and the
criteria of the representing the public
– lack of experience and consequently of
participatory culture in Greece (however,
participatory experience in A. Varvara)
– Brussels: in respect & connected to the existing
strong elaborated participatory fabric
– Abony: inviting the public to participate in
planning decisions & consultation with public
(result of questionnaire)
36
Core 28
3.1.2. ‘Schema of Public Participation’ (0,2
unit)
• Hampton-two major objectives behind the
introduction of greater public participation in
planning during the late 1960s
– policy-making and decisions can benefit from better
information about public preferences and residents’
concerns.
– Public participation can draw people into a stronger
and longer-term relationship with government and
enhance their current and future ability to play a
significant role in policy-making
• Relationship of specific techniques to subsidiary
objectives in public participation
37
Core 29
• the involved groups are distinguished in:
–major elites (e.g. local business groups,
major employers, Chambers of Commerce,
trade unions)
–minor elites (local interest groups,
community associations, action groups
–public as a collection of individuals
38
Core 30
3.1.3. Equal Opportunities Guide (0,1 unit)
• London Government Management Board conditions for success within LAs, selection of
relative factors:
–race
–women
–disabled
–elderly
–children
–part time & casual workers
39
Core 31
3.1.4. Key principles for good practice in pp
(0,1 unit)
• Clear aims of participation at the outset
• insurances of the central role of local politicians at
the programme
• link of motives, objectives and intentions of the
participation programme with the appropriate
techniques
• interpretation of the nature and implications of
policies and plans for the users
• identification of the procedures for information
collection from the public in order to evaluate and
act
40
Core 32
3.2. Key skills (0,3 unit)
3.2.1. Citizenship, democracy & participation
(0,1 unit)
– definitions
– changing patterns
– new arrangements
41
Core 33
3.2.2. Alternative viewpoints (0,1 unit)
– stakeholder mapping
– equality of opportunity
– conflict and diversity
42
Core 34
3.2.3. Negotiation and conflict resolution (0,1
unit)
– the skills
– the process
• Civil rights perception
43
Core 35
C. IT (6 units)
4. Methods & techniques
4.1. Methods for helping people to get
involved in planning (3 units)
• e.g. electronic map, gaming, simulation
44
Core 36
• Technology support: having group sessions
in which tools and technologies play a
supportive role.
• Space and time: Combining scheduling
tools with spatial models ('4D-viewer'),
• Joined perspectives: Combining eye-level
views and bird’s-eye views ('3D-projection')
45
Core 37
• Complementary expertise: Considering
different background of people (literacy of
architectural concepts, drawing and
imaging techniques),
• Compact information and complexity
delimitation: Considering universal limits
and characteristics of human perception
(e.g. mind can only keep seven plus or
minus two ‘chunks of information’ in the
short term memory at a time)
46
III. 4 TEACHING MODULES FOR
THE PUBLIC (6,5 units)
A. Planning & Participation (1,5 units)
1. Planning-Introductory themes to urban
planning (1 unit)
1.1. Why plan? (0,1 unit)
• Necessity of planning even after so many
failures
• Necessity of introducing order into chaos?
• urban planning is more than restrictions, it is
also potentialities
• Focus on basic needs, but urban interventions
can not save everything
• Importance of the lack of planning culture (e.g.
47
in Greece)
Public 2
1.2. Definition of planning (0,1 unit)
• ‘deliberate social or organizational activity of
developing an optimal strategy of future
action to achieve a desired set of goals, for
solving novel problems in complex contexts,
and attended by the power & intention to
commit resources & to act as necessary to
implement the chosen strategy’
48
Public 3
1.3. Perception of planner’s job (0,1 unit)
– in A. Varvara association with technical
services authority that controls building
construction and grants building permissions,
rather vague concept of designing towns,
streets layouts & traffic management
– Halewood: negative view of planning,
confusion (need for more consultation with the
community)
– Abony: no knowledge of what a planner does
49
Public 4
1.4. Definition of the problem (0,1 unit)
• It depends on the analytical orientations of
the individual:
– academic expert: ‘if the shoe fits, wear it’
– strategic expert: ‘the shoe you’re wearing
doesn’t fit, and you should try one like this
instead’
– clinical expert: ‘if the shoe doesn’t fit, then
there’s something wrong with your foot’
50
Public 5
1.4. Urban planning functions (0,1 unit)
Four main functions according to Le Corbusier
– housing
– work
– leisure
– transport
51
Tokyo (the biggest city in the world, home to nearly
30 million people)
52
Public 6
1.5. Making cities work (0,2 unit)
• Venice as classic case study (even if few, if
any, cities have canals) since its working
principles can be applied to modern day cities
• Making cities work depends on best practice
examples of:
– arriving in the city (transport): most successful
gateways and transport interchanges, first
(and lasting) impressions really count, cities
are not just places where people live but they
are destinations that many people visit for
53
brief period
Venice (the classic case study)
54
The Golden Gate, San Francisco
TGV Méditerranée Station, Valence, France
55
Chek Lap Kok Airport, Hong Kong
56
Nils Ericson Bus Station, Gothenburg, Sweden
57
Yokohama Ferry Terminal, Japan
58
Salamanca Train Station, Spain
59
Public 7
– getting around the city (transport): great
challenge for most urban leaders: how to
move people around in safety, comfort and
speed, acute political trade-offs:
pedestrian vs car, pollution vs clean air,
communities vs roads, a matter not only of
huge public investment but also of ideas
and good operating practices
60
Edinburgh’s Greenways, Scotland
61
Edinburgh’s Greenways
62
Bristol, the legible city, England
63
Bristol, the legible city
64
Cycling in Rennes, France
65
Curitiba, Brazil, bus shelters
66
Strasbourg LRT (Light Rapid Transit), France
67
Portland Streetcar, Oregon, USA
68
Brisbane Busway, Australia
69
Singapore Electronic Road Pricing Scheme
70
ULTra System, Cardiff, Wales
71
Public 8
– enjoying the city (leisure): ingenious
approaches that are taken to parks, shopping
malls and public spaces, large number of
(usually) small-scale amenities that make a
city fun to be in
– working in the city (work)
– living in the city (housing)
72
Marbella Old Town, Spain
73
74
South Bank, Brisbane, Australia
75
Copenhagen squares and spaces, Denmark
76
Faneuil Hall Marketplace, Boston, USA
77
Toronto Mall, Canada
78
Toronto Mall (Calatrava’s galleria)
79
Νew Rondas and Ramblas, Barcelona, Spain
80
Circular Quay and the Rocks, Sidney, Australia
81
Vancouver Downtown, Canada
82
Public Realm, Glasgow, Scotland
83
Post Office Park, Boston, USA
84
Public 9
• Main issues: cities have to find a solution
to the car (road space has to be rationed
since it is not a free public good), even the
most spectacular developments have to
be on a human scale, information is the
key, it is people (often one individual) that
make things happen
• It is a cumulative effect of visionary ideas,
sometimes small, that make cities work
85
Laissez-faire planning
86
87
Streets for people, Central London, England
88
89
Public 10
1.7. Various concepts (0,1 unit)
• Human action: a material process indicative of
mental processes starting from perception,
passing through knowledge and appropriation
and leading to consciousness - development of a
consciousness for the collective good (A.
Varvara)
• Space: focusing on the mental process starting
from perceiving buildings, one’s district, the
neighbouring district, understanding the larger
context of the municipality, to town, region and
nation
90
Public 11
• Open & green spaces & tree planting as
improvement of the quality of life (A. Varvara)
• Cultural activities: from popular culture to
high culture
• Art as a cultural function in the city
• Time: focus on the present (solutions of
problems), but also importance of
interventions with long-term impacts
• Urban furniture (e.g. lighting) as an
enrichment of security at night –
discouragement of drug dealing (A. Varvara)
91
Public 12
• Regaining trust and belief in the potential of
urban interventions, learning about results of
previous best practices (e.g. development of
trust to the authorities in A. Varvara)
• Changing the shape of the area
• Pros and cons, alternative actions
• Simulation game
• Involvement of unemployed in urban
development projects and cultural activities
92
Public 13
1.8. Visualization: plan & map reading (0,1
unit)
– A. Varvara: some apprehension after
explanation
– Brussels: abstract, 2D reduction time aspect
missing in reading plans
– Abony: inability & ‘questions asked about
familiar buildings
• examples of cities’ representation in cinema:
the city in cinema as a real life ‘scene’ of
applying planners’ ideas, and the planner as
a ‘director’ of everyday life
93
94
Public 14
2.Participation (0,5 unit)
2.1. Introductory themes to public participation
(0,4 unit)
2.1.1. The idea of pp (0,1 unit)
• One of the three main ideologies of planning
alongside property and the public interest
• Pp in the policy making process is easier for
some groups in society than for others
• p. in government by adults is an aspect of
democracy
95
Public 15
• The representative principle of government
is built on the assumption that it is difficult, if
not impossible, for the public to take part in
making the decisions that crop up every day
in government and administration
• There are circumstances when governors
believe that people should have the
opportunity directly to take part in decisionmaking rather than rely on MPs or
councillors to take decisions on their behalf
96
Public 16
• Distinction between politics & government: politics
is an activity where the merits of alternative forms
of action to deal with problems in the public
sphere can be publicly debated as a prelude to
choice, government is where decisions are
formally made on behalf of all
• P. in planning can span a spectrum of consultation
and debate, where the public is engaged in
discussion but has no right to decide policy
(politics), through to more direct forms of decisionmaking about planning and environmental issues
(government)
97
Public 17
• General extension of politics and pp beyond use of
ballot box are usually made on the basis that: society
and public opinion is becoming more diverse,
government procedures have severe shortcomings,
profound changes are occurring in all spheres of life,
and politicians and professionals cannot keep abreast
of the growing diversity of needs and interests within
the population
• Others claim that decisions about physical
development are much too important to be left solely
to elected politicians in their seclusion of parliament or
council offices
• LA 21 is an example of a world-wide programme
intended to extend citizen involvement in
environmental politics (see CORE 2.1.3., slide 21) 98
Public 18
• Definition of pp in planning: range of
opportunities and mechanisms for the public to
engage directly in the land-use and
environmental policy process, either as a form of
politics or as a limited form of direct engagement
in government
• Restricting the definition of pp in planning to
these formal channels of engagement in the
policy process is not intended to suggest that
informal or ‘unscripted’ action by members of the
public is not legitimate
99
Public 19
2.1.2. Types & forms of pp in planning (0,2 unit)
• a well known typology appeared in the 1960s at a
time where there was a broader, world-wide
eruption of interest in citizen involvement and
political action intended to make governments sit
up and listen (France 1968, anti-Vietnam War
demonstrations)
• Arnstein’s ladder of participation has frequently
been reproduced or adapted since it first
appeared in 1969: degrees of citizen power
(citizen control, delegated power, partnership),
degrees of tokenism (placation, consultation,
information), non-participation (therapy,
manipulation)
100
Public 20
• Shortcomings: not least its apparent elevation of
one set of interests (‘the public’) in the policy
process above all others-it fails to distinguish
between politics and government
• Main value of the typology is to show that pp
initiated by government can include public
relations and manipulations with no release of
power to the public
• Local public opinion can be parochial and not
always in the broader interest such as NIMBY
(‘not in my backyard’) protest against, say, the
provision of new affordable housing in country
towns and villages
101
Public 21
• attempting to understand Arnstein’s ladder
introduces the idea of power within the
policy process: an important component of
the ‘politics of planning’
• Individual and group participants in the
planning process have different amounts
of power
• Power is a complex and contested
concept but a simple definition suggests it
is ‘getting your own way’
102
Public 22
2.1.3. Aspects of co-operation (0,1 unit)
• Openness towards change
• Skills for structured debate
• Understanding the change of perspective
from in-site insights to overview
103
Public 23
2.2. Benefits of involvement in planning
matters of the community (0,1 unit)
• democratic credibility: community
involvement in planning accords with
people’s right to participate in decisions
that affect their lives-it is an important
part of the trend towards
democratisation of all aspects of society
104
Public 24
• professional education: working closely with
local people helps professionals gain a greater
insight into the communities they seek to serveso they work more effectively and produce better
results
• Sustainability: people feel more attached to an
environment they helped create-they will
therefore manage and maintain it better
reducing the likelihood of vandalism, neglect and
subsequent need for costly replacement
105
Public 25
•
•
•
•
•
•
•
•
•
•
Additional resources
Better decisions
Building community
Compliance with legislation
Easier fundraising
empowerment
More appropriate results
Responsive environment
Satisfying public demand
Speedier development
106
Designing in public
107
Taking to the streets
108
Table scheme display
109
Academic resource
110
Public 26
B. IT (5 units)
3. ‘Key skills’ (3 units)
3.1. Computer literacy (1,5 units)
• IT illiteracy
– A. Varvara: 60% people asked are willing to
learn
– Brussels: large % with no PC at home
– Halewood, Abony: not willing to communicate
through the internet with planners but willing to
attend PC seminars-73% use PC mostly at
home
111
Public 27
• Start with the basics
– Operating the computer (h/w s/w)
– I/O
– Text editing
– Data manipulation
• Project specific tasks: Need to develop metaphors
that will facilitate learning and engagement for all
– Images/photomontages
– Animations, video supporting material
– Panoramas, montage of real + virtual (proposed
intervention)
– High density, mix of building types
112
Public 28
3.2. Use of internet (1,5 units)
• History, development of networks
• Current state
• Capabilities of the medium
–Access to Information
–Communication
• About the technology, availability,
usability
• Involving the uninitiated…
113
Public 29
Access to Information
• Typology of information
–Documents (text, images)
–Graphs
–Photographs
–Drawings
• Access Methods
–File Transfer Protocols (FTP)
–World Wide Web (WWW)
114
Public 30
Importance of electronic communication (there exist
crucial gaps in information) especially for people
not living in the area
• Synchronous media
–Talk, WebPhones, MSN Messenger,
VideoPhones
–Internet Relay Chat
• Asynchronous media
–Email
–Newsgroups
–Discussion fora
• Role playing, text-based Multi-user Systems 115
Public 31
4. Virtual Reality (2 units)
• Definition of Virtual Reality and Virtual
Environments
– Method of visualizing and manipulating
complex datasets
– Method of interacting with Computers
– A Technology not optical illusion or
hallucination
• Evolution of the technology from the 60ies up to
date
116
Public 32
• Criteria for successful VR systems (Heim):
– interaction
– immersiveness
– information intensity
• Physiology and Perception of VR
– Visual
– Aural
– Haptic and kinaesthetic
• Virtual Presence
117
Public 33
• VR Classification
– Passive
– Explorative
– Interactive
• VR Interaction Typology
– Desktop VR (WoW)
– Video Mapping
– Immersive Systems
– Telepresence
– Mixed Reality / Augmented Reality
118
Public 34
• VR Tools
• Hands on:
– Viewing the model
– Manipulating the model
– Familiarisation of the particular VR tools
developed
119
IV. 3 TEACHING MODULES FOR
THE PLANNERS (4,5 units)
A. Planning & Participation (1,5 units)
1. Planning (1 unit)
1.1. Advanced themes in urban planning
(0,8 unit)
1.1.1. Strategic planning (0,2 unit)
• Process of knowledge co-existence of
plurality and constraints (budgetary,
educational especially of inhabitants of
multi-deprived areas)
120
Planners 2
• Strategic plan-difference form traditional comprehensive
(‘rational’) planning
– Importance on long-term planning & regular updates
– They cover a greater range of themes & give greater
emphasis on matters of economy, competition,
international networks etc.
– In spite of the larger field they do not aim at the full
coverage of the whole range of themes (as in
comprehensive planning), but focus on a small number of
key-themes
– They prefer more flexible choices (in contrast with the
rigid or normative approaches)
– They give crucial importance to the implementation
process in which a major component is the participation
and consensus of the basic factors that have an impact
on urban development (including the organisations of the
121
private sector)
Planners 3
1.1.2.Urban regeneration (0,2 unit)
• Key themes of urban change & policy: relationship
between the evident physical conditions & the nature of
social & political response - need to attend matters of
housing & health - desirability of linking social
improvement with economic progress - containment of
urban growth, changing role & nature of urban policy
• Evolution of urban regeneration: 1950s reconstruction,
1960s revitalisation, 1970s renewal, 1980s
redevelopment, 1990s regeneration
• Definition: ‘comprehensive and integrated vision and
action which leads to the resolution of urban problems
and which seeks to bring about a lasting improvement
in the economic, physical, social and environmental
condition of an area that has been subject to change’
122
Planners 4
• Urban regeneration process: inputs (economic,
social & environmental analysis), external & internal
derivers of change-application to an area, outputs
(neighbourhood strategies, training & education,
physical improvements), outcomes (economic
development, environmental action)
• Importance of SWOT analysis: S & W (e.g.
institutional context, land-labour-capital), O & T (e.g.
technological, public policy)
• Outcomes of interactions: growth, employment &
competitiveness-sustainability/environment-social
cohesion- effective infrastructure
• lack of experience in Greece, difficulty of publicprivate sector co-operation, e.g. partnerships
123
Planners 5
1.1.3. Cultural & leisure planning (0,1 unit)
• cultural planning definition (Bianchini): ‘the strategic use
of cultural resources for the integrated development of
cities, regions and cultures’.
• It implies a cultural approach to urban planning, which
uses an infrastructure system of arts planning
• The impact of cultural planning covers many aspects: a)
cultural tourism (both domestic and international); b)
education and, generally, the cultural level of the
inhabitants, i.e. their ‘cultural capital’ according to
Bourdieu; c) leisure (both block, i.e. weekend or holiday,
and piece, i.e. daily leisure); d) movements (especially
daily); e) the incorporation of art in the city (Sitte); f) the
greater familiarisation, or even attachment, of the
residents with culture; and, g) the latent demand for
high quality events and activities (relating both to high
and popular culture)
124
Planners 6
• Leisure most neglected function of urban
planning
• growing importance of leisure, not necessarily in
quantitative terms
• Leisure activities: cultural, sport, tourism,
entertainment & social life
• 5 basic questions in leisure planning: what is to
be provided and for whom? How much should
it be provided?, where should it be provided?,
how should it be provided?, why should it be
provided?
• Open & green spaces as part of leisure
infrastructure (A. Varvara)
125
Planners 7
1.1.4.Time planning (0,2 unit)
• focus on the future (exploitation of possibilities, strategic
planning, time planning)
• Theory: dimensions of time in the city are varied and mainly
reflected in the following factors: a) age (phases of the cycle
of life); b) gender (poverty of time for women); c) time
distance (between locations); d) paths of people and goods,
either by means of foot or transportation (mobility and
movement); e) city rhythms (biological etc.); f) timetables (of
shops, services etc.); g) the expansion of telecommunication
(indicating the domination of time over space); h) virtual
world (where the actual reality of space is minimised in
favour of an uncertain future); i) mixing (of social groups,
uses etc.); j) the creation of infrastructures (focusing on the
long durée); k) time as a factor of planning theory and
methodology, e.g. the larger amount of time needed in
126
collaborative planning
Planners 8
• Policy: The sectors of urban planning that mostly relate
to time are services, transport, work and leisure; thus
the obvious central aim of any time policy must be the
amelioration of quality of life
• Time Use Plan: its implementation (and not elaboration)
has more social than economic cost.
– Basic elements: recording of timetables recording &
mapping of elements of urban infrastructure, time use
research of residents
– Issues of basic proposals: rearrangement of timetables
of specific shops & services, general traffic proposals,
proposals for covering the lack in public spaces
• expansion of the city in time rather than in space?
• 24 hour city (e.g. Athens Olympics) – key question: does
the 24-hour city constitute a threat to sustainable
development?
• Time planning must be connected with cultural planning,
with leisure being the interconnecting factor
127
Planners 9
1.1.5. City marketing (0,1 unit)
• it has become a necessity with regard to the
processes of global competition of cities, tourist
attraction, urban management, city branding and
urban governance
• main criticism that it substitutes for planning marketing can contribute to the sense of place & must
be inter-connected with planning
• Implementation mostly after the results of participation
in the intervention): creation of a friendlier place to live
& work (discussion in A. Varvara)
• Crucial role of secondary elements of the city not only
for planning but also marketing
• Urban furniture with lighting as a typical example (as
contributing to the temporal increase of liveliness in a
city)
128
Planners 10
•
•
•
German model of a city marketing plan
(most elaborated):
5 phases: Attraction of interest, analysis,
construction of a vision, implementation
(various fields e.g. economy & commerce,
town centre & local centres, social life &
groups of civilians), efficiency control
Case studies: SWOT analysis based on
the following sectors: urban atmosphere
(in the general sense), economy, transport,
culture-leisure-tourism, supply of municipal
services
129
Planners 11
1.2. Scenarios governing some common
development situations (0,2 unit)
• realistic, optimistic, pessimistic scenarios
• SWOT analysis
• combination of methods with an overall
strategy
• Use of inspiration, not as blueprints
• In each case there is a plurality of ways of
achieving the same objective
130
Planners 12
– inner city regeneration
– Regeneration infrastructure
– Town centre upgrade
– Planning study
– community centre
– local neighborhood initiative
– New neighbourhood
131
Planners 13
– Urban conservation
– Derelict site re-use
– Industrial heritage re-use
– Disaster management
– Environmental art project
– Housing development
– Shanty settlement upgrading
132
Planners 14
2. Participation (0,5 unit)
2.1. Advanced themes in participation (0,5 unit)
2.1.1. Type of participation (0,1 unit)
• Realistically, functional participation
– Achieve goals
– Reduce costs
– Comply with procedural requirements
• Attempt, interactive participation
– Involvement in the earlier stages of design
– Cooperating with external agencies
– Contributing throughout implementation
– Willingness expressed in A. Varvara & Halewood
133
Planners 15
2.1.2. Aspects of co-operation (0,1 unit)
• learning about the existing associative
fabric and civic society
• learning about previous best practices
• understanding the necessity and richness
of participation in local urban interventions
134
Planners 16
• understanding the change of perspective
from overview to in-site insights
• promoting contextual as well as locally
specific information: embeddedness of
information
• Openness towards public-private
partnerships (especially as part of urban
regeneration processes)
• Focus on basic needs is not connected to
trivial design
135
Planners 17
2.1.3. Governance & local governments (0,2 unit)
• Government: confined to the formal structure of
representatives and officials established to
coordinate and oversee this function
• Governance (Gilbert et al.): refers to the process of
government and, more broadly, to the ways in a
which a society manages its collective interests. It
includes functions that may be helped by
government actions: strengthening institutions for
collective decision-making, facilitating & forming
partnerships designed to secure collective goals,
ensuring the fair expression & adequate
arbitration of a a range of interests
136
Planners 18
• Importance of governance to sustainability:
promotion & practice of sustainable resource use,
regulation of the demand for and supply of land,
provision of appropriate infrastructure, attraction of
suitable investment, encouragement of
partnerships
• Thinking locally in order to act globally
• Greece continues to rely on formal mechanisms of
administration. The actual role of the private sector
and civic society has to be invented. As far as the
third sector is concerned, the non-governmental
organizations are underrepresented, and in most
cases they constitute a one man/ woman show the public sector is unable to press the state and
vice versa
137
Planners 19
• Role of local governments in the urban environment:
– They are the only bodies with the mandate,
responsibility & potential to represent & act for the
different & often conflicting interests
– Although they are the bodies with the greatest
potential to take integrated approaches to the
environmental & social challenges of urban areas they
often have neither the legitimacy nor the capacity
– Even if this happens there will be effective action only
if it involves leadership of elected officials and
participatory & inclusive style of governing
– For most issues of urban sustainability work with
partners, other local governments & international
networks
138
Planners 20
2.1.4. Collaborative planning (0,1 unit)
• openness towards ‘communicative action’ and forms of
collaborative planning or the ‘communicative turn’ in
planning (Healey and Forester) – prerequisites in A.
Varvara (PRISMA):
– a thorough description of the area including
identification of stakeholders, options and sustainable
development principles
– a consensus on strategic decisions for the town
development perspectives
– raising awareness on the benefits accrued to public
participation in planning
– by-passing of the client relationship between local
authorities and constituents, a relationship that is very
much subject to the pursuing of personal interests 139
Planners 21
B. IT (12 units)
3. Virtual reality (3 units)
• Definition of Virtual Reality and Virtual
Environments
– Method of visualizing and manipulating complex
datasets
– Method of interacting with Computers
– A Technology not optical illusion or hallucination
• Evolution of the technology from the 60ies up to
date
140
Planners 22
• Criteria for successful VR systems (Heim):
– interaction
– immersiveness
– information intensity
• Physiology and Perception of VR
– Visual
– Aural
– Haptic and kinaesthetic
• Virtual Presence
141
Planners 23
• VR Classification
– Passive
– Explorative
– Interactive
• VR Interaction Typology
– Desktop VR (WoW)
– Video Mapping
– Immersive Systems
– Telepresence
– Mixed Reality / Augmented Reality
142
Planners 24
• VR Tools
• Hands on:
– Viewing the model
– Manipulating the model
– Familiarisation of the particular VR tools
developed
143